The Effectiveness Of Using Language Games To Teach

Vocabulary To Year 4 Pupils

NAME : ANNABELL DELAPENA

MATRICULATION NO. : 780713125082001

PRACTICUM REPORT

TASK : T1A3

1.0 REFLECTION

English is one of the languages that is important to be learned to everyone. The need of

mastering English is greater and greater and therefore English should be introduced earlier. But,

teaching English to the young learners is not easy because English is not their mother tongue and

it is a new thing for them. The interest of students in learning English is needed as it is the key to

make them easier in mastering English. The teacher should have a good and interesting

technique to introduce English for them. It is to make sure that students will be interested and

motivated to learn English. In order to master English, a learner has to consider the language

elements or components such as structure, pronunciation, spelling and vocabulary. As we know,

vocabulary is an essential means in conducting communication. It is a knowledge that must be

learned and acquired by students to enable them to communicate in English. So, it is the basic

component which the students must be familiar with. In addition, by knowing English words and

their meanings, the students will find it easy to master English.

I observed that my students had problems in their vocabulary especially in their speaking and

writing. Many of my students consider the teacher’s explanation for meaning definition,

pronunciation, spelling and grammatical functions boring. In this case, language learners have

nothing to do in a vocabulary learning section but to listen to their teacher. Secondly, I noticed

that my students usually only acquire new vocabulary through new words in their textbooks or

given by teacher during classroom lessons. For example, students find many new words in a text

and then ask the teacher to explain the meaning and the usage. Thirdly, my students faced

difficulties in memorizing new words and their less interest in learning English. I also found that

most of my students do not want to take a risk in applying what they have learnt. They were able

to recognize a word in a written or spoken form, but they were not able use the word properly in

different context or pronounce it correctly.

The most problem that I faced was to attract my student attention during my lessons. I thought it

was maybe because of the conventional method that I had been use during my classes. I know

that language learning is hard task which can sometimes be frustrating. So, effort is required at

every moment and must be maintained over a long period of time. As one saying says that “all

work and no play makes Jack a dull boy”. The conventional method that most teachers had been

use these days no longer an effective way to attract students attention in class. I think I have to

use language games in my class in order to make my lesson more enjoyable and meaningful for

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them. I hope with this research I am able to help my students in improving their vocabulary and

also building their confidence.

2.0 RESEARCH FOCUS

The focus of this research was to determine the effectiveness of using games in teaching

vocabulary, as compared to the conventional method of teaching vocabulary. One of the most

important aspects of teaching English was to enable students to learn new words and also to

understand and remember the new words that they had learnt. It was an approach that helps

students to practice the language they learnt in a meaningful ways. Therefore, the role of games

in teaching and learning vocabulary cannot be denied. Learning vocabulary through games was

one effective and interesting way that could be applied in any classroom. To implement games in

English class, teacher should consider numerous factors. Teacher has to choose appropriate

games to a group of learners which depend on number of students in class, level of age, level of

language proficiency, duration and the content, and difficulties of language. In addition, teachers

should also consider how to implement games to class. Games help and encourage students to

sustain their interest and work. Games are used not only for fun, but more importantly, for the

useful practice and review of language lessons, thus leading toward the goal of improving

learners ’communicative competence’.

By helping the students to improve their vocabulary, students may able to improve their English

proficiency, participate positively during classes and also encourage them to remember words

easily, as opposed to just teaching vocabulary through lectures.

3.0 TARGETED GROUP

The sample of the research consisted of fourteen Year 4 students in a rural primary school in

Kuching. This study involved students from Year 4 class and consisting of 1 Kadazan student, 8

Bidayuh students and 5 Iban students. The students were all from the average level of English

proficiency.

4.0 IMPLEMENTATION OF INNOVATIVE TEACHING AND LEARNING

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The study was carried out to find out the effectiveness of using games to teach English

vocabulary to Year 4 students. Firstly, teacher conducts Test-1 and Test-2 to the students before

and after 4 lesson using games. In this 4 lesson, teacher used the method of using games to teach

vocabulary to the students. Teaching vocabulary using games utilized the same method as the

conventional method of teaching vocabulary except that the materials used were games. This

meant that the teacher used games instead of using articles or passages to teach new words or

vocabulary. In other words, the procedures or steps in the lesson were the same as the

conventional method. These were the four steps, set induction, presentation, controlled practice

and closure. However, the only difference was the teacher used games as materials for the lesson

during the practice stage instead of using only printed texts.

