OCTOBER 2017
ABSTRAK
Kajian tindakan ini dilaksanakan dengan tujuan menggunakan permainan Picture Bingo'
dalam mengembangkan perbendaharaan kata murid murid. Ciptaan ini memberi tumpuan
Sebanyak 4 orang pelajar telah dipilih untuk kajian ini. Pemerhatian awal dan hasil mendapati
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
i
ABSTRACT
The purpose of this action research was to use Picture Bingo to improve pupils vocabulary
acquisition. This intervention was implemented on Year 3 students during the teaching and
learning session. A total of four pupils have been selected to take part in this research. During
the early observation and findings, it can be seen that the pupils were 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 been used to observe and collect findings regarding the research.
The final result indicated that there have been a major improvement in pupils acquisition of
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DECLARATION OF SUPERVISOR
Signature : .
iii
DECLARATION OF INTEGRITY
I declare that this research project is my own work except for the references and
Signature : .
iv
DEDICATION
I dedicate this to
My friends,
Thank you for always being there through the ups and downs,
In my mind forever.
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ACKNOWLEDGEMENT
First and foremost, I would like to thank god for enabling me to complete this
educational writing. Despite facing many obstacles, I still managed to accomplish this
educational writing successfully and on time. Moving on, I would also express my
bottomless gratitude to those who have aid in making this research possible. First of
all, my inspiring supervisor, Encik Wahab Bin Sulaiman, for his guidance and advices
not forgetting the support he has given me throughout the process of completing this
beloved mother whom has always been supportive with the decisions I make and
my gratitude also goes to the principle and teachers of SRK Stella Maris for allowing
me to conduct this research in the school. Not forgetting the pupils of my class 3 Kamil
for cooperating with me throughout the whole research period. Last but not least, I
would like to thank everyone besides those I have mentioned above who have lend
their hands toward the completion of this research in one way or another.
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TABLE OF CONTENT
ABSTRAK I
ABSTRACT II
DECLARATION OF INTEGRITY IV
DEDICATION V
ACKNOWLEDGEMENT VI
LIST OF TABLES IX
LIST OF FIGURES X
LIST OF APPENDICES XI
2.0 INTRODUCTION
2.1 RELATED LITERATURE
2.2 RELATED RESEARCH
2.3 DEFINITION OF TERMS
2.4 SUMMARY
CHAPTER THREE: FOCUS OF INVESTIGATION 12-15
3.0 INTRODUCTION
3.1 RESEARCH ISSUE/ PROBLEM STATEMENT
3.2 CRITERIA OF SELECTION
3.3 PRELIMINARY INVESTIGATION
3.4 SUMMARY
vii
CHAPTER FOUR: RESEARCH OBJECTIVES AND QUESTIONS 16
4.0 INTRODUCTION
4.1 RESEARCH OBJECTIVES
4.2 RESEARCH QUESTIONS:
4.3 SUMMARY
CHAPTER FIVE: TARGET PARTICIPANTS 17-18
5.0 INTRODUCTION
5.1 TARGET GROUP / PARTICIPANTS
5.2 LIMITATION OF RESEARCH
CHAPTER SIX: ACTION PLAN 19-23
6.0 INTRODUCTION
6.1 PROCEDURES OF ACTION PLAN
6.2 IMPLEMENTATION OF ACTION PLAN
6.3 DATA COLLECTION METHOD
6.4 SUMMARY
CHAPTER SEVEN : ANALYSIS AND INTERPRETATION OF DATA 24-41
7.0 INTRODUCTION
7.1 RESEARCH INSTRUMENTS
7.2 DATA ANALYSIS METHODS
7.5 SUMMARY
CHAPTER EIGHT: CONCLUSION 42-43
8.0 INTRODUCTION
CHAPTER NINE : REFLECITON AND IMPLICATIONS 44-45
9.0 INTRODUCTION
9.1 REFLECTION OF ACTION TAKEN
9.2 SUMMARY
REFERENCES 46-47
APPENDICES 48-54
viii
LIST OF TABLES
ix
LIST OF FIGURES
DESCRIPTION PAGES
x
LIST OF APPENDICES
A List of participants 48
C Observation Checklist 1 51
D Questionnaire 1 52
E Questionnaire 2 53
xi
CHAPTER ONE: INTRODUCTION
1.0 Introduction
In this chapter, the discussion revolves on pupils who face problem in the mastery
of vocabulary and how the researcher implements the use of game as a tool to
develop pupils vocabulary. This action research project took place in SRK Stella
There are several language components involved in language learning; they are:
vocabulary, grammar, pronunciation, etc. Keith S. folse stated in his article, The
vocabulary is one of the most important components -if not the most important
component in learning a foreign language and foreign language curricula must reflect
this.
