UNIVERSITI SAINS MALAYSIA
KRL 3043
TOPIC:
THE USE OF LANGUAGE GAMES IN
TEACHING VOCABULARY
NAME
: MAT JELI@MAZELI BIN ISMAIL
IC
: 690123-03-5723
MATRIC NO
: PPG12985/12
LECTURER
: DR. SHARIFAH AMNAH BT SYED AHMAD
DEPARTMENT
: SCHOOL EDUCATIONAL STUDIES
TABLE OF CONTENTS
PAGE
Acknowledgement
i
List Of Tables
ii
List Of Figure
iii
Abstract
iv
CHAPTER ONE : INTRODUCTION
1.1 Introduction
1
1.2 Background of Study
1
1.3 Statement of Problem
2
1.4 Research Objective
2
1.5 Research Question
2
1.6 Significant of Study
3
1.7 Definition of Terms
3
1.8 Summary
4
CHAPTER TWO : LITERATURE REVIEW
2.1 Introduction
5
2.2 Related Literature Review
5
2.3 Limitation
10
2.4 Summary
11
CHAPTER THREE : METHODOLOGY
3.1 Introduction
12
3.2 Research Design
12
3.3 Population and Sample
13
3.4 Instrumentation
14
3.5 Procedure In Conducting Research
16
3.6 Analysis
17
3.7 Summary
18
TABLE OF CONTENTS
PAGE
CHAPTER FOUR : RESULTS
4.1 Introduction
19
4.2 Demographic Analysis
19
4.3 Are language games effective in helping students
to learn vocabulary?
21
4.4 Are language games effective in motivating
students to learn vocabulary?
27
4.5 What is the perception of the students towards
the use of language games in learning vocabularies?
30
4.6 Summary
31
CHAPTER FIVE : DISCUSSION
5.1 Introduction
33
5.2 Discussion
33
5.3 Implication of the study
36
5.4 Suggestion
36
5.5 Summary
38
BIBILOGRAPHY
39
APPENDIX
41
ACKNOWLEDGEMENT
First and foremost, I thank Allah SWT for granting me the chance, courage
and ability to successfully complete this study. I would like to express my deep
sincere and gratitude to my supervisor, Dr. Sharifah Amnah Bt. Syed Ahmad for her
valuable advice, patience and time in guiding me despite her tight schedules.
It is a pleasure to thank many people who have involved in giving information
and valuable suggestion in completing this study especially my friends in SK Tasek
Pauh who had helped me a lot. I also would like to take this opportunity to thank the
Ministry Of Education (KPM) for granting me to further my study and received the
scholarship from KPM among all the teachers in Malaysia. I am honored to be one of
the selected person to have the chance.
Special thanks to the school administration in giving me full support in doing
my undergraduate within this four years and give me space to work with all the
assignments and online interaction. My sincere thanks for my family for sharing their
knowledge and assisting me in many ways. I also would like to say my great gratitude
to the all who have directly and indirectly contributed to the completion of this study
i
LIST OF TABLES
TABLE NO.
TITLE
PAGE
TABLE 1
Marking scales of the Pre-test and Post-test.
17
TABLE 2
The enrolments of students for the both
classes.
19
TABLE 3
Frequency and percentage of distribution of
parents’ occupation
20
TABLE 4
The marks of Control and Experimental class
in the Pre-test
22
TABLE 5
Mean of the Experimental and Control class
23
based on the Pre-test.
TABLE 6
The marks of control and experimental class in
the post-test.
24
TABLE 7
Mean of the Experimental and Control Class
25
based on the Post-test
TABLE 8
Number of subjects which agree and disagree
of
language
games
that
can
29
improve
vocabulary skills
TABLE 9
Frequency
of
students’
attitude
during
31
attitude
during
31
observation (before)
TABLE 10
Frequency
of
students’
observation (after)
ii
LIST OF FIGURE
FIGURE NO.
TITLE
PAGE
FIGURE 1
Conceptual Framework
12
FIGURE 2
Research design Flow of research
13
FIGURE 3
The distribution of percentage of parents’
occupation.
20
FIGURE 4
The performance of Experimental and
control class in Pre-Test
23
FIGURE 5
The Pre-Test mean of Experimental and
Control class
24
FIGURE 6
The performance of Experimental and
Control class in the Post-Test
25
FIGURE 7
The Post-Test performance of the
Experimental and Control Class
26
FIGURE 8
The performance of the experimental class
in pre-Test and Post-test
27
FIGURE 9
The performance of the Control class in
pre-Test and Post-test
27
FIGURE 10
Frequency of students’ attitude towards
language games
29
iii
ABSTRACT
This study describes the findings of an action research which to identify how a
game especially language games can be utilized to teach vocabulary in meaningful
and interesting ways. This study attempted to find out to what extend could language
games help students to learn vocabulary. The second objectives of the study is to
provide teachers with some useful ideas by using language games as a method of
teaching vocabulary as well to prove that language games will help teachers to teach
vocabulary in fun way to attract learners’ enthusiasm about learning vocabulary
effectively and motivate them to learn. It is also to prove that the usage of the games
in learning and teaching process may help to generate learners’ interest, motivation
and participation. The result of the research has found that the language games used in
teaching and learning activities in the classroom has motivated and attracted students’
interest in learning vocabularies which gave big impact to their performances.
Through this research, four instruments had been used by the researcher which are
observation, interview, Pre-Test and Post-Test. This study concludes by proposing
that interesting, enjoyable and fun techniques such as language games could change
students’ attitude and behavior towards learning language especially vocabularies.
Last but not least, this study also suggests a few strategies to improve the study for
future use.
iv
CHAPTER ONE
INTRODUCTION
1.1 INTRODUCTION
Pupils in school exposed to various techniques and strategies to help them to
understand English subject better. Teachers had spent most of their time to work on
the techniques and strategies but not all of the techniques and strategies work
effectively to improve their language skills especially in adding up their English
vocabularies.
For further justification about the subject matter, this chapter discusses details
on the background of the study, statement of the problem, definition of the terms used
and the significance of the study.
1.2 BACKGROUND OF STUDY
Language competency is one of the important elements in education. In
Malaysia, English is taught as a second language in various levels of education as in a
kindergarten, primary school, secondary school and even college and university.
English is also well-known as an international language that is widely used in many
sectors, particularly in high-level education and the business sectors.
Therefore, the new curriculum for the English programme is integrated into
Kurikulum Bersepadu Sekolah Rendah (KBSR) in 1994 that is based on the National
Philosophy of Education, whereby fluency and accuracy are emphasized (Ministry Of
Education Malaysia’s Official Portal).
Fluency refers to the experience of trying the language out for oneself, while
accuracy depends on the mastery of language system such as grammar, vocabulary,
phonology, syntax and etc. Students have to play their role to enable them to acquire
the needed language skills.
