MENGANALISA PENERAPAN CLIMBING GRAMMAR MOUNTAIN GAME PADA PEMBELAJARAN GRAMMAR KEPADA PELAJAR BAHASA INGGRIS SEBAGAI BAHASA ASING

This research was conducted through Library Research. The objectives of this
research are describing the steps of five previous studies on the implementation of
Climbing Grammar Mountain Game in teaching grammar and explaining the reasons
of the effectiveness of the game to the EFL students. The data sources were taken
from paper written by Gunn and McCallum (2005) as a primary data and Handayani
(2015), Taslim (2016), Asnira (2017), Puspita and Fauziah (2018) and Febriza (2019)
as the secondary data. The result showed that the Implementation of Climbing
Grammar Mountain Game in teaching grammar consist of 5 steps. 1) Teacher draws
vertical lines on the board. 2) He divides each line into 10 segments. 3) Ask students
get into teams of three till five students. 4) He gives correct sentences that are easy to
identify and ask each team how many vertical feet they are willing to award it. 5) He
gives them incorrect sentences. If they cannot recognize the error, they would have to
go back down. Meanwhile, if they can identify the error, they can stay on their place.
Four researchers followed all steps which produce by Gunn and McCallum, except
Asnira. She added an activity, namely asked students to change sentences into
affirmative, negative, and interrogative form. It helps students focus on the
construction of sentences. The implementation of Climbing Grammar Mountain
Game in teaching grammar is effective to the EFL students. It gives more practice
and encourage students to think critically on topic discussed. Besides it motivated
students to be active in the teaching and learning process. From the previous
statements, it can be concluded that the implementation of Climbing Grammar
Mountain Game is effective to teaching grammar.
Keywords: Grammar, Climbing Grammar Mountain Game