Words are tools we use to think, to express ideas and to learn about the world.
Because words are the stepping stone of learning, vocabulary knowledge plays a
wanting to learn a foreign language, one has to master the vocabulary of that
vocabulary in the language that they are trying to learn, then this language will clearly
stated that without grammar very little can be conveyed; without vocabulary nothing
can be conveyed. These concludes that it is very important for learners to master
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Based on the study case I have read of, in most English language classroom,
most teachers used conventional teaching method in teaching vocabulary. Pupils are
taught vocabulary through using drilling and memorizing method. This type of learning
can be burdensome and frustrated for learners because they have to force
themselves to memorize lists of new words at once. . Learners are bored with learning
exists in a classroom. ( Antaegbu et al.,2012). So, this kind of teaching method seems
to be very old fashioned and not very effective for learners of English language.
There are many approaches which can be used to teach vocabulary. One of the
most effective way in teaching and learning vocabulary is through games. Although
some teachers have the mentally that games are a waste of time thus preferring not
to use them in the classroom. However, among many strategies such as drama role
play, visual aids to improve pupils proficiency, games are another effective strategy
to promote pupils language proficiency. Games bring in relaxation and fun for pupils
Previous research has proved that language games bring a lot of benefits to
language learning. Games promote active , pupils centred learning (David and
Hollowen , 1977). Games are effective tools in learning because it can stimulate pupils
interaction with others. In other words, games are a way of moving away from teacher
centred.
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1.2 Reflection of past experiences
As the researcher for this research, based on the previous experiences during
practicum in a few schools, mastery of vocabulary was the most typical problem found
in pupils which causes the drawback of pupils capability in writing and also
understanding reading passages. This problem occurs due to the lack of exposure
towards using vocabulary in the teaching and learning. Most pupils in the schools are
Malay pupils, and sadly to say that majority of them are surrounded with no-use-of-
English environment and the only time where they are being expose to the use of
English language was during English lesson. However, the researcher noticed that
teachers in school who teaches English often uses their mother- tongue which is
Bahasa Malaysia to communicate and convey meanings during their lesson. In the
long run, this problem will result in less vocabulary exposure to the pupils and at the
same time, it will lead to the deterioration in mastering the other four skills in English.
teachers in schools.
considered the most boring skill to be taught. Relatively, there are three parts in a
reading lesson, doing the reading with the pupils, introducing the new vocabulary
words in the text and checking on pupils understanding of the context through
focusing on the most is ensuring that pupils are able to comprehend the meaning of
vocabularies in the text to enable them to decipher the content easier. Yet, it has been
observed that explanation and drilling of new vocabulary words has been given the
For the third practicum in SRK Stella Maris, the researcher has found out that
there are at least 5 pupils of Year 3 Kamil who have limited pool of vocabulary.
Nevertheless, this problem has been lowering their performance in writing skill. When
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being asked to construct sentences, pupils tend to have ideas ready in their brain yet
unable to transfer them into written form due to the lacking of vocabularies to do so.
Therefore, the researcher hopes to introduce an invention which can aid pupils in
their mastery of vocabulary. The researcher felt that by incorporating this game-like
method into teaching and learning will be able to help pupils to grasp more
vocabularies.
(1988) there are four broad phases involves in the cycle of Action Research. The
four phases involves are planning, action, observation and reflection. The order of
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i. Planning
vocabulary.
- Designing the instructional media intended. The bingo game are prepared
- To collect the data on the results of the pupils, the researcher designed
questionnaire.
vocabulary test.
ii. Acting
In this stage, the researcher will start the plan but still making the process
without changing the atmosphere among the pupils to ensure they would
not feel that they are being the subject of the research.
iii. Observing
There are two main aspects of the effect of implementing the bingo
which could be evaluated from the scores of tests. Secondly, the progress of
iv. Reflecting
In this stage, researcher will analyse all the data from the tests,
success.
5
The research will be considered a success when 80% of the pupils
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CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction
In this chapter, the discussion revolves on the different related literature, research
Lastly, Merriam Webster stated that vocabulary is an alphabetical list of words used
in a book, often including their translation or definition. So, it can be concluded that
vocabulary is the total number of words that are needed by everyone to communicate
ideas and express meaning. That is the reason why it is crucial to master vocabulary.
way of conveying messages. One of the factor that affects the process of conveying
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.