1
1.3 STATEMENT OF THE PROBLEM
This study will address the problem of teaching vocabularies to the students to
improve their language skills in English classroom. Their understanding in learning
vocabularies might give impact during the learning session as well as getting into the
high level of education.
By analyzing the results of the examination for English subject in previous
examination such as the past year’s final exam, the researchers found that most of the
students did not get good results. Meanwhile, most of the teachers are eager to finish
the syllabus rather than finding a solution to overcome the problems.
1.4 RESEARCH OBJECTIVE
The objectives of the study are:
i-
To investigate the effect of using language games in teaching
vocabulary.
ii-
to investigate the effect of using language games in motivating students
to learn vocabulary.
iii-
to investigate the students' perception towards use of language games
in learning vocabulary.
1. 5 RESEARCH QUESTION
The following research questions are formulated in order to meet the research
objectives:
1. Are language games effective in helping students to learn vocabulary?
2. Are language games effective in motivating students to learn vocabulary?
3. What is the perception of the students towards the use of language games
in learning vocabularies?
2
1. 6 SIGNIFICANT OF STUDY
This research is designed to propose the use of language games in teaching
vocabulary for year 4 students in primary school. As mentioned earlier using language
games is one of the ways to arouse students’ interest. Basically, this research is aimed
to provide teachers with some useful ideas by using language games as a method of
teaching vocabulary.
Moreover, it helps to identify how a game especially language games can be
utilized to teach vocabulary in meaningful and interesting ways. The usage of the
games in learning and teaching process may help to generate learners’ interest,
motivation and participation.
1. 7 DEFINITION OF THE TERMS
The Definition of some important terms used in this study is as stated below:-
a) Language Games
Wittgenstein developed this discussion of games into key notion of a
language game. In one language game, a word might stand for things to be
manipulated, but in another the same word might be used for asking questions
or giving orders.”Water!”, for example, can be an exclamation, an order, a
request, or an answer to a question; but which meaning it has depend on the
language- game in which it is being used. Thus, the word “water” has no
meaning apart from its use within a language-game.
b) Vocabulary
It is a set of words known to a person or other entity, or that are part of
a specific language. The vocabulary of the person is defined either as the set of
all words that are understood by that person or the set of all words likely to be
3
used by that person when constructing new sentences.( Chitravelu et.al,
1995:32 )
c) English as a second language (ESL)
ESL ( English as a second language ) refer to the use or study of
English by speakers of other languages. English is a language with great reach
and influence; it is taught all over the world under many different
circumstances.
d) Experimental Class
It is the group who learn vocabulary through language games. This
group will expose to the language games.
e) Control Class
It is the group of students that use the common method of teaching and
learning vocabulary. The form of using textbook, worksheets and notes are the
content of such method.
1. 8 SUMMARY
The ideas of this research is to help the teachers to understand that language
games will help teachers to teach vocabulary in fun way in order to attract learners’
enthusiasm about learning vocabulary effectively and motivate students to learn.
4
CHAPTER TWO
LITERATURE REVIEW
2.1 INTRODUCTION
One of the main reasons why games are considered effective learning aids is
games motivate students to learn. The games create motivation and students get very
absorbed in the competitive aspects of the games. Students will try harder at games
than in other lessons.
Naturally when playing games, students are trying to win or to beat others for
themselves. It can be clearly seen that games can capture students’ attention and
participation. Moreover, they can transform a boring class into a enjoyable and
challenging lesson.
2.2 RELATED LITERATURE REVIEW
There are many approaches that can be used in teaching English vocabulary to
English as a second language learner. It is important for teachers to remember that
these learners should be immersed in the language as much as possible with any
beaming approach teachers select to follow.
According to the Oxford Advance Learner’s dictionary, vocabulary has been
defined as “all the words in a particular language or the words that people used when
they were talking about a particular subject” (2000:1447). In the other words, the
vocabulary of a language that is at the disposal of a speaker or writer. However, for
many learners of English, they might think of learning a list of new words with
meaning in the second language without any real context practice.
Ludwing Wittgenstein (1980) gives us considerable help in understanding
what he means by the term ‘language game’ and is good because ‘language game’ is a
key term in Wittgenstein’s later philosophy. It is a term that Wittgenstein teaches us as
5
we begin to study his philosophy and it forms the foundation for much of his later
work which challenges classical as well as many notions about language and
psychology.
According to Andrew Wright (2000) , he stated that games can be found to
give practice in all skills (listening, speaking, reading and writing), in all stages of
teaching or learning sequence and many types of communication. The researcher
agrees with this statement because when games are used in classroom, teacher should
consider the objectives of the games and how to conduct the games appropriately.
The chosen games are invaluable as they give students a break and at the same
time allow students to practice language skills. Furthermore, games employ
meaningful and useful language in real contexts. They also encourage and increase
cooperation among students.
Many experienced text book and methodology manual writers have argued that
games are not just time filling activities but have a great educational value.
Richard Amato (1996) acknowledged that even though games are often
associated with fun, we should not lose their sight of their pedagogical values,
particularly in second language teaching. Jill Hadfield (1990) stated that games
provide as much concentrated practice as a traditional drill and more importantly, they
provide an opportunity for real communication.
Therefore, there is no doubt that there are plenty of advantages of language
games that are effective as they provide motivation, lower student’s stress and
proficiency building.
In the same way Bryne (1995) gave the definition to games as a form of play
governed by rules. Games should be enjoyed and fun. They are not just a diversion, a
break from routine activities, but a way of getting the learner to use the language in
the process of the game. Similarly, Jill Hadfield (1990) also defined games as an
activity with rules, a goal and an element of fun.
6
Games are very useful and can be used to develop students’ language learning
and also provide the students an opportunity to practice communication. Jill Hadfield
(1990) confirms that games provide as much concentrated practice as a tradition drill
and more importantly, they provide an opportunity for real communication, even
though within artificially defined limits, and thus constitute a bridge between
classroom and the real world.
Another advantage that the researcher can say here is that language games can
increase students’ ability in using language because students have a change to use
language with a purpose in the situation provided.
Choosing an appropriate game and use it as a method of teaching vocabulary
to English as a second language learners, the teacher plays the role as a facilitator in
the sense of someone who acts as a coach and as a resource where students are
involved in their work. When giving instruction, a few words in the mother tongue
would be the quickest way to make everything clear. Give clear instructions.
Students should pay fully attention and participate in the learning process and
games. Successful of communication is the responsibility of all involved. Every
individual has to be responsible for their learning and should maximize the
opportunities for input and output as much as possible both within in classroom or in
natural setting. “Part of the responsibility towards learners-training lies with the
teacher and should be developed in class by highlighting different techniques to suit
different styles” (Brumfit et al,1991:11)
According to Bryne (1986) in his book ‘Techniques for Classroom
Interaction’, language games are very good alternatives to drill for many kind of
accuracy work therefore the students remember things better and they also lead on
very naturally to pair work or informal group work. The knowledge that they gain in
the classroom can be used effectively in the real world.
