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ARTICLE PISMP SEM 8 TESL

USING PICTURE BINGO TO ENHANCE ACQUISITION OF


VOCABULARY AMONG YEAR 3 PUPILS

Prisca lim li jan


*The English Department of Institut Pendidikan Guru Kampus Perlis

Abstract
The purpose of this action research aims in using Picture Bingo to improve
pupils vocabulary acquisition. This invention will be implemented on Year 3 students
during the teaching and learning session. A total of four pupils have being selected to
take part in this research. During the early observation and findings, it can be seen that
the pupils are having difficulty in understanding reading passages and also
constructing sentences due to the lack of vocabulary. A few data collection instruments
such as pre and post-test, observation checklist and also questionnaire have being
used to observe and collect findings regarding the research. The final result indicates
there have being a major improvement in pupils acquisition of vocab words.

Keywords: vocabulary , game , widen , bingo , improvement

Abstrak

Kajian tindakan ini dilaksanakan dengan tujuan menggunakan permainan


Picture Bingo' dalam mengembangkan perbendaharaan kata murid murid. Ciptaan ini
memberi tumpuan kepada pelajar Tahun 3 dalam meningkatkan penguasaan
perbendaharaan kata mereka. Sebanyak 4 orang pelajar telah dipilih untuk kajian ini.
Pemerhatian awal dan hasil mendapati pelajar menghadapi penyumbatan dalam
memahami pemahaman membaca dan membina ayat kerana kekurangan
perbendaharaan kata pada bahasa. Data dikumpulkan dan triangulasi melalui tiga
jenis kaedah iaitu pra dan pasca ujian, senarai semak pemerhatian dan juga soal
selidik. Keputusan yang diperoleh daripada kajian membuktikan bahawa pelaksanaan
permainan Bingo Gambar dalam penyelidikan tindakan ini telah berjaya
meningkatkan penguasaan kosa kata para pelajar.

Kata kunci: perbendaharaan, permainan, penyumbatan , meningkatkan , bingo

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ARTICLE PISMP SEM 8 TESL

1.0 Introduction
Vocabulary, as one of the knowledge areas in language, plays a great role for
learners in acquiring a language (Cameron, 2001). Harmon, Wood, &Keser, (2009) as
well as Linse (2005) state that learners vocabulary development is an important aspect
of their language development. However, many pupils are having difficulty in
vocabulary acquisition because of the lack of exposure due to the fact that very less
emphasize were given upon the teaching of vocabulary by teachers. Hence, this action
research was carried out to improve pupils vocabulary acquisition by using Picture
Bingo game in the teaching and learning process.

2.0 Literature review

Language is a used as a mean of communication. Communication itself is a way


of conveying messages. One of the factor that affects the process of conveying
messages is mastery of the language. Relatively, language skill consists of 4
components - reading, writing, listening and speaking whereas language aspects
consists of vocabulary, grammar and also punctuation. In learning English, vocabulary
plays an important role in the four English language skills. Schmite and Mc Carthy
(1997) stated that vocabulary plays vital role in language skills. In listening, vocabulary
can help pupils to comprehend what the other person speaks. While in speaking and
writing, vocabulary gives ways for the pupils to expand their ideas and last but not least,
in reading, vocabulary can help pupils to comprehend the text. Vocabulary must not
be neglected by anyone who learns a language. One of the greatest inhibitors to
communication in the target language is the lack of vocabulary. Indeed, vocabulary
should be a skill to be taught in the classroom (Carter and McGarthy, 1988).

Slattery and Willis (2001) believes that games will help children become familiar
with new vocabulary in an enjoyable way. Fun games that are challenging seem to be
most likely solution to providing cognitive exercise to the pupils. Furthermore, games
give pupils more opportunity to express their feeling and also are highly motivating.

One of the appropriate game for teaching and learning in vocabulary process was
Bingo Game. According to Musmanno (2003:4) that bingo is a familiar game, and bring
the excitement of fun in the classroom is a great idea. Bingo Game can build pupils
word-recognition skills, develop their understanding of grammar concepts,,
strengthening their spelling skills and most importantly widening their pool of
vocabulary.

