ACTIVITIES FOR STUDENTS

Andi Aini Musdalifah /

Nurul Fadhila Alimuddin/

Nurul Hakim Lamaranginang/

Meutiah Nahrisyah/ 1711441014

Elvira/1711442006

DEPARTMENT OF MATHEMATICS

FACULTY OF MATHEMATICS AND NATURAL SCIENCES

UNIVERSITAS NEGERI MAKSSAR

2019
 PREFACE
Thank to Almighty God who has given His bless to the writer for finishing
the English paper assignment entitled “Activities For Students”.

This English paper contains math games that can help the kids to improve
their skill. The procedures in using this trigonometry chair games is provided in this
paper.

Those games also can be used as the guidance for those who want to teach
trigonometry through games. Hopefully, this paper can help the readers to expand
their knowledge about trigonometry..

Makassar, February 12th, 2014

Author
 CONTENTS
PREFACE .................................................................................................................. 2
CHAPTER I ............................................................................................................... 4
1. BACKGROUND .................................................................................................. 4
2. MAIN PROBLEM ............................................................................................... 5
3. PURPOSE .......................................................................................................... 5
CHAPTER II .............................................................................................................. 6
WHAT IS ACTIVITIES FOR STUDENTS ....................................................................... 6
TRIGONOMETRY CHAIR ........................................................................................... 6
CHAPTER III ............................................................................................................. 9
CONCLUSION ........................................................................................................... 9
REFERENCES .......................................................................................................... 10
 CHAPTER I

1. BACKGROUND
Read then memorize a textbook is one of the most tedious ones, moreover
if students only listen to teacher constantly unraveling about the lesson. This is
an unproductive conventional method for the students because they did not get
lots of practice from what they read and memorize. And also, mathematics is one
of the lessons that need to memorize lots of formulas. Although we have to know
or understand the way to get all of them. And that is the reason why some of
students feel afraid with mathematics. Therefore, students can remove their
concentration and their desire for learning. Having some fun classroom activities
can make students active after they losing any concentration of the cause
includes getting tired and sleepy. The teachers would make it plainly fun games
while teach students to revise what is learned and it allows chance to review
students’ understanding of the previous classes. In this case, we took the
initiative to make this game a seat to be a game that was able to convince students
that mathematics can also be made as one of the exciting and interesting games
but still challenging to make students unsaturated or afraid of math. We choose
trigonometry topic for activities students because this time, trigonometry is often
regarded as one of the most difficult topic among students because of the many
formulas they have to memorize. And another reason is we want to show how
fluent all students when they have many exercises rather than a lot of
memorization. We call it the Trigonometry Chair game. This game aims to train
students' sportsmanship, speed and focus of students in answering trigonometry
questions. Another reason we chose this game was because at this time there
were many activities and competitions at the student level, both at the Junior
high school (SMP) and Senior high school (SMA) holding fast competitions
right, quiz competition, ranking one and still many other competitions that test
the speed of students in answering questions. And the purpose of this game is
expected to make students accustomed to answering trigonometry questions
quickly and precisely and have the spirit of sportsmanship.
2. MAIN PROBLEM
How to make students easily to understand and memorize trigonometry topic.

3. PURPOSE
a. To test the skill of student in counting
b. Make trigonometric learning much more fun. because so far trigonometry
is a very scary subject. so this is one way to make students encourage
themselves to know trigonometry because of their enthusiasm for winning
in the game
c. To refresh student gaps in learning if for example this math lesson is at the
end of the meeting or at the last hour. then this trick is good to use to restore
enthusiasm or focus on learning
d. Cultivate a healthy competitive spirit, or outperform on each other.
e. Motivate yourself to appear as well as possible.
f. Provides Learning Context
 CHAPTER II

WHAT IS ACTIVITIES FOR STUDENTS

The activities in this section are not meant to be a complete teaching method
for these topics, rather they are examples of the kinds of activities instructors can
make up to go with whatever text they are using, or whatever other lessons they are
teaching. They are arranged here according to the subject matter of the activities.
In each content area, there are group activities and activities using manipulatives or
visual representations of some kind. Each section has an introduction with
suggestions for using the activities in the section.

TRIGONOMETRY CHAIR
Time : 30-50 minutes a day

Trigonomety chair is one of math games that is played of course for

trigonometric discussion. This game is also one of the alternative teachers to know
or measure the extent to which students 'knowledge or students' ability to capture
this discussion, also of course gives students the opportunity to express what they
know. Why is that? Because if the teacher only relies on the exam sheet or
assignments given, it will not be enough because the assignments and exam sheets
can be manipulated by students with a determination of good grades. Easy students,
because they are doing the many examples of similar questions until it seems easy.
If every question is hard, they will be reluctant to go to the board. Every day only a
few questions should present some challenge. You can ask for more questions about
the ones they are learning, or skipping some questions that are too easy or too
difficult at the moment. For some one day you can repeat students activities for
several days, using different numbers.

When students can give a correct response quickly and easily, that is the time
to ask them to explain their thinking, since usually the skill of talking about math
lags behind the skill of doing math. This means that students of different abilities
can be working on the same content area with the same questions: for some at a
lower level, just doing the work is the job at hand; for others at a higher skill level,
articulating the process is the job that requires work and keeps the interest high.

PROCESS

Each day, ask students to move forward. This aims to build confidence. Because
this game is a race, it will develop a competitive spirit that reduces the ignorance
that students have.

Every day, the work follows the same pattern:

1. Ask some students (min 10 people) to come forward and play this game.

2. Ask student to stand and surround the chair provided.

3. The teacher will provide different questions for each chair and display them on
the LCD. So students who do not take part in the game can also solve questions
and have the opportunity to occupy these seats as explained in point 6.

4. When music is played, the task of students is to choose from a number of

questions and chairs to do while walking around the chair.

5. When the music stops, students must sit in a chair that matches the questions that
have been chosen before. Here, students compete to occupy seats. Because there
may be more than one person who chooses the same seat.

6. The teacher will check the answers of students whether right or wrong. If true,
the student is fit to occupy the chair. If not, then the question that is occupied, is
given to students who have not won the seat, and if it is wrong again, they will
be given opportunities to students who are not playing.

7. Because the number of seats is less than the number of players and each round
will be reduced by one seat, the number of players will certainly be less.

8. Finally, there will be one player who wins this game.

DAY 1

Because this is the first day, we will only refresh students' knowledge and
memories of trigonometry. The questions given are not in the form of addition,
subtraction and so on. But still around special angles in quadrant I.

For example, how many sin 30, cos 60, tan 45, cos 30, tan 0, sin 60, sin 45,
sin 90, cos 45, and tan 30.

DAY 2

On the second day, ask students who haven't played in the previous day to
play today. The questions given are special angles in quadrant II.

For example, sin (120, 150, 135, 180), cos (120, 150,135,180), tan (120, 150,
135, 180).

DAY 3

On the third day, the questions given were more challenging. Already adding
add or subtraction operations as an application from the previous material.

For example, sin (45 + 30), cos (90-30), etc.

FOLLOWING DAYS

The level of questions given will be increasingly difficult.

 CHAPTER III

CONCLUSION
So this game can be one of the activities of students in learning. And it
becomes an alternative to improve students' abilities by not using the lecture method
alone. It is expected that the purpose of holding the game and making this paper
can be realized
 REFERENCES
(Nonesuch, 2006)