7
According to Hadfield in
Advance Communication Games (1987) : A
collection of games and activities for intermediate and Advanced Students of English
stated that language games provide an opportunity for real communication that
involved the use of vocabulary. Due to this language games can be medium because
the language games can help students to enhance the vocabulary.
Teoh (1999) in Educational Procedures in Malaysia (Third Edition) supported
that language games are the advantage of language learning as they provide
entertaining and the students can practice the language easily in or outside the
classroom.
Steinberg in An Introduction to Psycholinguistics (1993) claims that, the
knowledge that the students gain can be related to their own experiences and daily
life. Language games are some of the devices employed to allow for natural selfdiscovery of language and its use. Language games are really beneficial for the
students and can give them more chances to apply their vocabulary in order to
communicate in the foreign language.
Wright, Betterridge and Bucky (2000) in their book entitled “Games For
Language Learning” agreed that language games can be an additional activities
conducted in the classroom that refer to the supplementary activity in the
syllabus,students can be evaluated by the teachers while they are doing the mechanics
of language games.
Araujo (1991) in English Teaching Forum stated that games are the
supplementary tool to motivate her students to speak English and they can use their
vocabulary well and naturally.
Language games also provide students with opportunity to use English an real
situations. Help students speed their acquisition of English, to encourage language
learning through the use of lively and interesting materials and activities that would
bring the students world into classroom and they provide opportunities for personal
8
interactions among students and between students and teachers, which personalized
the classroom supported in their efforts to learn the language.
As we know, vocabulary is an important part of learning language. Without
vocabulary the language seem like not completed as a whole. As stated by Paul Nation
(2002) in his research “…vocabulary is not an end for itself. A rich vocabulary makes
the skill of listening, speaking, reading and writing easier to perform”.
Improving vocabulary gives positive impact to build English proficiency
especially among the students. Concentration on higher level aspects of language can
be done easily such as using appropriate expression in communication and precise
sentence structure in writing.
Many experts in education field have figure out characteristics of games that
makes vocabulary learning more effectively. As stated by Lee (1995:35) there are
several main advantages are use in the classroom including “ a welcome break from
usual routine of the language class”, “motivating and challenging”, “ effort of
learning”, “and language practice in the various skills”. From this statement it shows
that learning vocabulary is more effective with the use of language games during
lesson.
According to Noi Dung in his research he stated that students who joined in
and practiced vocabulary activities through games felt more motivated and interested
in what they were doing and the use of games during the lesson might have motivated
the students to work more on vocabulary items on their own.
Uberman (1998) in his research claimed that games are effective and useful as
an important tool that should be applied in vocabulary classes. She also stated that the
use of language games is a way to make the lesson more interesting, enjoyable and
effective. Besides, Uberman affirmed that games is not only way to enjoy and
entertain with the language but also to practice it incidentally.
9
2. 3 LIMITATION
As with any research, there are a few limitations exist in this research. One of
the significance limitations of the study is to get students’ understanding and attention
during the research period of time. Since the students are very weak in English
language and lack of vocabularies, it become to the worst to get them to understand
the instruction and explanation. Researcher had to use several methods and techniques
such as gestures and body language to get their attention to the lesson.
It really needs hard work and patience to achieve the objectives of the
research. Researcher also had to overcome the obstacles first before proceed with
applying the language games in teaching and learning activities. Besides, in both
selected class, control and experiment class, students are not streamed according to
their English performance but their performance in all subjects.
The students are mixed-ability and this situation has made the research tougher
than expected. Some vocabularies used might be too easy for those who are advanced
in English language meanwhile it might be too difficult for those who are weak.
Learners with different levels, talent and proficiency might grasp the lesson
differently. For the high proficiency level of students, the games might be too easy for
them and not challenging. Due to this limitation, it is not always easy to incorporate
games into class. Another limitation is the time constrain. It is a time consuming when
the teacher has to prepare the materials on her own since there is no ready- made
materials which suits teachers’ and students’ need and also the topic.
Teacher must have vast collections of language games so that the teaching
materials and teaching aids are relevant to the need and contents of the curriculum and
syllabus. Time also posed as a constraint when teacher needs some time to prepare the
equipments for the teaching. Lastly, the games are not only for fun but more
importantly for the useful practice and reviews vocabulary teaching.
10
2. 4 SUMMARY
In conducting this research, the researcher had faced major limitation in using
these language games. They could be meaningful or useful after learners have learnt
the vocabulary items. Learners will not be able to play and have fun with the games if
they do not have background knowledge and input of the vocabulary.
Therefore, teachers must teach the vocabulary and give input to the learners in
advance before the learners are able to play games. So, it had proven that there is a
strong connection between language games and teaching and learning activities in a
vocabulary classroom.
11
CHAPTER THREE
METHODOLOGY
3. 1 INTRODUCTION
The propose method for this research are quantitative and qualitative methods.
It is to investigate the use of language games in teaching vocabulary skills among
primary students. This methodology employed in the research which includes the
research design, population and sample, research instrument, procedure for data
collection and the procedure for data analysis.
3.2 RESEARCH DESIGN
The research was in the form of qualitative and quantitative analysis. In this
research, the researcher observes an ongoing English language teaching session in the
classroom. After completing the classroom observation, a set of questionnaire was
given to all the students involved in the research in order to obtain students’
background information and their learning processes which take place in language
classroom.
The data from the questionnaire was analyzed and the procedure for data
analysis was explained in the next section.
CONTROL CLASS
No improvement
Teaching Vocabulary
to the students
Without Language
Games
EXPERIMENT CLASS
INTERVENTION
Teaching Vocabulary
Using language
games
To the students
In students’
performance
Improve
Students’
Performance
Figure 1 : Conceptual Framework Flow of Research
12
Figure 1 shows the flow of the research where the language games influenced
students’ performance. Students performance from the test carried out by the
researcher will changed after researcher use the language games in teaching and
learning activities in the classroom. It could improve students’ performance and
increased their motivation and positive attitude as well.
Next, the researcher administers the pre-test to both sampling classes in this
experimental research. Then the both classes carried out all the activities prepared by
researcher.
Meanwhile, the control group carried out their learning and teaching activities
with their teacher without using language games. After accomplishing the lesson, a
post-test was given to both sampling classes to determine their progress.
Controlled Group
Experimental Group
Traditional Method
Language Game
Outcome
 Improving student’s performance.
 Preferred method.
 Positive attitude and motivation
3.3 POPULATION AND SAMPLE
The subjects of this research were drawn from two year four classes. The
experimental class was the average class and the top class followed the normal
teaching and learning vocabulary. The main reasons why the two classes were chosen
was simply to see the preference of the learners in the teaching strategies and for the
purpose of observing the use of language game as a tool in teaching vocabulary skills.
13
The ability levels of the learners and the type of school were simply to fulfill the
requirements of the research..
