Never have i ever bingo / Myzatul Sarah Yusof ... [et al.]

To guarantee that pupils can learn the English language effectively, English as a Second Language (ESL) educators have always equipped themselves with various educational approaches and strategies. In spite of this, ESL learners still find the “present perfect tense” as one of the most challenging tenses to master as grammar structures and rules differ from their first language. Nevertheless, the implementation of language
games has shown its effects on the learners' knowledge, competency, and motivation in learning a language, focusing on different targeted language areas and skills such as grammar. Accordingly, this paper aims to describe the design and development of “Never Have I Bingo’” through the ADDIE model as well as studying its effectiveness on learners’ ability to use the present perfect tense in writing. This empirical study involved 31 Year 6 students in a primary school in Negeri Sembilan. The results of the employed pre and post-tests demonstrated a significant improvement in students’ ability to use the present perfect tense in writing sentences. Interviews and document analysis were also conducted to demonstrate the students’ perceptions and effectiveness of the game. The study could provide insights to educators in developing and conducting grammar learning games. Future studies might concentrate on creating games that improve grammar structures and rules used in other skills.