In set induction stage, teacher began the lesson by greeting the students. It was used to make the

students usual in using English greeting expression. Teacher also may ask about the previous

lesson by asking students some questions regarding the topic.

Secondly, in presentation stage and practice stage teacher applied vocabulary games. Firstly,

teacher explained the rules of those games and after that asked the students to play games based

on the rules. It was done to make the students to be more active and to make them enjoy in doing

the task.

The last part of the teaching process is the closure whereas, in this stage teacher asked about the

lesson to check whether they were understood about what they had learned or not.

5.0 REPORT OF THE IMPLEMENTATION

Several instruments were used in this research namely, the questionnaire, Test-1, Test-2 and

observation forms. The questionnaire consisted of two parts. The first part, (Section A) sought to

find the demographic data and the second part, (Section B) consisted of ten questions which

sought to find out the students’ motivation and perception. In this section, the samples needed to

state their opinion using the Likert scale, that was strongly agree, agree, disagree and strongly

disagree. Questions 1, 2 and 4 sought to find out respondents’ intrinsic motivation, while

questions 3, 5, 6, 7, 8, 9 and 10 sought to find out respondents’ perception of English language

games. All the items or questions were positively structured. This meant that all items were

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equally weighted. Thus, in order to find the results, the frequency of respondents’ answer were

gathered and converted into graphical representations to show the differences.

The next instruments consisted of Test-1 and Test-2 forms. The Test-1 was given before the 4

lessons using language games conducted. While, the Test-2 was given after the fourth lessons

using language games.

The third instrument used for the study was the observation form. Observations were carried out

during every lesson taught in order to find out observable behavior of the sample or students.

The observation form consisted of the researchers’ reflection towards her teaching throughout

the lessons. The respondents’ paralinguistic reactions such as open mouth, puzzle looking,

smiles, head nod, hand rising, verbal responses, and so forth were noted. Active and favorable

reactions by students meant that lesson was a success and vice-versa.

Therefore, the research instruments consisted of questionnaires, a Test-1 and Test-2 forms, and

observations forms for lesson were carried out using the games.

Firstly, the researcher needed to get permission to conduct the study in the school concern. Once

permission to conduct had been granted, the researcher proceeded to identify the targeted group

for the research. As mentioned before, fourteen students were selected as the respondents. These

students were the Year Four students. The questionnaire will be given to the samples and

collected after all the information had been fill up. Once, the information needed for the samples

had been gathered, the researcher printed the forms as mentioned in the research instruments.

The purpose of this research was to determine the effectiveness of using games to teach

vocabulary, as opposed to use the conventional method to teach vocabulary. Thus, the Test-1 and

Test-2 were given before and after the fourth lessons using games. The rationale for using the

Test-1 and Test-2 marking sheets were to analyze the difference in the scores obtained by the

samples.

This study explained the experimental research that sought to find out the effectiveness of using

language games to teach English vocabulary in an English Language classroom. A Test-1 prior

to a lesson and Test-2 after the fourth lessons using games was carried out to determine the

effectiveness of using games in a vocabulary lesson.

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After implementing the games and activities to practice the vocabulary, and after recycling

words through games in four lessons, it seems that students’ ability to memorize the words has

become more efficient. When the students were interested in learning the material, they give

more attention to the lesson given. The condition gave a good chance for both the teacher and the

students. On the occasion the teacher could deliver the material very well and students could

understand what they had learned on that day.

Although the methods of using games were seems able to enhance students motivation to learn

vocabulary, there were also some disadvantages occur during the teaching learning process. The

first disadvantage of applying games in teaching and learning was by attracting students’ interest

to games, all of them were active and made noisy. Sometimes they made too much movement

and spoke. That condition made the teacher difficult to control them. Secondly, using games in

the classroom sometimes fails due to the lack of cooperation among members of the class.