3.4 INSTRUMENTATION
The instruments used in the research are observation, questionnaire, pre-test
and post test questions, and interview.
3.4.1 Observation
In this experimental research, the researcher observes an ongoing
English language teaching session in the classroom of year four
Researcher
students.
examines the situation in the classroom and how the students
behave and their
attitude during
the normal classroom and the
implementation class. In the control class, subjects responded
vocabulary skills without any form of
language
game
to
the
whereby
the
teacher will use the traditional approach.
However, the researcher exposes the experimental class to language
game and had English lesson on how they enhanced their vocabulary
skills besides having fun involved in the activities carried out by the teacher.
Researcher also observes the obstacles raised during the research.
3.4.2 Questionnaire
This study was conducted where a questionnaire is prepared to
answer the research questions and related to the study. All the subjects
were given the same questionnaires at the first stage. The instrument is
intended to know subjects’ perception towards the use of language games
learning vocabularies in English classroom. The
in
questionnaire consists of
two section ( Section A and Section B).
14
Section A solicits selected background information of the subjects
including age, gender, race, father and mother’s occupation and background of
parents’ education level. Section B consists of five questions that seek
information about subjects’ previous knowledge. The first set of questionnaire
was to gather the participants’ background information and the students’
perception towards the use of language games in learning vocabulary.
3.4.3 Pre-Test questions
The first test conducted is Pre-Test. The test questions were
given to the students involved when this programmed was implemented. The
second set of questions was prepared by the researcher for the pre-test. The
purpose of the pre-test was to get
result of their performance in vocabulary
skills. Students were provided with 10 Multiple-Choice questions.
All of the questions were based on fruits, vegetables and food
related to the normal lesson carried out in the classroom by the researcher and
teacher for both classes (control class and experimental class). Students used
their previous knowledge and experience to answer the questions. The test
provided them 50 marks.
3.4.4 Post-Test Questions
The second test used by the researcher was the post-test. The purpose
of this test was to get more on their performance in vocabulary between the
experimental class which was exposed to language games compared to the
control class which was not exposed. In this test, students had to answer 10
questions, by filling the words in the blanks to complete the paragraph and the
answers are provided in the question paper.
All the questions are based on fruits, vegetables and food
the lesson taught by the researcher before the test. Students only
15
related
to
have
to
choose the correct or suitable words from the word bank provided. This test
will give them 50 marks.
3.4.5 Interview
This method used to gather more solid evidence regarding to the
effectiveness of teaching vocabulary using language games. By giving this, the
researcher has more knowledge and their understanding in the use of language
games and what were the obstacles that they were going to face. From the data
collected, the researcher has make a conclusion and drawn for the finding of
the research.
In doing the interview, the researcher used a set of questions. The
questionnaire consist seven questions where subjects had to answer YES or
NO to respond to the questions provided. The questionnaire included the
questions on the subjects’ belief and attitude towards using language games in
learning vocabularies.
3.5 PROCEDURE IN CONDUCTING RESEARCH
The data of the study was collected by using questionnaire, pre-test, post-test,
observation and interview technique in this research. The details of the procedures
were further explained in this section. The questionnaire was given to the students to
be answer two days before the actual research was carried out. Next, the pre-test was
given to the students to test on their knowledge on vocabulary during their normal
lesson without the implementation of language games.
After that, researcher taught the students a vocabulary lesson with the language
games in teaching and learning activities. Then, the post-test was distributed to the
students after they have done their language game. The researcher carried out the
interview questions to the experimental class after having done all the tests.
16
For the pre-test there was a passage with 10 questions. Students need to answer
all the questions in order to get their result. The questions were in multiple choice
questions and carry 50 marks. The post-test also consists of 10 questions. In this
paper, students need to use their knowledge to answer the subjective questions. The
questions also carry 50 marks.
3.6 ANALYSIS
The researcher needs four sets of information that used for writing the final
report. The first set of information was required to describe the profile of the
respondent and the other three set were required to answer the three research
questions.
The researcher makes sure the students answered all items in the questionnaire
forms and in the test. The data from interviews and observations were well recorded.
Frequencies and percentage used to determine respondent’s preference of the method
for vocabulary learning and teaching.
Here is the example on how marks are going to be awarded.
MARKS
USER
46-50
EXCELLENT
40-45
GOOD
30-39
SATISFACTION
20-29
POOR
0-19
VERY POOR
Table 1 : Marking scales of the Pre-test and Post-test.
17
3.7 SUMMARY
The main reasons of this study was conducted simply to see the preference of
the learners in the teaching strategies and for the purpose of observing the use of
language game as a tool in teaching vocabulary skills.
The ability levels of the learners and the type of school were simply to fulfill
the requirements of the research. Hopefully, The final results of the study will show
the effectiveness of using language games to teach vocabulary.
18
CHAPTER FOUR
RESULTS
4.1 INTRODUCTION
Data from the study were analyzed and reported in this chapter. Research
findings cover the profile of the respondents from both classes, the data gathered from
the questionnaire, the research finding from the pre-test and the post-test and at the
end of the chapter, the researcher explain about the result of another questionnaire that
has been given to the experimental class.
4.2 DEMOGRAPHIC ANALYSIS
The school based research had been conducted in one of the school in PPD
Pasir Puteh, Kelantan from 13th October to 17th October 2015. En. Mazeli Bin Ismail
had been appointed to teach and conduct the test in the control class as he is the
English teacher for the class and the experimental class had been taught by the
researcher himself. The classes are year 4 (Control class) and year 4 (Experimental
class). There are 36 students in the control class and also 36 students in the
experimental class. All the students in these classes are Malays.
These two classes consisted of mixed ability students. They were not streamed
based on English subject and that explained why their English proficiency were
mixed, ranging from average to low.
The main objective of this research is to examine whether the students can
acquire their vocabulary through language games. A total of 72 students were
involved in this research.
CLASS
ENROLMENTS
4 PERDANA (CONTROL)
36
4 PERKASA (EXPERIMENTAL)
36
Table 2 : The enrolments of students for the both classes.
19
Table 2 shows the enrolment of the subjects in this research. The number of
students from 4 Perdana who are involved in this research are 36 and 4 Perkasa stated
the same numbers involved in this research.
The data gathered from the questionnaire distributed during the first meeting
had provided information on the family status and attitude of the subjects towards
English and learning of the language. The table below shows the occupation of the
respondents’ parents from the both classes.
PARENTS’ OCCUPATION
FREQUENCY
PERCENTAGE
Rubber tapper
20/72
27%
Farmer
20/72
27%
Labour
4/72
6%
Self employed
16/72
23%
Teacher
12/72
17%
Table 3 : Frequency and percentage of distribution of parents’ occupation
Figure
3
:
The
distribution
of
percentage
of
parents’
occupation.
PARENTS' OCCUPATION
17%
27%
Rubber tapper
Farmer
23%
Labourer
6%
27%
Self employed
teacher
20
Table 3 and Figure 3 shows the occupations distribution of the subjects’
parents , most of the students come from the family with low education background.