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Vocabulary must not be neglected by anyone who learns a language. One of the
McGarthy, 1988).
A game is or activity with rules, a goal, and element of fun, which is divided
into two kinds; competitive games, in which players or teams race to be the
first to reach the goal, and cooperative games, in which players or teams work
Hadfield (1998)
Games bring in relaxation and fun for students, thus help them to keep learning and
Games usually involve friendly competition, and they keep learners interested.
Vocabulary games bring real word context into the classroom and enhance students
Slattery and Willis (2001) believes that games will help children become
familiar with new vocabulary in an enjoyable way. Fun games that are challenging
Furthermore, games give pupils more opportunity to express their feeling and also are
highly motivating. According to Alemi (2010), she believes that games can replace
8
the teaching when the conventional method is not working with the pupils. Moving on,
Celce Murcia ( 1979) has also stated that in games, language use takes
precedence over langaueg practice, and in this sense games help to bring the
classroom to the real world, no matter how contrived they may be. Relatively,
Shaheen Ara ( 2009) has also staed that just like songs and rhymes, games provide
games in the classroom , it helps learning to be more effective and engaging. The
participation of pupils is vital to ensure that they are able to grasp the content that is
being teach and also to ensure that they understand what is being taught.
2.1.4 Bingo
A puzzle made up of letters arranged in a grid containing numbers
(Dictionary.com)
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
strengthening their spelling skills and most importantly widening their pool of
vocabulary. Bingo is a traditional game played by people all across the globe.
Basically , the most common rule to play this game is players get cards with numbers
on the in the desired grid corresponding to the five letter of the word B-I-N-G-O. The
numbers are randomly arranged in the grid until a player gets a BIINGO pattern,
which is a line whether vertical, horizontal or diagonal row on his card that completes
the pattern.
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2.2 Related research
There have being relatively many researches done related to vocabulary
mastery which proves that mastery of vocabulary is the second most important
element in learning English besides grammar. The study The use of Memory and
of memory and guessing games. Another study the effect of using word games on
Dr. Amaal Al Masri and Mrs. Majeda Al Najar with the purpose of investigating the
vocabulary.
vocabulary learning by Osha Saeed Al Neyadi ( 2007) aims to study the effect of
using games to practice vocabulary in the teaching of English Language to the young
learners by using UAE the grammar translation method and the audio-lingual
method. The results of the study came out positive as she stated that there was a
pupils, memorizing words and most importantly enhances their mastery of vocabulary.
games as a tool is very effective. In this study, I also incorporate the use of games in
the teaching of vocabulary. However, what differs with the previous studies above is,
I will be using Bingo Game as the medium to teaching vocabulary for year 3 Kamil
pupils of SRK Stella Maris who have problem in learning and retaining new
vocabularies.
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2.3 Definition of terms
Vocabulary :
Bingo :
A game which player marks off numbers on cards as the numbers are drawn randomly
by caller, the winner is the first person to mark off five numbers in a row or required
pattern.
2.4 Summary
In the chapter, the researcher had considered several related research and
theories for her action research. All these theories had aid the researcher in improving
her research methods and also the development of the game in order to help in
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CHAPTER THREE: FOCUS OF INVESTIGATION
3.0 Introduction
This chapter focuses on the problem statement and the criteria of selection in
the researchers action research. Basically, it is related to the issue that the teacher
had come across during the teaching and learning process and how the teacher came
up with the intervention to overcome the issue or problem. The intervention created
learning and retaining new vocabulary. This problem of the pupils having very limited
knowledge of vocabulary was identified by evaluating through oral and written test.
There are quite a number of pupils in the class who had showed dissatisfying results.
Besides that, through exercises given also indicates that the pupils were unable to
form their ideas into words because of the lacking of vocabulary to either comprehend
a reading text or writing sentences. During the writing exercise, most of them have
the creativity to express their ideas but failed to transfer the ideas into sentences.
Some even have problem comprehending what the teacher is trying to say during
lesson.
This problem might have arisen due to the environment the pupils are in.
Influenced by their mother tongue, having less opportunity and exposure to use the
second language as a communication tool in school. Some pupils do not even use
teachers uses Bahasa to teach English because of the fear that pupils will not be able
to understand if they were to speak in English. This made pupils having less exposure
to hearing how the language is used therefore it also hinders pupils knowledge on
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3.2 Criteria of Selection
It is crucial to have sufficient knowledge of vocabulary in order to be able to
this problem of lacking of knowledge in vocabulary is not being treated in the early
phase of education, it may get serious and affect pupils ability in comprehending
vocabulary is being focused on, teachers often list down the vocabularies that have
been introduced and explained orally to the pupils and expecting pupils to memorize
the words and the meaning immediately. Some will also request pupils to write down
the words and look up for the meaning using dictionary, no explanation was given.
