It contains an example of a research project and follow the instructions to complete yours.

1. By:
Cindy Acosta

3. • Preliminary Research
CHAPTER I INTRODUCTORY FRAMEWORK
• Final Research Project
• Chapter I
• Introduction
– Topic
– Statement of the Problem
• 1.2.1 Problem Formulation
– Justification
– Objective
• General Objective
• Specific Objective
– Variable Identification
– Variable Definition
• Variable 1
• Variable 2
– Dimensions
– Delimitations
– Hypothesis planning

4. • INTRODUCTION
Learning a language is a hard task which can
sometimes be frustrating because of the
grammatical rules. Constant effort is required
to understand, produce and manipulate the
target language. There is a common
perception that all learning should be serious
and that if students are having fun and
laugher, then it is not really learning; this is a
wrong idea. It is possible to learn a language
as well as enjoy oneself at the same time..
Games help students to make and sustain the
effort of learning. They encourage students to
interact and communicate.

5. Also, games can contribute to students’
skills if they are incorporated into the
classroom particularly if they are used to
reinforce or introduce a grammatical
structure. This study attempts to confirm
that learners can acquire better the use of
possessive pronouns, namely mine, yours,
hers, his, theirs, ours, through games. It is
focus on a 14-year-old beginner student
from a Public high school at David. The
findings in this study could serve as a
useful tool in teaching grammatical rules
through interactive games.

6. • TOPIC:
Games: A meaningful tool to teach Possessive
Pronouns

7. • PURPOSE STATEMENTENT
The purpose of this experimental study
is to test the theory of relating games
with possessive pronouns for a second
language learner, beginner at a public
High School in David.The independent
variable possessive pronouns will be
defined as a marker of possession and
defines who owns a particular object or
person. The dependent variable games
will be defined as a system in which
player engages in an artificial conflict,
defined by rules that result in a
quantifiable outcome. They will be
statistically controlled in the study.

8. • 1.2.1 Problem Formulation
The problem is why many students
have weakness in this area? They
need something meaningful to be
motivated and learn at the same
time.
• 1.3 Justification
Last year, I saw that many students
fail in grammar because they have
weakness in this area. One of the
most difficult topic was about
Possessive Pronouns. Then, we have
to find a way to teach students In a
meaningful way that really motivate
them to learn.

9. 1.4 Objective
• The objective of the final project is to
research about the effective methodology
games have in students to develop
identification of possessive pronouns.
1.4.1 General objective
• To identify how can learners acquire the
English possessive pronouns using games.
• To measure students improvement
through this motivated activity useful to
teach possessive pronouns.

10. 1.4.2 Specific Objectives
• To measure how games
facilitate learners’
acquisition of possessive
pronoun.
• Games are effective for the
teaching of grammar skills.
• To diagnostic the effect
games have in the teaching
of possessive pronouns.

11. 1.5 Identification of variables
• The variable identification is that students from a high
school level were having problem in grammar class last
year. As a result, many students fail it.
• It affect, because the government want that students
pass the subject, so we have to find a way to learn and
enjoy it at the same time.
1.6 Definition of Variables
• Games a meaningful way to teach possessive pronouns
with students of a high school level (8th grade)

12. • 1.6.1 Variable 1
Independent Variable:
MacFadyen, H. (1996) considered that “A
possessive pronoun indicates that the
pronoun is acting as a marker of
possession and defines who owns a
particular object or person.

13. 1.6.2 Variables 2
Dependent Variable:
According to Salen & Zimmmerman ,
game is a system in which player deal
with artificial conflicts, defined by rules,
that leads to a quantifiable outcome.
(2003)
Handfield, J. (1987) stated that “game is
an activity with rules, a goal and an
element of fun” (iii).

14. • 1.7 Dimensions
The study is going to be develop with
students of a public high school of 8th
grade that fail last year in that subject and
see the improvement of the use of games
to teach the students.

15. • 1.8 Delimitations
This study has some dimensions as
that the time of exposure to the
treatment was only six days of classes.
Also, it uses only on type of test to
measure her acquisition.

16. 1.9 Hypothesis
• Learners can acquire possessive pronouns
better using games.
• Learners can acquire possessive pronouns
worse using games.
• Learners can acquire possessive pronouns
with or without games.

17. CONCLUSION
To conclude, there is a big progress
teaching possessive pronouns using
games because it helps the students to
acquire it more effectively. It can
develop the comprehension
and reading skills which
are learn in a meaningful
way.

18. • This is a link that can give more information
about this interesting topic.
• http://sdst.libguides.com/researchtools
• http://www.ereadingworksheets.com/writing
/research-paper-topics/

19. Activities
• Activity 1:
• Create a good topic to research using the correct:
Introduction
Methodological Preparation
• Activity 2:
Develop general overview of the field(s)
Develop personal research tools
Create introductory and background documents
Begin a funding proposal
Consider alignment with a domain-based organization
• Activity 3:
Create strategy, and assign and implement sub-tasks
Evaluate
Conclusion

21. Webliography
Creswell, J.W. (1994).Research design: Qualitative
and quantitative approaches. Thousand Oaks, CA.
Sage Publications.
http://penningtonpublishing.com/blog/grammar_m
echanics/how-and-when-to-teach-pronouns/
http://myedison.tesc.edu/tescdocs/Web_Courses/r
ubrics/project_rubric_EDL510-JUN09.htm

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