Their parents work as a rubber tapper, farmer, labor and self employed. The data
shows that most of the subjects’ parents work as rubber-tapper and farmer (54%), only
6% of them work as laborer, 23% work on their own while only 17% of them are
teachers.
This low education background has caused the students to be deprived from
the exposure to the quality education especially English language. Their parents
usually give responsibility to the school in order to educate their children. They also
cannot help their children to study and practice at home. Social status of the family
does have effects on the students’ attitude towards English. Students from different
backgrounds may exhibit different linguistic features in learning English.
They usually receive some language support from their culture and educational
background. Their parents are not in the administrative group who usually posses
good education. Their level of academic background does not permit them to facilitate
their children with language learning.
As a result, these children are on their own to study English language. Based
on the questionnaires given about the motivation and attitude of the subject, 78% of
the subjects from both classes indicated that they were not exposed to the language
games before.
4.3 ARE LANGUAGE GAMES EFFECTIVE IN HELPING STUDENTS TO
LEARN VOCABULARY?
Year 4 students come from various backgrounds. In this school it is customary
to stream students according to their performance in final year examination.
Based on the students’ performance in pre-test held, it shows that the subjects
of the control class perform better than the experimental class. In the pre-test, the
subjects were not introduced to the use of language games.
21
4.3.1
Pre-Test Results
MARKS
CONTROL CLASS
EXPERIMENTAL CLASS
46-50
10
10
40-45
10
06
30-39
08
04
20-29
-
04
0-19
08
12
Total no. of
36
36
students
Table 4 : The marks of Control and Experimental class in the Pre-test
The data in Table 4 and Figure 2 shows that there is equal numbers of students
(10) get 46 to 50 marks in pre-test carried out by the researcher. 6 of the students from
experimental class get 40 to 45 marks compared to 10 students from the control class.
Only 4 students get 30 to 39 marks for the pre-test compared to control class
which produced 8 students. There are also stated that 12 of the students get low
achievement (0 to 19 marks) in pre-test while the students from control class shows 8
out of 36 students get 0 to 19 marks.
22
14
12
10
8
control class
6
experimental class
4
2
0
46-50
40-45
30-39
20-29
0-19
Figure 4 : The performance of Experimental and control class in the pre-test.
CLASS
MEAN
CONTROL CLASS
49.5
EXPERIMENTAL CLASS
39.5
Table 5 : Mean of the Experimental and Control class based on the Pre-test.
Table 5and Figure 3 reported the data of the mean for the pre-test marks for
control class is 49.5 while the mean for experimental class is 39.5. This result shows
that students from the control class can answer the questions in pre-test better than the
experimental class before the researcher and the teacher involved teaching
vocabularies using language games in their classroom.
23
MEAN
50
45
40
35
30
25
percentage
20
15
10
5
0
Experimental class
Control class
Figure 5 : The Pre-test performance of Experimental and Control classes.
The graph above showed that most of the subjects from the control class got
higher mark than the experimental class. After the pre-test, the experimental class had
been taught using the language games by the teacher where the control class was
taught using the traditional method by their teacher. To assess students’ performance
after going through teaching and learning process the post-test was conducted.
4.3.2
Post-Test Results
MARKS
CONTROL CLASS
EXPERIMENTAL CLASS
46-50
04
16
40-45
06
10
30-39
06
10
20-29
08
-
0-19
12
-
Total no. of
36
36
students
Table 6 : The marks of control and experimental class in the post-test.
24
Table 6 presented the data which shows that the result has totally changed after
the improvement of teaching with the language games in the lesson. Students from
experimental class got better marks compared to the marks in the pre-test. 16 of them
scored 46 to 50 marks in the test while the students from the control class only
produced 4 students for the same marks.
For 40 to 45 marks and 30 to 39 marks, shows number of 10 students from the
experimental class and 6 students from the control class. This comparison shows an
improvement made by the students from experimental class compared than before. For
a surprise, none of the students from experimental class got 20 to 29 marks and even
for the lowest marks 0 to 19 marks.
For conclusion, we can say that the use of language games in teaching
vocabularies had helped the students a lot in improving their language skills.
18
16
14
12
10
Control class
8
Experimental class
6
4
2
0
46-50
40-45
30-39
20-29
0-19
Figure 6 : The performance of Experimental and Control class in the Post-test.
CLASS
MEAN
CONTROL CLASS
39.8
EXPERIMENTAL CLASS
45.8
Table 7: Mean of the Experimental and Control Class based on the Post-test
25
60
50
40
30
Mean
20
10
0
Pre-test
Post-test
Figure 7: The Post-test performance of the Experimental and Control classes
For further information, we can say that, the performance of the students in the
post-test reflects the effectiveness of language games as a tool in teaching vocabulary.
Most of the students from the experimental class has shown better improvement in
their post-test.
From the pre-test, we can see that the students are basically distributed equally.
The control class actually performed better than the experimental class. However,
after the use of language games to the experimental class there are some changes. The
experimental class shows better understanding than the control class. The changes can
be seen in the table 7 that shows the improvement for the experimental class.
The mean for the marks from the post test carried out by the researcher shows
different numbers. The mean for students from control class is 39.8 while the mean for
the students from experimental class is 45.8.
The performance of the control class is not very bad. It shows that the
traditional teaching method is also effective in teaching vocabularies to the students.
However, if compared to the teaching vocabularies using appropriate technique such
as language game, students’ performance will be better.
26
4.4 ARE LANGUAGE GAMES EFFECTIVE IN MOTIVATING STUDENTS
TO LEARN VOCABULARY?
47
46
45
44
43
42
41
40
39
38
37
36
Mean
pre test
post test
Figure 8 : The performance of the Experimental class in the Pre-test and the
Post-test
60
50
40
30
Mean
20
10
0
Pre-test
Post-test
Figure 9: The performance of the control class in the pre-test and the post-test
27
From the data of Figure 6 and Figure 7, we can see that students of
experimental class have shown better improvement in the post-test. The use of the
language games is definitely a great help in helping the students in the experimental
class. Their level of motivation and interest has improved tremendously. This can be
seen in the table before.
Graph in Figure 6 and Figure 7 shows the mean for each class which the mean
for the experimental class is 39.5 for the pre-test while for the post test, it shows
increasing numbers of 45.8.
The mean for control class which is not using language games in teaching and
learning activities is 49.5 for pre-test and it shows decreasing numbers for post-test
which is 39.8. These different numbers had proven that language games is a good and
effective tools in improving students’ language skills especially in learning
vocabularies.
4.3.3
Interview
The last questionnaire had been given to the experimental class only. This is
because the researcher wants to have more information on language game since they
have been exposed to the language game during this research. Based on the
questionnaires given, thirty of the subjects indicated that through language games they
can improve their vocabulary and it also help them to articulate and generate the ideas
better and clearer.