Therefore, this means that learners have nothing to do in a vocabulary learning but
only to listen to the teachers lecture (Nguyen Thi Thanh Huyen & Khuat Thi Thu Nga,
speak and write in English and address English language as the second language,
the inability of using English effectively reflects in the citizens lack of fluency towards
the language. There will be communication barriers happening due to this problem of
not having sufficient knowledge in vocabulary. Thus, it is vital for the incorporation of
games in the teaching and learning in ensuring pupils are able to master vocabulary
effectively.
acquisition and mastery is vital to pupils and through observation, the researcher
noticed that very less emphasize have been given in the teaching of vocabulary skill.
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3.3 Preliminary investigation
Before conducting the actual research, the researcher has observed and
evaluate pupils mastery of vocabulary. Relatively, the test has been separated into
three parts, which are part A , B and C , which were meant to test pupils level of
vocabulary. The researcher chose her participants for the research based on the
Based on the result from the test (table 3.3.1), the researcher identified that
there were a total of 4 pupils who acquire the least marks in the test. The main aim
of the researcher was to choose 4 of the weakest pupil for her research. Therefore,
by using the test as a method for testing pupils level of vocabulary mastery, the
researcher was able to identify the four pupils who had problem with the language in
Table 3.3.1
1 A 45
2 B 50
3 C 35
4 D 40
3.4 Summary
In the class of 3K, most pupils have good proficiency in the language. However,
during the preliminary investigation, the researcher was able to identify a few pupils
who had difficulty in mastery of vocabulary which relatively affects their proficiency in
using the language. After identifying the problem, the researcher starts coming up
14
with ideas on the most fitting intervention to overcome this problem which is through
the usage of games. So, the end discussion of this chapter is using game Bingo as
15
CHAPTER FOUR: RESEARCH OBJECTIVES AND QUESTIONS
4.0 Introduction
In this chapter, the discussion revolves on the objective and the research
questions. The main objective of the research is to enable pupils to improve on their
vocabulary acquisiton. Thus, the research questions will be related to the objectives.
and improve on their vocabulary mastery so that they will be able to comprehend
4.3 Summary
This chapter enables the researcher to lay out her objectives and also
questions which she wants to uncover. The research focuses on the development of
pupils vocabulary through this use of games in English. Relatively, it aims to view the
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CHAPTER FIVE: TARGET PARTICIPANTS
5.0 Introduction
This chapter revolves with the respondents background and also the
explanation of details regarding the targeted group in this action research. Besides
that, this chapter also discusses the limitations of the research in the selection of
targeted group.
are of Year 3 Kamil. 3 3 Kamil is the top class for Year 3. The class consists of 38
Malay pupils where 15 are girls and the other 23 are boys. Most pupils in the class
implement her intervention on pupils who are considered to be in the lower proficiency
group. However, even though most of the pupils in the class are quite good in their
written and spoken skill, some are still lacking in their pool of vocabulary as they have
very limit knowledge of words to use when being asked to construct sentences. Pupils
have been given tasks regarding constructing sentences multiple times and yet each
they failed to deliver their idea in their mind into words every time because they could
not find the suitable word to do so. Teacher has to always provide a list of words for
the pupils to help them. After undergoing the results from the preliminary test, the
researcher has identified a total of 4 pupils (refer to Appendix A) who are lacking in
session has been done with the respective English teacher. Based on the interview,
the researcher found out that the family background and socioeconomically status of
those pupils were among the factors that hinders the pupils proficiency in the
language. Most of them came from family of low socioeconomic status. Their setting
is that the parents or siblings rarely or never use English in their daily life. Thus,
17
besides from learning English in school, they were rarely being exposed to English
outside of school.