Games require all students’ involvement and they promote friendly competition, therefore, it is

very important that students have a cooperative attitude.

To summarize, it was found that using games to practice vocabulary enhances students’ ability to

memorize words effectively. Games provide comprehensible input while learners interact in

group, allowing students to clarify meaning of words in such context. The used of games also

enhanced students motivation to learn vocabulary. This might be because the students have

experienced new method of teaching, as they have been used only to learning the new languages

through drilling the vocabulary. The strategy also allows them to interact with peers, which is

also a new experience for them since they are used to teacher-centered methods for the whole of

their learning experience. The games bring in relaxation and fun for the students, thus help them

learn and retain new words easily. Vocabulary games also bring real world contexts into the

classroom and enhance students’ use of English in a flexible, communicative way. Therefore, the

role of games in teaching and learning vocabulary cannot be denied. However, in order to

achieve the most from vocabulary games, it is essential that suitable games are chosen.

Whenever a game is to be conducted, the number of students, proficiency level, culture context,

timing, learning topic, and the classroom setting are factors that should be taken into account. To

conclude, learning a new language or vocabulary through games is one significant and

interesting way that can be applied in the vocabulary teaching and learning process.

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Appendix 1

QUESTIONNAIRE

Section A

This set of questionnaire is distributed in order to get information regarding students’ background. Your

full cooperation is needed to answer the questions. Please write all the information required in the spaces

and circle your choice in the options provided.

RESPONDENTS’ PROFILE

NAME :

GENDER :

AGE :

RACE :

FATHER’S OCCUPATION :

MOTHER’S OCCUPATION :

ECONOMIC STATUS : Household income per month

A. Less than RM500

B. RM500-10 000

C. RM10 000-RM20 000

D. Above RM20 000

Circle the answer below.

1. Do you speak English?

A. Yes B. No

2. Who encourage you to speak English Language ?

A. Parents B. Your English Teacher C. Your friends D. yourself

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Appendix 1a

3. Where do you usually use or speak the language ?

A. At home B. Everywhere C. In your English class

4. How do you increase your word knowledge?

A. By reading magazines, storybooks, newspapers, etc.

B. By watching television and listening to English programs on radio

C. By talking to your friends, neighbours or family members.

5. Who help you to learn new words in English Language ?

A. Teacher B. Friends C. Parents

6. How do you get the meaning of word?

A. By looking up the meaning in the dictionary

B. By asking the meaning from teacher

C. From my friend

SECTION B

Read the statement and place a tick in the appropriate box.

SA A DA SDA

Strongly Agree Agree Disagree Strongly Disagree

NO. STATEMENTS SA A DA SDA

1. I like games and playing games.

2. When I feel bored, I will always play language games.

3. I like English language games the most, because it can

improve my English vocabulary.

4. Playing language games is my favourite pastimes.

5. I think I will enjoy my lessons if games are used.

6. I learn new words more easily from games. Language

games help me improve my spelling.

7. I learn to spell new words correctly from language

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games. Language games help me to improve my

vocabulary usage.

8. I can remember words better if they are used in

games.

9. Language games can be fun and enjoyable.

10. I sharpen my vocabulary skill through language

games.

PRE-POST TEST

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Appendix 2

Year 4

Name:___________________ Date:_____________________

Write the simple past form of these words. ( Irregular verbs)

1. make - ____________________

2. see - ____________________

3. come - ____________________

4. teach - ____________________

5. take - ____________________

6. say - ____________________

7. sell - ____________________

8. pay - ____________________

9. speak - ____________________

10. throw - ____________________

11. buy - ____________________

12. eat - ____________________

13. feel - ____________________

14. fly - ____________________

15. get - ____________________

16. give - ____________________

17. go - ____________________

18. know - ____________________

19. win - ____________________

20. write - __________________

OBSERVATION FORM

Lesson 1/2/3/4

Class:___________________ Day:________________ Date:__________________

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Appendix 3

Students’ responses :

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Classroom’s situation :

______________________________________________________________________________

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Remarks :

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TEST 1

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TEST 2

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