Six of the subjects stated that this technique breaks the monopoly in traditional
teaching even though they like language games, they still find that it could not make
them understand vocabulary better than before.
To have the resources of the language game is the problem that they will have
to face. They think that by using language game, they still do not understand the text
and they did not have any interest in reading. They still choose the traditional method
since they feel that they are comfortable with the old method.
28
RESPONSE
FREQUENCY
AGREE
30
DISAGREE
06
Table 8 : Number of subjects which agree and disagree of language games
that can improve vocabulary skills.
From Table 8,surprisingly the data shows that30 out of 36 students from the
experimental class agreed with the statement that language games can improve
vocabulary skills (83.3%) while only 6 of the students (16.7%) did not agree with
it. It shows that the students satisfied with the technique used by the researcher in
improving language skills.
.
Frequency
16.7
%
83.3
%
agree
disagree
Figure 10- Frequency of students’ attitude towards language games.
29
4.5 WHAT IS THE PERCEPTION OF THE STUDENTS TOWARDS THE USE
OF LANGUAGE GAMES IN LEARNING VOCABULARIES?
From the observation made by the researcher during the implementation
activity, it can be concluded that the students had been shown their interest and being
more motivated in learning English by taking part actively in the activities carried out
by the researcher and they were not showing any negative attitude towards the lesson
compared to the lesson without language games activities
The students also show more focus during the teaching and learning process
because from the language games, it is easily to understand and fun. They will arouse
their interest in learning vocabulary. The finding from the observation also shows that
the students were able to understand to researcher’s instruction and explanation during
the lesson. It has been proven by the incensement of the students’ performance in the
Post-test carried out by the researcher.
Besides, the students became more active in participating during the teaching
and learning when they understand what the researcher taught them. They have a lot
of ideas during the discussion occurred and exhilarated to come out with their answer
during the Musical Box activity.
The students which were not able to answer the questions by themselves were
trying to get some more clues from the researcher and try even harder to answer the
questions.
On the other hands, from the observation made, it shows that students in the
classroom where traditional method of teaching applies (the control class) were very
difficult to understand teacher’s instruction and memorize the words. When they do
not understand they seem to lose their attention and focus. They are reluctant to
participate in the classroom activities and will easily get bored. It is strongly proved
when they were not able to give correct answer for the questions in Post-Test.
30
OBSERVATION RESULT
ITEMS
CONTROL
EXPERIMENT
CLASS
CLASS
Pay attention to the lesson
10
13
Playing with stationary
6
7
Take part actively during the lesson
6
8
Understand teacher’s instruction
14
12
Join the group discussion
20
17
Able to give correct answers.
18
18
TABLE 9 : Observation Result (Without Language Game)
OBSERVATION RESULT
ITEMS
CONTROL
EXPERIMENT
CLASS
CLASS
Pay attention to the lesson
10
36
Playing with stationary
6
0
Take part actively during the lesson
6
26
Understand teacher’s instruction
14
26
Join the group discussion
20
36
Able to give correct answers.
18
28
TABLE 10 : Observation Result (With Language Game)
4.6 SUMMARY
The use of the language games is a great help in helping the students learning.
Their level of motivation and interest has improved tremendously. I find that using
language games is an effective tool in improving students’ vocabulary in literature
teaching.
31
Students can see clearly, and it is easily for them to understand and memorize
what they learn. This will arouse their interest in reading especially in learning
vocabulary.
In general it was found that, the teachers, the students and I believed that the
language games is very useful to the students and the teachers. Despite its setbacks
and flaws, it should be wide used because it helps the teachers and the students in
teaching and learning of English language.
It is therefore viable for the Ministry of Education to provide the teaching file
as an accompaniment to the teaching of all subjects in school.
32
CHAPTER FIVE
DISCUSSION
5.1 INTRODUCTION
The last chapter in this study focuses on the summary of the findings, the
discussion of the findings and the implication of the study. The researcher had gone
through the research again and made a conclusion about the research. The researcher
also stated several recommendations for the future research as a part of this chapter.
5.2 DISCUSSION
The use of language games has been proven true by the findings of the
research conducted on the two classes of year 4 has positive impact on the
performance of students in the classroom testing and assessments.
The data of this study is based on the students’ result in both tests. The
difference between them will provide whether the language games used is effective or
not.In this study, 72 students from 4 Perdana (control class) and 4 Perkasa
(experimental class) were selected to participate in this research.
They sat for the test twice; first before having any particular training from me
as the researcher and then after having six hours training to the experimental class
which was conducted by me based on their previous knowledge on that particular
topic. The results of both tests then had been analyzed to determine the effectiveness
of using language games as a tool in developing their vocabulary.
From the findings of the study, the researcher had discovered that the subjects’
overall performance in the test after training is better than in their overall performance
in the test before they have any training.
This is proved in the arithmetic mean result from the comparison between the
mean score in the pre-test and the mean score in the post-test. The researcher
33
discovered that there is a significant difference between the mean score in the pre-test
and the post-test.
The mean score in the pre-test is 39.7 for the experimental class; however after
they have training the mean score is increased to 45.8. The degree of improvement
showed that the using of language games is an effective tool in improving students’
vocabulary in literature teaching.
As a whole, the results of this study show that the performance of the students
in the post-test is better than their performance in the pre-test. So, we can conclude
that the teaching of literature using the language games is an effective tool in
developing vocabulary.
The study conducted on the two classes of Year 4 has proven that the use of
language games in teaching vocabularies has helped to improve the students’
performance in the classroom test. Language games act not only as stimulus but also
catalyst to student’s learning. The experimental class which is lower performance
compares to the control class shows better performance. The use of this technique in
the teaching approach of experimental class improves and enhances students’
motivation and interest in learning literature.
The use of language games in teaching vocabularies does have positive
impacts on the students. Firstly, it is found that students who are taught using
language game are more motivated in learning English. From the observation made by
the researcher during the implementation activity, it can be concluded
that the
students had been shown their interest by taking part actively in the activities carried
out by the researcher and they were not showing any negative attitude towards the
lesson compared to the lesson without language games activities.
Besides, they are more focus during the teaching and learning process because
from the language games, it is easily to understand and fun. They will arouse their
interest in learning vocabulary. The finding from the observation also shows that the
students were able to understand to researcher’s instruction and explanation during the
34
lesson. It has been proven by the incensement of the students’ performance in the
Post-test carried out by the researcher.
Other than that, they are more active in participating during the teaching and
learning when the students understand. They have a lot of ideas during the discussion
occurred and exhilarated to come out with their answer during the Musical Box
activity. The students which were not able to answer the questions by themselves were
trying to get some more clues from the researcher and try even harder to answer the
questions.
On the other hands, from the observation made, it shows that students in the
classroom where traditional method of teaching applies (the control class) were very
difficult to understand teacher’s instruction and memorize the words. When they do
not understand they seem to lose their attention and focus. They are reluctant to
participate in the classroom activities and will easily get bored. It is strongly proved
when they were not able to give correct answer for the questions in Post-Test.