above, there are some problems related to teaching and learning process. It is
impossible for me to solve all those problems. So, this research is only limited
on improving the most significant issue which is the acquisition of vocabulary. The
researcher decided to overcome this problem by using Bingo Game because it was
rarely used to teach vocabulary. The teacher seemed to use monotonous technique
so that it influenced the pupils interest on the lesson. It can also be one of the
factors that influence the low level of pupils vocabulary mastery. Therefore,
in order to make the vocabulary learning more interesting and fun. The researcher
decided to use Bingo Game to improve the targeted pupils vocabulary acquisition in
3 Kamil. The researcher wanted to conduct the research under the following limitation.
Firstly, the researcher focused on the use of games despite among other various well
There are a few reasons why the researcher chose Bingo Game to improve
pupils vocabulary mastery. First, like the other games, Bingo can be used in any part
of the lesson as an effective way of language teaching. Second, it can encourage the
students to recognize and appreciate the contribution of others and use teambuilding
is interesting and fun, the students do not feel bored to follow the lesson. Fourth,
Bingo is not only fun and interesting but it also gives an opportunity to face
challenge and to solve problems in the game. Finally, the students could also
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CHAPTER SIX: ACTION PLAN
6.0 Introduction
This chapter explains the plan of action, the flow of procedures of action and
practicum in the Year 3K class of SRK Stella Maris. After months of teaching, the
researcher identified a very serious issue with the language proficiency of the pupils
regarding the issue. After the collection of information, the researcher analyses the
data in order to seek for appropriate solution to resolve the issue through the use of
games. Analysation was done and an intervention was being implemented by the
researcher to aid in curbing the problem. Moving on, data collection through the use
of, tests, questionnaires and also observation was studied, reviewed and analysed
with the purpose of identifying how well the intervention was carried out and whether
it answers the research questions thus resolving the issue. The process of using the
intervention will continue until the targeted pupils are able to have a solid mastery of
vocabulary and shows positive improvements in their tests. In the end, the researcher
was able to resolve the problem using the intervention implemented, thus the process
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6.2 Implementation of action plan
Table 6.2.1
Day Activities
Pre- test
Week 1
Questionnaire
Week 2
Intervention First trial
Week 2 to week 4
Intervention second trial
Post test
Week 4
Questionnaire
Table 6.2.2
Date Activities
1. Pre- test (Test 1)
(Week 1)
Pupils were given a test to be completed during the
5th August 2017
English lesson. From the results of the test, the targeted
1. Classroom observation
8th August 2017 performance during the lesson before implementing the
intervention.
2. Questionnaires
20
Pupils were given a set of questionnaire to be answered.
10th - 21th August 2017 targeted pupils during the English Lesson
The same test done during Day 1 was being given again
(Week 4)
after the intervention has being completed.
2. Questionnaires
23th August 2017
A set of questionnaires were given to the pupils after
Table 6.2.2 shows the actual flow of the action research. This research took
approximately one month to complete which is from the 8th of August to 23th August
2017. On the first week of the research, the researcher has conducted a simple pre-
test (photo refer to Appendix A) to all pupils of 3K. The test was as a preliminary
language. Besides that, this test was also a form of medium to test pupils vocabulary
mastery. On the second week which is 8th of August 2017, the researcher entered the
21
class once again during the lesson of the respective teacher in order to carry out an
identify their view and perception towards the teaching and learning process. A total
number of four pupils who were among the weakest scorer during the test were
On the week 2 to 4 which is the starting of 10th to 21th August 2017, the
intervention Bingo Game was implemented during the English lesson. The game
was conducted at the library. Pupils were given each a piece of paper consisting of
3x3 bingo grids (refer to Appendix F). On the board were different words and pupils
were required to copy the words down onto the grids in their paper. Then, the teacher
will start the game by showing pupils pictures which carries the meaning of the words.
After viewing the picture, pupils will have to use colour pencils or highlighter to choose
and cancel out the word on their paper which they think is the explanation for the
picture shown. The first pupil who is able to complete five grids horizontally, diagonally
or vertically in the bingo paper can raise their hands for their answer to be checked
by the teacher. If all the answers provided by the pupil is correct, he/she will be the
winner of that round. Relatively, if the teacher identified a wrong answer, the pupil will
have to continue playing the game until he gets 5 correct grid. The game can be
continued until all pupils were able to complete at least one horizontal grid.
On the fourth week which is 22th August 2017, the same intervention was
being implemented, however this time round, the researcher uses a different set of
words to carry out the game. The teacher will show pupils words and the pupils will
have to highlight or colour the grid of picture which they feel is the answer to the word
shown to them. The same observation checklist which was used on the second day
was given to the researchers partner to observe pupils behaviour during the activity.
22
For the last day of the implementation of intervention which is 23th August
2017, the researcher conducted a post test on the pupils to see their after effect of
results obtain from the test will be the supporting evident on whether the intervention
has been effective towards pupils or the other way round. Besides post-test, the
researcher has also provided another set of questionnaire (to be filled by the pupils.
