WRITING
The Use of Board Race in Teaching Stucture
Sentence of Present Continuous Tense
Risda Mugi Nastiti_204210108 TBI 4D
A. Goal
A grammar is a system of structural devices by which a language organizes
meaning. Many tenses that we can used in teaching learning process, and I choose
Present Continuous Tense in my project. Present Continuous Tense is talking
about an action which happens now at the time of speaking. 1 The goal of learning
is the students can understand the structure and pattern of Present Continuous
Tense sentences and can make example sentences with Present Continuos Tense
formula. After make the sentences, tearchers ask to write same paragraph or short
story using Present Continuous Tense pattern. This activity has some benefits,
there are the student able to express their work and thoughts through a written
work, can be practiced in daily conversation because it is the tenses used when
doing something. In addition, students can tell stories or speak in public by using
good and correct sentence patterns. Teachers have used games, pictures, songs,
1
Sebastião Pereira, Charles Fatima Guterres, and Juliana Bui, “THE STUDENTS’ ABILITY OF
USING PRESENT CONTINUOUS TENSE,” n.d.
real object, cartoon and movie as their teaching media to grow the student
creativity in learning process.2 I used Board Race of learning because games
interest most of students. Students become happy and excited to learn so that they
are easier to understand the material.
B. Approach
I use the scientific approach in the lessons that I create. I believe that the
scientific approach in the 2013 curriculum can be used to improve students'
mastery of the present continuous tense material, and can also be used to stimulate
students to be active in the teaching and learning process. This is important,
because teaching a language means that the teacher teaches how to communicate
well.3 So, students must be accustomed to using the target language. The scientific
approach in the 2013 curriculum also increases the interaction between teachers
and students. English teachers should provide interesting activities, so that
students do not feel bored in the classroom. So that students do not feel bored in
the classroom. English teachers also let students practice English, so that the
teaching and learning process is not only focused on writing on the blackboard.
The application of this approach in the classroom is that students make sentences
quickly alternately on the board and after making a story then presented in front of
the class. This is very easy to understand and students do not stop at the material,
but can immediately practice in daily conversation or stories. Teachers must
understand that students will be involved in learning and will determine future
learning.4
C. Model
Inquiry learning model is learning that requires students to solve problems
through investigation activities that increase the skills and knowledge
2
Mezia Kemala Sari and Yulyana Putri, “The Implementation of Using Picture Media on
Teaching Present Continuous Tense,” Journal of Language and Literature, 2018.
3
Fajar Sodik and M Sayid Wijaya, “Implementing Scientific Approach of 2013 Curriculum at
KTSP-Based School for Teaching Present Continuous Tense,” English Education, 2017.
4
Renate Nummela Caine and Geoffrey Caine, “Understanding a Brain-Based Approach to
Learning and Teaching,” EDUCATIONAL LEADERSHIP, n.d.
independently.5 I used this model in my learning project because in learning,
students are asked to think for themselves in solving a problem, namely making
sentences and even a dialog text and short story. The ability to speak English with
good and correct pronunciation, accuracy, fluency, and intonation is a challenge
for students in forming new knowledge.6 There are still many students who do not
master speaking skills in English. Therefore, one of the objectives of this lesson is
that students can improve their speaking ability using correct language structure.
Many methods can be used for reducing the stress, one of them is game technique
because game is suitable for all levels and students will fell fun and happy. 7
Besides the racing game of making words on the board, there is one game that I
use in this lesson. Mystery box is a game where each team gets a box containing
random sentences and students are asked to arrange the words into good and
correct sentences. Of course this hail aims to make students able to distinguish
and arrange sentences with positive, negative, and interrogative patterns. After
students master the formulas and sentence patterns, it will be easy for them to
create a paragraph with the Present Continuous Tense pattern.
D. Method
There are many learning methods that can be applied in teaching process. I
used two methods in my project, namely CLT (Communicative Language
Teaching) and also Suggestopedia method. CLT enables language learners to
communicate in target language.8 That is, learning takes place through the process
of struggling. This method is very effective to use because it can motivate
students, improve their ability to communicate, and can express with the other
person or in front of the public. The topic used is free, so students are free to tell
stories and say what they want to express. As for the methods that can be used are
5
Vera Septi Andrini, “The Effectiveness of Inquiry Learning Method to Enhance Students’
Learning Outcome: A Theoritical and Empirical Review,” Journal of Education and Practice, 2016.
6
Ni Made Milati, “Application of Picture Media to Improve Students’ English Present
Continuous Tense Speaking Ability,” Jurnal Pendidikan Bahasa Inggris Undiksha 9, no. 3 (February
16, 2022): 333, https://doi.org/10.23887/jpbi.v9i3.44416.
7
Hijri Rahman, “DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND
TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2011 M,” n.d.
8
Wafaa Abdullah Alamri, “Communicative Language Teaching: Possible Alternative
Approaches to CLT and Teaching Contexts,” English Language Teaching 11, no. 10 (September 25,
2018): 132, https://doi.org/10.5539/elt.v11n10p132.
dialog, discussion, games, and also conversation. The second method that I used is
Suggestopedia method. Suggestopedia aims to deliver advanced conversational
proficiency quickly. It apparently bases its learning claims on student mastery of
prodigious lists of vocabulary pairs and, indeed, suggests to the students that it is
appropriate that they set such goals for themselves. 9 This method also aims to
make students relaxed, comfortable, and effective in learning. The teacher
explains the material in a way that is not monotonous, namely using a slide
presentation and then applied using a slide presentation. Students enjoy in class
and are not pressured when learning takes place. Delivery of material from the
teacher is explained in a fun way, and students are not given much homework.
Most assignments and exercises are done while still in class.