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ARTICLE PISMP SEM 8 TESL

3.0 Research objectives and research questions

The main objective of the research is to enable pupils to improve on their vocabulary
acquisition. Hence, below are the objectives of this action research:

1. To determine whether Bingo game is able to help pupils develop and improve
in their vocabulary acquisition.
2. To find out if Bingo Game is able to motivate pupils to learn so that they will be
able to comprehend reading text and write with ease.

Research questions

1. Does the usage of Bingo Game able to help develop pupils vocabulary?
2. Are pupils motivated to learn through Bingo Game?

4.0 Research Methodology

The researcher used quantitative data collection methods which includes test,
observation and also questionnaire for the action research. The model which was
being used for this action research was Kemmis and McTarggarts Action
Research Model (1988) to solve the problem identified which was to improve
pupils vocabulary acquisition.

Identify the problem area


Plan Intervention suitable Implemented the intervention
Acquisition of vocabulary
to overcome the issue on targeted participants
among pupils

Reflect on the effectiveness Collect data using the data


Analyse the data and
of the intervention collection
compare the findings
methods/instruments

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ARTICLE PISMP SEM 8 TESL

5.0 Data analysis and interpretation

The researcher used three data collection methods; test, observation and

questionnaire.

Analysation of test results for all 4 participants

Resu lts for Test 1 an d 2

100 95
90 85
80
80 75
70
PERCENTAGE %

60
50 Pre-test(Test1)
50 45
40
40 35 Post-test
(Test2)
30
20
10
0
A B C D
PARTICIPANTS

Overall, there were significant improvements shown by all participants in the


post test. Before the intervention was used, despite only one participant (C) in the band
of low with the score of 35%, most participants (A, B, D) were on the intermediate level
of proficiency, with their scores in test 1 ranging from 45-48%. However, after the
intervention was being implemented, it can be seen that three participants were able
to reach the excellent band with the scores ranging from 80-95 whereas one participant
achieving the band good with score of 75%.

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ARTICLE PISMP SEM 8 TESL

Analysation of observation for all 4 participants

Pupil shows interest in the lesson.

Pupil was willing to engage in the


activity

Pupil cooperates with the teacher


during the activity

Pupil follows instructions given by


the teacher.

Pupil pays attention throughout the


lesson

Based on the analysis of observation checklist table above, the comparison of


before and during the implementation of intervention showed that there was a
significant change of participants attitude and behaviour.

Analysation of first questionnaire for all 4 participants

Questions Yes No

English is a fun learning subject

I like doing English exercises

I know more than 50 English words

I learn new English word everyday

I use dictionary to search for words that I do not


understand

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ARTICLE PISMP SEM 8 TESL

Analysation of second questionnaire for all 4 participants

Questions Yes No

English is a fun learning subject

I love to play bingo to learn English words

I learnt more than 20 new English words through


the game

Bingo game makes learning words easier

I hope games are played during English lessons

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ARTICLE PISMP SEM 8 TESL

Findings from the comparison of both questionnaire shows there were positive
change in the view of pupils towards learning English as most of them voted Yes on
the five items in the second questionnaire which was given after the implementation of
intervention.

6.0 Conclusion

The data analysis for pre-test, post- test and questionnaires were aimed to

determine the answers for the research questions. Based on the results of the findings

from the tests sat by the four participants, it has proven that games can enrich pupils

mastery of vocabulary. From the data analysis done based on the scores of all four

participants, three of them were placed under the category- intermediate with their

scores ranging 45 48% from whereas one of the participant was placed under the

category- low with the score of 37%. Thus, the intervention of using Bingo Game to

develop participants mastery of vocabulary was implemented. During the lesson, the

four participants have tried their best in remembering the picture cards which conveys

the meaning of each vocabulary words directly and then complete the bingo game

given to them.