The aim of the questionnaire was to check on pupils view and opinions on the Bingo
Game conducted. Pupils response in the questionnaire before and after will be made
comparison on the different perception and view of pupils towards the different
teaching approach.
used methods such as observation, questionnaires and also pre and post-tests to
collect information and findings to support the study of this action research.
6.4 Summary
This chapter shows the outline and the flow the plan, procedure and also the
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CHAPTER SEVEN : ANALYSIS AND INTERPRETATION OF DATA
7.0 Introduction
This chapter will be explaning on how the research uses the research
collected will also be discussed in this chapter. Data analysis and interpretation is one
by giving pupils Pre-test (Test 1) and Post-test (Test 2) (Refer to appendix B) . Both
tests serve as a measurement of how much pupils have learnt during class and the
comparison between the knowlege pupils gain before and after the implementation of
the intervention. Both tests were also used to quantify the knowledge attaned in te
class from a group of pupils with diverse learning styles and educational backgrounds.
Test 1 was admistered at the time when pupils only have some revelant knowledge
on the topic. On the other hand, test 2 was admistered at the time when pupils have
vocabulary mastery. In other words, test 1 has being given to the pupils before the
and also their achievements in the aspect of vocabulary. Meanwhile, test 2 was given
after the intervention has being completed. By the time pupils were given test 2, they
would have enough mastery of vocabulary to answer the test. Test 2 serves as a
Both tests were designed by the researcher considering pupils level and also
topic which they had covered. For both tests, pupils were required to circle the correct
answers, fill in the blanks and also to construct simple sentences using the words
24
given. Both tests consist of 20 questions with the same structure and purpose of
preseriving the reliability and validity of the test. Results from the tests indicates that
there were significant improvement in the master of vocabulary among the targeted
pupils . Test 1 was being conducted on the second day whereas Test 2 was being
conducted on the fourth day so that the effectiveness of the intervention can be
observed.
regarding pupils interest towards learning. Observation covers wide range of areas
criteria to be observed. The reason for observation to be done before and after was
to identify the changes of the participants attitude and behaviour in the classroom.
The checklist consists of five items regarding how participants act before and after
the intervention. This tool was also being used to answer the second research
question how will pupils respond towards the intervention. The observation checklist
observations were done by my internship partner during the intervention because the
7.1.3 Questionnaires
Questionnaires were used during the collection of data throughout the
research and was given before and after the implementation of intervention. (Refer to
appendix D and E). The items in the questionnaire were prepared as simple as
possible considering that the participants were still primary scholars and are weak in
the language. The aspects in the questionnaires focused on the normal teaching and
learning method in comparison with the usage of game in the teaching and learning
session. The sets of questionnaires used fixed response questions because it was
the fastest way for participants to answer and also the quickest way to analyse the
25
data. Nominal type of response scale was used for the questionnaire which are Yes
or No. In the questionnaire, participants were required to tick Yes or No in the box
For this research, the marking for both test was marked based on this band;
Table 7.2.1
1 A 45 80
2 B 50 85
3 C 35 75
4 D 40 95
Table 7.2.1 shows the analysis of results of the 4 pupils in both test. For test
1, it was being carried out during the first week of internship before implementing the
intervention. The total score for test 1 is 100%. Relatively, participant A scored 45% ,
participant B scored 50% , participant C scored 35% and participant D scored 40%.
Most of the participant scored between 45-48% which puts them in the intermediate
category. However, there is one participant who scored the lowest 35% which falls
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Score for Test 1 and 2
100
90
80
70
PERCENTAGE %
60
50
Pre-test(Test1)
40
Post-test (Test2)
30
20
10
0
A B C D
PARTICIPANTS
Moreover, Figure 7.2.1 also indicates the results of participants for the second
test. The second test was carried out after the implementation of the intervention
which is on the fifth day. Figure 7.2.1 shows the comparison of both pre-test (Test 1)
and post-test (Test 2) of all 4 participants score before and after the implementation
of intervention.