Their attitude and participation during the classroom learning process do affect
their performance. From the pre-test, we can see the students are basically distributed
equally. After exposing to the language games, the experimental class showed the
better performance compared to the control class.
5.2.1 CONCLUSION
Based on the results of the research analysis, the researcher draw the findings
that interest and motivation are problems that most students faced in learning English.
That is why teachers must be creative and critical when dealing with low achiever
students. They should have potential to gain success in learning the language but the
teaching method used by the teacher in conducting teaching and learning activities in
the classroom are not suit and fail to arouse the students’ interest. As a result, they
become discourage and think that English is a difficult language to learn and
vocabulary is hard to understand. If this situation occurs in the students’ mind, no
35
matter how hard the teachers try to teach, they will fail as the students will not give
their best in learning.
The school based research conducted in has proven that the use of language
games as a tool in teaching vocabulary has great impact on students’ performance in
the classroom test. The evidence is from the students, scores in the pre-test and posttest conducted on the students.
Even though the experimental class is the second class but the post-test shows
their score improve better than the control class which is the first class.
Based on these findings, it can be concluded that language games is very
effective as a supplementary tool in teaching vocabulary is improving students’
vocabulary and there is no doubt that language games as a technique use in the
language classroom can help to improve students’ performance in the classroom test
as a result on high motivation and interest in learning vocabulary.
5.3 IMPLICATION OF THE STUDY
Students’ performance is depending on their interest and motivation in
learning vocabularies. Students must have motivation to excel in their study as he/she
realizes the importance of education in life. However, along the way, he/she may be
discouraged for some reasons. One of the reasons is the technique of teaching employs
by the teachers when teaching in the classroom. This research has indicate that the use
of language games can improve students’ competency in the English language.
5.4 SUGGESTION
The usage of language games in classroom teaching is not a new idea in
language teaching. Many researchers have been conducted researches on the
importance of language games as a tool in teaching vocabulary. To have better
36
understanding in learning English, students must have enough vocabulary. Benefits of
learning vocabularies are numerous.
Students who work on vocabulary in an effective techniques and strategies will
have more benefit such as can increase students’ personal development. The use of
language games can help develop students’ understanding of English language used
authentically.
Since the focus is now on the using of language games as a tool in teaching
vocabulary, which would help students understanding the underlying meaning of the
text. Strategies of the use of language games are a good means of developing a variety
of mental models to represent students’ understanding of what they have read. This
technique also can be applied in other subjects such as science.
Several areas still to be investigated in order to have a better understanding on
the effectiveness of using language games to teach vocabulary in an ESL classroom.
One area that needs to be addressed concerns the teachers’ participation that plenty of
time and afford is required to organize language games in the classroom. Furthermore,
suitable materials are the most important things for the teachers to carry out the
language games.
For the further research, the researcher would suggest a comparison study to
be conducted between the rural and urban area. This research is important because It
may reveal, the vast different between the rural and urban school students.
Learning English language has consistently poised problem for students in
rural schools in Malaysia The resulting disparity in English language especially
learning vocabulary urban and rural students have contributed much to the urban-rural
divide. The poor performance of rural Malay student in learning is of concerns to the
both political and economic effects for the country.
37
The study should be carried out to examine learning difficulties, the language
learning style and motivation of rural Malay students in Learning English especially
vocabulary.
The duration of this research is very limited. Due to the time constrains, only a
small portion of the actual situation as seen by the subjects is discussed in this
research. Thus the finding may not reflect the actual effects of the techniques.
5.5 SUMMARY
Various types of activities can make the English lesson become alive, fun,
interesting and motivating. Learning vocabulary using language games can also be
interesting because the students have to work in group, pairs or individual and be
active in movement and also can generate their thinking skills. Hopefully, this study
had heighted the important issues pertaining the usefulness of using language games
in teaching and learning vocabulary in year 4 students.
Finally, this research can motivate the students and the teachers to learn and
teach English language in the fun way and meaningfully, as English is an important
language that need to be mastered by the Malaysian students, in order to make them
be in the higher level of knowledge, educational institution and working status.
Malaysian Government realized the importance of English language.
Therefore, there are lots of strategies such as the ‘KSSR’ that has been
introduced to make the learning process full of activities and be more enjoyable and
meaningful. This also means that the language games can be a useful and motivating
tool in helping the students to learn English language and finally arouse students’
interest in learning English.
38
BIBILOGRAPHY
Abt,C.C, 1972. Improving Education with Games: Serious Games. New York.
The Viking Press, Inc.
Andrew Wright, David Betteridge, Michael Buckby, 2000. Games For Language
Teaching. Cambridge Handbook For Language Teachers.Cambridge
University Press
Araujo, A.D. 1991. Improving Oral Language Skills of Beginning Students
English Teaching Forum 29(2): 27-29
Avedon, Elliot M and Brian Sutton –Smith, 1971. The Study of Games. Toronto,
New York: John Wiley & Son.
Brumfit, Christopher, 1922. Teaching English To Children From Practice To
Principles. United Kingdom: Harper Collins Publisher.
Bryne, D. 1986. Teaching Oral English. United Kingdom: Longman Group.
Chitravellu, Nesamalar, et.al (1995). E.L.T Methodology, Principles and
Practice. Petaling Jaya: Penerbit Fajar Bakti Sdn.Bhd.
Freeman, D.L. 1986. Techniques and Principles in Language Teaching. Oxford
University Press.
Hadfield, J. 1987. Advanced Communication Games: A Collection of Games and
Activities for Intermediate and Advance Students of English London:
39
Thomas Nelson and Son Ltd.
Lutwig Wittgenstein, 1980. Vocabulary in Action. Practice Hall International
(UK) Ltd.
Meara, Paul (2002). The Rediscovery of Vocabulary, Second LanguageResearch,
18(4), 393-403
Nation, I.S.P., (2000). Learning Vocabulary in Another Language, Cambridge
University Press: Cambridge
Oxford Advanced Learner’s Dictionary, (1989). (Fourth Edition). Oxford
University Press.
Richard-Amato and Patricia A. 1996. Making It Happen. Addison-Wesley
Publishing Group.
Steinberg, D. 1993. An Introduction to Psycholinguistics. England: Addison
Wesley, Longman Ltd.
Teoh Onn Khemg,1999. Education Procedures in Malaysia ( Third Edition).
Kuala Lumpur: University of Malaya Press.
Wilkins,D.A.1976. National Syllabus: A Taxonomy and Its Relevance to Foreign
Language Curriculum Development. London: Oxford University Press.
40
APPENDIX 1
QUESTIONNAIRE
USE OF LANGUAGE GAMES IN LEARNING VOCABULARIES
SECTION A: Background Information
Please write the information required in the space provided and circle your choice for
question 1-4.
