An Analysis of Students’ English Tenses Mastery Using the Wheel of Grammar Game
DOI:
https://doi.org/10.58518/jelp.v5i2.4637Keywords:
Wheel of Grammar Game, English Tenses Mastery, Grammar Learning, Descriptive ResearchAbstract
This study addresses students’ difficulties in mastering English tenses in EFL classrooms, particularly in applying tense forms accurately in context. The objective of this research was to describe students’ English tenses mastery and classroom learning processes through the use of the Wheel of Grammar Game. This study employed a descriptive research design and was conducted at MAN 2 Jember involving 31 eleventh-grade students. The data were collected through classroom observation and grammar tests administered in the form of pre-test and post-test focusing on four basic English tenses: simple present, present continuous, simple past, and past continuous. The findings revealed that the implementation of the Wheel of Grammar Game encouraged active student participation and created a more interactive classroom atmosphere. In addition, the post-test mean score was higher than the pre-test mean score, indicating a tendency toward better understanding of English tenses after the learning activities. This study provides a descriptive contribution to grammar instruction by presenting the Wheel of Grammar Game as an alternative classroom activity to support students’ grammar learning.
References
Ali, S., Ali, I., & Hussain, S. (2021). Difficulties in the applications of tenses faced by ESL learners. Research Journal of Social Sciences and Economics Review, 2(1), 428–435.
Chambers, G. J., & Yunus, M. M. (2017). Enhancing learners’ sentence constructions via “Wheel of Grammar.” Pertanika Journal of Social Sciences & Humanities, 25(4), 1641–1650.
Dynasiar, B., & Mubarok, H. (2025). The Effectiveness of the Spinning Wheel Game toward Students' Speaking Skill. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature.
Eiamtong-in, A. (2023). An interlanguage study of metalinguistic knowledge on English tenses as related to time and aspect in Thai university students.
El Moudden, M. B. E. N. (2021). The integration of games in teaching English as a foreign language in the classroom: Moulay Ismail University as a case study. International Journal of Language and Literary Studies, 3(1), 208–229.
Eslami, Z. R., & Chowdhury, M. (2021). Digital Game-based Learning. Research Questions in Language Education and Applied Linguistics: A Reference Guide, 621–625.
Ghafar, Z. N., & Sawalmeh, M. H. M. (2024). Exploring the Pedagogical Significance of Grammar: A Comprehensive Review of Its Role in Language Learning and Teaching. British Journal of Applied Linguistics, 4(1), 13–16.
Gonzalo-Iglesia, J. L., Lozano-Monterrubio, N., & Prades-Tena, J. (2018). The usage of game-based learning in university education. How to motivate and foster creativity among adult students through board games. Proceedings of Play2Learn, 4, 67–84.
Habiburrahman, M., Aulia, A. S. S., Nur, N. R. T., & Lubis, Y. L. (2025). The Importance of Grammar in Communication. EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics, 9(2), 498–512.
Heale, R., & Twycross, A. (2015). Validity and reliability in quantitative studies. Evidence-Based Nursing, 18(3), 66–67.
Ing, Y.K., Sulaiman, N.A., & Hashim, H. (2025). Spelling Learning via Wheel of Fortune among Upper Primary Pupils in ESL Classroom. International Journal of Academic Research in Business and Social Sciences.
Khalid, T. O., Aziz, A. S., Gharib, N. A., Amin, T. I. H., Aziz, S. H., Gharib, B. S. H., & Saeed, R. A. H. (2023). Complex Sentences Tense Agreement in Kurdish. Journal of Linguistics and Social Sciences, 1(1), 21-28.
Laila, M. N., Rojabi, A. R., & Machfudi, M. I. (2023). Engaging Secondary School Learners in a Vocabulary Course through a Spinning Wheel Game. Pioneer: Journal of Language and Literature, 15(2), 304–321.
Listia, R., & Febriyanti, E. R. (2020). EFL learners’ problems in using tenses: an insight for grammar teaching. IJET (Indonesian Journal of English Teaching), 9(1), 86–95.
Marsevani, M. (2022). Item analysis of multiple-choice questions: an assessment of young learners. English Review: Journal of English Education, 10(2), 401–408.
Maya, I., Bte Abdul, N., & Azis, A. (2022). Bridging Students’ Speaking Skill through Spinning Wheel Media at Smp Negeri 1 Bontomarannu. Spinning Wheel Media at SMP Negeri 1 Bontomarannu. English Language Teaching Methodology, 2(1), xx-yy.
Mungyun, T. (2024). Digital Business Design and Its Implementation During Disruption Era. Journal of Current Research in Business and Economics, 3(1), 2919-2952.
Nassaji, H. (2015). Qualitative and descriptive research: Data type versus data analysis. Language teaching research, 19(2), 129-132.
Normawati, A., & Nugrahaeni, D. A. (2024). Grammar Teaching and Learning in English Language Class: Students’ View. English Education: Journal of English Teaching and Research, 9(1), 41–48.
Novela, D. J., & Muryanti, E. (2023). The Effectiveness of Spinning Wheel Games in Introducing English Vocabulary in Children in Kindergarten. Atthufulah: Jurnal Pendidikan Anak Usia Dini, 3(2), 63-68.
Praise, S., & Meenakshi, K. (2015). Importance of grammar in communication. International Journal of Research Studies in Language Learning, 4(1), 97–101.
Purba, A., Pasaribu, A. N., Elfrida, R., & Pasaribu, T. K. (2023). Errors in using English verbs by EFL students: Tenses and aspects analyses. Scope: Journal of English Language Teaching, 7(2), 137-142.
Rajendran, M., Ray, M., Ilangovan, A., Xavier, Y. C. S., & Parthasarathy, G. (2025). Game-based learning and its impact on students’ motivation and academic performance. Multidisciplinary Reviews, 8(3), 2025074.
Saengboon, S., Kosin, P., & Toomaneejinda, A. (2022). The roles of grammar in English language teaching: Local viewpoints. Pasaa, 63(1), 179–204.
Shakhmalova, I. (2023). Zotova, Natalia Techniques for Increasing Educational Motivation and the Need to Assess Students’ Knowledge: The Effectiveness of Educational Digital Games in Learning English Grammatical Material. Journal of Psycholinguistic Research.
Sourav, A. I., Lynn, N. D., & Suyoto, S. (2021, March). Teaching English tenses in an informal cooperative study group using smart multimedia and gamification. In IOP Conference Series: Materials Science and Engineering (Vol. 1098, No. 3, p. 032035). IOP Publishing.
Sousa, C., Rye, S., Sousa, M., Torres, P. J., Perim, C., Mansuklal, S. A., & Ennami, F. (2023). Playing at the school table: Systematic literature review of board, tabletop, and other analog game-based learning approaches. Frontiers in Psychology, 14, 1160591.
Stephens, O., & Sanderson, I. (2021). Two tenses: An alternative to teaching English grammar tense. Thaitesol Journal, 34(1), 25–44.
Sugianto, H. (2023). Game-based learning in enhancing learning motivation. International Journal of Instructional Technology, 2(1), 22–33.
Syakira, S. A., Priyana, J., Lestari, A. E., Dewi, I. L., & Pujiasih, E. (2024). Enhancing Grammar Teaching in an Indonesian Senior High School Through the Use of Grammar Wheel. English Review: Journal of English Education, 12(2), 499–508.
Toni, A. (2025). An Analysis of Students’ difficulties in Learning Tenses at Senior High School Level. Pedagogic Research-Applied Literacy Journal, 2(3), 486–491.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Nandu Okta Yuniratri, Indri Astutik, Kristi Nuraini
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
2.png)