Table 7.2.2
1 A 45 80 45
2 B 50 85 35
3 C 35 75 40
4 D 40 95 55
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Figure 7.2.1 shows the average score of the pupils for Test 1 and 2 while Table
7.2.2 indicates the scores together with the percentage of increase of each participant
for both tests. Figure 7.2.1 serves as the summary for pupils achievement in both
tests. In distinction of table 7.2.2, it can be observed that there had been an
enormous improvement in the participants score before and after the implementation
of intervention. Based on the Table, participant A scored 45% in test 1 and 80 in test
2. It shows an increase of 45% from before and after the intervention. Participant B
scored 50% for the first test and 85% for the second test which shows an increase of
35%. Participant C scored 35% in the first test which is the lowest among the other
three participants but was able to obtain 75% in the second test, pulling her up to a
higher band good. Finally, participant D obtained 40% for test 1 and managed to
score 95% for the second test. She showed the highest percentage of increase from
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 achieve the excellent band with the scores ranging from 80-95 whereas one
The observations were done twice, before and also during the intervention.
The data from the both before and after observations were collected using the
checklist provided. The results of both observations were analysed according to each
28
Participant A
Table 7.3.1
2 /
3 / /
4 / /
5 /
the research. From the results obtained, Participant A shows very less motivation and
2 and 5 was not showed by the participant before the intervention whereas criteria 3
and 4 were shown by the participant. Participant A was a well behaved pupil as
completing the activity and was also willing to follow the teachers instruction in
Aspect 1 was not shown by the participant because he does not understand
what was being taught in the lesson. The teacher did not pay attention to those who
were unable to keep up with the lesson, thus causing the participant to lose interest
towards learning. Aspect 2 was also not shown by the participant throughout the
activity done by the teacher. This was because the participant was unable to
comprehend what was being taught during the lesson which made him felt detached
from the activity. Lastly, aspect 5 was also not shown by the participant due to the fact
he could not understand and comprehend throughout the whole lesson, he tends to
lose focus on listening and paying attention to what the teacher is trying to teach.
29
From what had being observed, the participant was constantly disturbing and
Following on, another observation was carried out during the intervention and
participant shows positive signs for all 5 aspects. Through the use of game, the
participant shows extreme interest in the activity. He was very excited to be able to
participate in the activity because it was something he was familiar with. Besides that,
due to the fact that the participant was interested in the activity, he shows full
willingness in engaging in the activity. Throughout the whole activity, the participant
was able to cooperate and follow instructions given by the teacher which is a boost
for him to obtain knowledge. Last but not least, the participant was able to give his full
In conclusion, from the results shown, we can say that the aspects checked
before and after the intervention had increased. This proves that Participant A enjoyed
playing games during English Lesson and was able to gain input from time to time.
Participant B
Table 7.3.2
Participants B results was tabulated into the above table. Before the
30
problems in understanding and catching on what the teacher is teaching, she still
shows interest and pays attention throughout the lesson as the teacher teaches.
However, in the observation checklist, she failed to show aspect 2, 3 and 4. The
reason for that was because she does not like the activities being carried out where
the teacher only gives worksheets and exercises every time after the lesson. To
participant B, all those worksheets were boring thus making her unwilling to engage
in it. However, after the implementation of the intervention, her attitude and behaviour
changed and all aspects were shown by her. She was very keen and eager in
participating the game which was being conducted. She also helped the researcher
to explain the rules to the other participants who were slow in catching information.
Throughout the game, she cooperates and follow the instructions given by the
researcher and she was the first to get five grids matched.
Participant C
Table 7.3.3
Table 7.3.3 shows the changes of behavior and attitude before and after intervention
being implemented. Before the intervention, only aspect 2 was shown by the
participant. From what the researcher had observed, participant C could not sit still
throughout the lesson and tends to always disturb his friends whenever he is bored.
He was not interested in learning English or even other subjects. However, he still
31
attention span is short. He will only do halfway and then return to disrupt his friends.
Despite that, after the implementation of intervention, there were increase of ticks in
also willing to stay put and listen to the teachers instructions in order to play the game.
However, aspect 5 was still not shown by the participant C. Though he shows interest
and was willing to cooperate and follow instructions to play the game, his behavior
was not consistent. There were times where he would still disrupt his friends during
the gameplay and also loses focus halfway through the game. The researcher noticed
that participant C tends to follow the lesson depending on his mood and motivation.
Participant D
Table 7.3.4
Data of participant D was tabulated into table 7.3.4. From the data, we can
see that participant D only showed aspect 1 and 5 before the intervention which is
therefore although she had problems in understanding and catching on what the
teacher is teaching, she still shows interest and pays attention throughout the lesson
as the teacher teaches. However, in the observation checklist, she failed to show
aspect 2, 3 and 4. The reason for that was because she was unable to comprehend
the exercises given. She was always frustrated with the exercise given by the teacher
32
because she could not understand how to complete it. To participant D, all those
worksheets and exercises is not beneficial to her hence making her lose motivation
towards completing it. However, after the implementation of the intervention, her
attitude and behaviour changed and all aspects were shown by her. She was very
keen and eager in participating the game which was being conducted. Throughout
the game, she cooperates and follow the instructions given by the researcher and she
commented that she was able to understand the meaning of words through the usage
of pictures easily.
