IMPLEMENTATION OF GRAMMAR GAMES IN TEACHING PASSIVE VOICE TO THE 9TH GRADE STUDENTS

Abstract

  This article examines and discusses the results of action research conducted to improve passive voice mastery of 9^th grade students via contextual grammar teaching and games. The complexity of passive voice construction causes students’ difficulties while mastering the grammar item. In the course of lessons, the researcher aimed to eliminate students’ errors and difficulties by providing appropriate activities. Thus, the action research was devoted to developing students’ knowledge on passives and increasing their motivation to learn English grammar. Passive voice is useful all language skills since language learners must know important participants, i.e. understand how to use the performer of the action, the object, and whether it is obligatory to mention the performer of the action in the sentences. The researcher used observation and experiment methods to collect and analyze data. The students’ passive voice mastery was improved as the results of the study confirm moderate progress from 60 % (pre-test) to 73% in cycle 1 and 85% in cycle 2. According to the teacher’s observation, implementation of grammar games raised students’ interest and motivation to learning the grammar item.