E. Technique
Sometimes there is confusion in regard to terms method and technique as
applied to teaching, and both are often confused with teaching devices or media. 10
There are several teaching techniques in my project, including presentation slides,
some games, and text creation. The first technique is slides presentation, namely
by displaying material in the form of slides designed by the teacher as well as
possible. This technique aims to innovate students in use of modern technology.
Students become more open-minded to the world of technology and understand
the material more effectively. If students are only given material through books,
of course it is very monotonous and not very interesting. Students become focused
only on writing on paper, and can cause drowsiness. The second technique is the
use of several games to explain the material to students. The game is quite
interesting for junior high school students and below, so it is widely used by
teachers as a technique in teaching. In the first game, students are asked by the
teacher to arrange scrambled words in a box. The sentence patterns given are
positive, negative, and introgative. then in the second game, students compete
with other groups to write sentences using the present continuous tense based on
9
A Bakhromova and M Ergashev, “Suggestopedia As an Important Method of Teaching
Vocabulary,” Central Asian Studies 03, no. 06 (2022).
10
Miss Ruth Wheeler, Dr Joyce Terrass, and Dr Pauline Garrett, “Home Economics Education
Association, an Affiliate of the National Education Association, 1201 Sixteenth Street, N.W.,
Washington, D.C. 20036,” n.d.
the words they choose. The last technique is making paragraph text using the
material pattern that has been delivered. This technique trains students to be able
to think individually to be expressed to the public.
F. Syntax of Learning
No. Step The Teacher’s Role The Student’s Role
1 Pre-Teaching a. The teacher opens the a. Students answer the
lesson with greetings teacher's greetings with
enthusiasm
b. The teacher asks one b. One of the students
of the students to lead leads the prayer and
the prayer first praying together
c. The teacher gives Ice c. Students follow the Ice
Breaking instructions Breaking given by the
in the form of teacher until it is over
concentration claps.
2 Whilst- a. The teacher displays a. Students pay attention
Teaching material in the form to the material from
of presentation the teacher
slides, including
definitions, formulas,
and example
sentences of the
material to be
discussed (Present
Continuous Tense)
b. The teacher divides b. Students immediately
the students into join their respective
groups groups
c. The teacher gives a c. Students receive the
mysterious box to mysterious box from
each group the teacher
d. In each box, there is d. Students work together
an instruction in the with their group to
form of arranging arrange the words into
words in a sentence a complete sentence
with correct structure
and sentence pattern
using Present
Continuous Tense
e. The teacher gives e. Students collect their
time for students to group work according
work to the time determined
by the teacher
f. The teacher asks f. Students line up
each group to stand lengthwise based on
in a line to the back their groups
g. The teacher gives g. Students listen and pay
instructions on the attention instructions
Board Race game to to the teacher's
the students
h. The teacher asks the h. Students follow the
first participant from game given by the
each group to write teacher in accordance
down a verb. Then with the provisions
the second and with the time limit
participant writes a that has been
positive Present determined
Continuous Tense
sentence using the
verb. Then the next
one writes the
negative sentence
connected with the
introgative sentence,
and so on with the
time limit set by the
teacher
3 Post- a. The teacher opens a. Students ask the
Teaching the question session teacher questions
to the students about the material
taught
b. The teacher answers b. Students pay attention
and re-explains the to the teacher's
material that is not explanation
understood by the
students
c. The teacher gives c. Students do the written
several types of questions before
questions to students leaving the class
before the class ends
d. The teacher closes d. Students answer the
the lesson and gives teacher's greetings
a greeting with enthusiasm
References
Alamri, Wafaa Abdullah. “Communicative Language Teaching: Possible
Alternative Approaches to CLT and Teaching Contexts.” English
Language Teaching 11, no. 10 (September 25, 2018): 132.
https://doi.org/10.5539/elt.v11n10p132.
Andrini, Vera Septi. “The Effectiveness of Inquiry Learning Method to Enhance
Students’ Learning Outcome: A Theoritical and Empirical Review.”
Journal of Education and Practice, 2016.
Bakhromova, A, and M Ergashev. “Suggestopedia As an Important Method of
Teaching Vocabulary.” Central Asian Studies 03, no. 06 (2022).
Caine, Renate Nummela, and Geoffrey Caine. “Understanding a Brain-Based
Approach to Learning and Teaching.” EDUCATIONAL LEADERSHIP,
n.d.
Milati, Ni Made. “Application of Picture Media to Improve Students’ English
Present Continuous Tense Speaking Ability.” Jurnal Pendidikan
Bahasa Inggris Undiksha 9, no. 3 (February 16, 2022): 333.
https://doi.org/10.23887/jpbi.v9i3.44416.
Pereira, Sebastião, Charles Fatima Guterres, and Juliana Bui. “THE STUDENTS’
ABILITY OF USING PRESENT CONTINUOUS TENSE,” n.d.
Rahman, Hijri. “DEPARTMENT OF ENGLISH EDUCATION FACULTY OF
TARBIYAH AND TEACHERS TRAINING SYARIF
HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA
2011 M,” n.d.
Sari, Mezia Kemala, and Yulyana Putri. “The Implementation of Using Picture
Media on Teaching Present Continuous Tense.” Journal of Language
and Literature, 2018.
Sodik, Fajar, and M Sayid Wijaya. “Implementing Scientific Approach of 2013
Curriculum at KTSP-Based School for Teaching Present Continuous
Tense.” English Education, 2017.
Wheeler, Miss Ruth, Dr Joyce Terrass, and Dr Pauline Garrett. “Home Economics
Education Association, an Affiliate of the National Education
Association, 1201 Sixteenth Street, N.W., Washington, D.C. 20036,”
n.d.