Moving on, the attitudes and behaviour of participants before and after the

intervention has also shown a positive increment. During the research, an observation

checklist and also questionnaire was being used to check on participants interest and

attitude towards learning English. Before the intervention was implemented, results

obtained using the observation checklist and questionnaires were unsatisfying. Most

pupils were uninterested in learning English. However, after the implementation of the

intervention, data collection from both instruments shows positive changes in pupils

attitude and also behaviour. Besides that, the findings from the questionnaires also

shows changes where before the intervention was being implemented, pupils have no

motivation and interest in learning English. Moreover, after the implementation of the

intervention, most of them changed their opinions towards learning English. Many of

them started liking English after being exposed towards learning through games. Most

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ARTICLE PISMP SEM 8 TESL

importantly, the findings from the questionnaire proved that pupils prefer to learn

through games during English lesson in the future.

7.0 Reflection and implications

The finding of this study shows that games can afford a valuable

technique in language classroom for students from low to excellent level and

hence can be used to facilitate the process of vocabulary learning. This research aims

to develop pupils mastery of vocabulary through the usage of games in the teaching

and learning session rather than through memorization of meaning and exercises.

Games are one of the effective tool which can make the teaching and learning session

fun and interactive. Therefore, planning more interesting and interactive activities is

highly recommended for further actions. A fun and enjoyable environment can attract

pupils attention and help to achieve the desired aim of the lesson.

Following on, pupils motivation towards learning plays a significant role in

improving their performance in English. In other words, it means that using interesting

methods to teach English such as using ICT and reward system may aid in increasing

pupils motivation towards learning. In this research, the bingo game was conducted

using the traditional way which is through the use of paper and pencil, however to

make it more interesting and in line with the 21st century teaching and learning, the

method can be enhanced into using technology, for example preparing pictures using

PowerPoint slides and also enabling the game to be played using computers. Pupils

enthusiasm in the classroom will definitely increase with the support of ICT usage while

playing games during the teaching and learning session.

8.0 Summary

Through this action research, I have learnt many things such as

how to handle the students, how to choose the appropriate materials, activities,

media and so on. In the future, I will consider those aspects to create a good

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ARTICLE PISMP SEM 8 TESL

atmosphere of the teaching and learning process. This study has given a big impact to

my personality. I become more patient in explaining something. I come on time at

school. I can control my speed when talking to someone else. I become more

respectful towards the students who have big efforts to learn.

Implementing Bingo Game to vary class activities could affect the

students feelings and behaviours. They felt different learning atmosphere. The usage

of this intervention made pupils more active and confident in the classroom activities.

They realized that learning could be fun and enjoyable. it was also an effective

progress in the view of the fact that the students vocabulary acquisition improved. The

students expressed a great enthusiasm to join the teaching and learning during the

actions of the study.

Lastly, the English teaching and learning process had become more interesting

with the usage of Bingo Game. It had created a nice relaxed atmosphere of teaching

and learning. It also helped the students memorize and understand new words easily.

The implementation of applying Bingo Game to teach vocabulary improved students

vocabulary acquisition. They became motivated, confident, and active. It implies that

the teacher has to give less-stressful, attractive, interesting and various activities

during the teaching and learning process. Thus, the students do not get bored of

learning English and they will be more enthusiastic to join the lesson.

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ARTICLE PISMP SEM 8 TESL

7.0 References

Alemi, M. (2010). Educational Games as a Vehicle to Teaching Vocabulary. ISSN


0974-8741. Retrieved 17 May, 2016, from
http://www.mjal.org/removedprofiles/2013/Educational%20Games%20as%20
a%20Vehicle%20to%20Teaching%20Vocabulary.pdf
Alqahtani, M. (2015). The Importance of Vocabulary in Language Learning and How
to be Taught. International Journal of Teaching and Education, 3(3), 24-
25. doi: 10.20472/TE.2015.3.3.002
Fromkin, V. Rodman, R. Hyams, N. (2003). An Introduction to Language. United
States: Michael Rosenberg.
Normazidah Che Musa, Hazita Azman, Yew, L. (2012). Exploring English Language
Learning And Teaching In Malaysia. 12(1). Retrieved May 17, 2016, from
http://journalarticle.ukm.my/3262/1/pp_35_51.pdf
Schmitt, N., & McCarthy, M. (1997). Vocabulary: Description, acquisition, and
pedagogy. Cambridge: Cambridge University Press.
Taka, P., & Singleton, D. (2008). Vocabulary learning strategies and foreign
language acquisition.Canada: Multilingual Matters Ltd.

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