Class
Age
Gender
Race
Year 3 final examination result (English): _______________
Common language spoken at home : ___________________(B.Melayu/English/etc.)
Fathers’ occupation : _____________________
Mothers’ occupation : ____________________
Parent’s education background : ___________________(SRP/PMR/SPM/etc.)
41
SECTION B
Underline your answer
1. Do you like English ?
(yes/no)
2. Do you know what is language game ?
(yes/no)
3. Have you ever expose to the language game before ?
(yes/no)
4. Do you want to try to use the language game in your lesson ?
(yes/no)
5. Are you satisfied with your marks that you get for English
in your previous exam ?
(yes/no)
42
APPENDIX 2
PRE-TEST
Circle the correct answer .
1. We made some ……….. for tea
a. Ice-cream
c. potato
b. Lettuce
d.sandwich
2. Mrs. Velu put some ……..in the curry.
a. Potato
c. banana
b. Cake
d. curry puff
3. My sister ordered a glass of orange juice and a plate of……for lunch.
a. Watermelon
c. noodles
b. Lettuce
d. starfruit
4. Add a little ……and…….to the soup.
a. Salt,pepper
c. oil,pepper
b. Sugar,pepper
d. flour,pepper
5. Mary had a bowl of…..for breakfast.
a. Cereal
c.meat
b. Pudding
d. cake
6. My mother uses ……..to bake a chocolate cake.
a. Potato
c. egg
b. Mangosteen
d. sausage
7. An……………..is a…….with a purple skin.
a. Aubergine, vegetable
c. watermelon, fruit
b. Papaya, fruit
d. mushroom,vegetable
43
8. ……………is made of meat.
a. Sandwich
c. sausage
b. Bread
d. doughnut
9. My sister cooks a pot of……..for Hari Raya.
a. Chicken curry
c. pizza
b. Mango
d. chilli
10. The man is buying a kilogram of……..from the fishmonger.
a. Meat
c. chicken
b. Fish
d.mutton
44
APPENDIX 3
LESSON PLAN
Class
: 4 Perkasa
Time
: 8.40-9.40 (60minutes)
Topic
: Our Community
Theme
: World of Knowledge
Language skills
: 1.3.1(a)
Objectives
: Pupils should be able to state the name of fruits, vegetables and food
and group them into their categories.
CCE
: Contextual Learning
Activities
:
Set Induction
1. Pupils study the picture puzzle of the food and recognize the
picture based on the clues which are given by the teacher.
2. Pupils guess the name of the picture.
Practise
1. Pupils study the picture of fruits, vegetables and food pasted on the
board by the teacher.
2. Pupils volunteered to give the name of the fruit, vegetables and food
shown in the picture.
45
3.In groups, pupils write the name of the fruits and vegetables on a
flashcards and paste them on the blackboard according to the pictures.
4. Pupils read and drill the words;
- by group
-whole class
Production
1. Pupils answer the worksheet provided by the teacher.
2. Pupils discuss for the answers in groups.
3. Pupils present their answers in front of the class.
Closure
1. Pupils draw their favourite food.
2. Pupils talk and share their favourite food with the class.
AVA:
Picture puzzles, flashcards, picture cards, worksheets
Moral Value(s): Tolerance, polite and cleanliness
46
APPENDIX 4
LESSON PLAN
Class
: 4 Perkasa
Time
: 8.40-9.40 (60minutes)
Topic
: Our Community
Theme
: World of Knowledge
Language skills: 1.3.1(a)
Objectives
: By the end of the lesson, pupils should be able to state and talk about fruits,
vegetables and food.
CCE
: Contextual Learning
Activities
:
Set Induction
1.Pupils study the Word Maze chart and find out 10 names of fruits and
vegetables hidden in the word maze.
2.Pupils talk about their favourite food.
Practise
1. Pupils study the picture of fruits, vegetables and food pasted on the board
by the teacher.
2. Pupils play Musical Box game.
47
Teacher will play the music and pupils will start passing the box to the friend
next to them. When the music stop, pupil who hold the box has to take the
card inside the box and answer the riddles. Pupils will take turn to answer the
riddles.
3.Pupils read the riddle aloud and he/she will give the answer for the riddle or
others will guess the answer.
4. Pupils write the words on the board
5. Pupils drill the words and spell them.
Production
1. Pupils answer the worksheet provided by the teacher.
2. Pupils discuss for the answers in groups.
3. Pupils present their answers.
Closure
1. Pupils make a bookmark based on the pictures of fruits and vegetables and
food.
AVA:
CD player, a box, riddles cards, worksheets
Mora; Value(s): Tolerance, Polite and Patience
48
APPENDIX 5
POST-TEST
Name :
Class :
Complete the paragraph with the answers in the box.
Curry-puff
cucumbers
Pineapple
Starfruit
cauliflower
Noodles
potatoes
mangoes
sandwich
banana
sausage
lettuce
January was more exciting than usual this year because the ParentsTeacher Association
organized a Fun-Raising Fair at the school hall. Everybody came to show their
support.Nurul’s mother sold vegetables such as (1)_____________________, cabbages,
chillies, (2)____________________, (3)____________________, and
(4)_____________________. Kim Seng sold cold and refreshing drinks such as watermelon
juice, iced lemon tea and mineral water.
Pravin’s mother sold many types of fruits at her booth such as apples, oranges,
(5)_____________, (6)______________________, and (7)______________________.Our
friend and neighbor sold ice-cream, (8)__________________, (9)_________________and
(10). It was an interesting experience and I was very happy that we collected a lot of money
for the poor.
49
APPENDIX 6
LANGUAGE GAME 3
RIDDLES-MUSICAL BOX
1. I am big and round. I am green on outside and red on the inside. I have small
black seeds.
2. I am flat and round. I am made of chopped meat. You put me between two slices
of bread.
3. I am long and green. You use me in salads. My name starts with the letter –C.
4. I am flat and round,You put tomatoes, meat and cheese on me. Then, you bake
me.
5. I have a hard shell. I have eight legs and two pincers. I move sideways.
6. My skin is bright yellow. You use me in drinks and salad. I taste very sour.
7. I am hot and spicy. Indian like me very much. You use me to eat with some rice.
8. I live in water. I am people’s favourite. You can fry me or grill me and eat with
some rice.
9. I am made of two slices of bread and some tuna filling in between.
10. I am orange vegetable. You may use me in your vegetable soup.
50
APPENDIX 9
INTERVIEW
Answer the questions with YES/NO
1.Language game help you to understand vocabulary better.
(_____)
2. Do you think that the language game is a good learning tool.
(_____)
3. Do you think that language game stimulates interest in learning ?
(_____)
4.Do you find the materials of the language game are interesting?
(_____)
5.Are there any problems encountered during the use of language games in order to learn
vocabulary skills?
(_____)
6.Language games will improve my vocabulary.
(_____)
7.Do you think that the teaching activities using the language games materials influence your
ability?
(_____)
51