7.4 Questionnaire
and after the intervention was carried out. Table 7.4.1 and 7.4.2 are the analysis of
the questionnaires.
Table 7.4.1
Item Yes % No %
0 //// 100
1
/ 25 /// 75
2
/ 25 /// 75
3
/ 25 /// 75
4
0 //// 100
5
Table 7.4.2
33
Analysis of questionnaire after intervention
Frequency / Percentage
Item Yes % No %
//// 100 0
1
/// 75 / 25
2
/// 75 / 25
3
//// 100 0
4
//// 100 0
5
intervention was tabulated into the above tables, Table 7.4.1 Analysis of questionnaire
before intervention and table 7.4.2 Analysis of questionnaire after intervention. Before
items whereas for item 2, 3 and 4, there were 1 participant which answered Yes for
each item. However, as can be observed from the results of questionnaire after then
implementation of intervention, many pupils ticked Yes for item 1 to 5. For item 1, 2
and 5 , all four participants answered Yes which made it a 100%. On the other hand,
item 3 was ticked yes by 3 participants and No by 1 participant which made it 75:25%
from the total response and item 4 was also ticked yes by 3 participants and No by
34
Item 1 : English is a fun learning subject ( Before and after intervention)
Table 7.4.3
No //// 100 0
2
ITEM 1
Yes No
120
100
Percentage %
80
60
40
20
0
Before After
Response from before and after intervention
Item 1 in both questionnaires were the same which was English is a fun
learning subject. From the results concluded in the questionnaire, all the participants
viewed English as a subject which was stressful and not enjoyable at all. Hence, all
of them ticked No for Item 1. However, after the implementation of the intervention,
35
their views changed to positive. All of them who had negative view on English felt that
English was a fun learning subject after undergoing the intervention Bingo Game.
As a conclusion, this can be concluded that all of the participants like to play games
during the English lesson rather than only listening and doing exercises given by the
teacher.
Table 7.4.4
Yes / 25 /// 75
1
No /// 75 / 25
2
ITEM 2
Yes No
80
70
60
Percentage %
50
40
30
20
10
0
Before After
Response from before and after intervention
36
Questionnaire given before intervention for item 2 was - I like doing English
exercises. Based on the data collected, 25% of the participant (1 out of 5) like doing
exercises given by the teacher whereas 75% (4 out of 5) participants dislike doing
exercises. The content for item 2 changed after the implementation of intervention
from I like doing English exercises to I love to play bingo to learn English. Three
participants answered yes for item 2 in the questionnaire which carried 75%. From
the results collected, it can be seen that participants loved playing bingo rather than
doing exercises. This can be proven with the increase of answer yes in the
I learnt more than 20 new English words through the game (after)
Table 7.4.5
No Response
Before Percentage (%) After Percentage(%)
Yes / 25 /// 75
1
No /// 75 / 25
2
37
ITEM 3
Yes No
80
70
60
Percentage %
50
40
30
20
10
0
Before After
Response from before and after intervention
Table 7.4.5 and figure 7.4.3 show the response of participants for item 3.
Before the intervention, item 3 was I know more than 50 English words. Only 25%
of the participants which equals to 1 person answered yes. The other 75% (3
participants) answered No to this item. From the results, we can conclude that most
of the participants had very limited pool of vocabulary words. In order words, this also
means that they were unable to learn many new vocabularies through the teaching
learnt more than 20 new English words through the game. Data for the second set of
questionnaire showed that most of the participants were able to learnt more than 20
new English words through the game because 4 participant voted yes for this item
and only 1 participant voted No. Thus, this means that game is more beneficial for
most of the participants in regards on learning new English words compared to normal
38
Item 4 : I learn new English words everyday (Before)
Table 7.4.6
No /// 75 0
2
ITEM 4
Yes No
120
100
Percentage %
80
60
40
20
0
Before After
Response from before and after intervention
Table 7.4.6 and figure 7.4.4 illustrates the data collected for item 5. For the
first set of questionnaire item 4 was I learn new English words everyday. For this
item, there was only 1 participant who voted yes (25%) whereas 3 other participants
voted No (75%). From the data, we can see that most of the participants have less
39
exposure towards gaining knowledge on new English words daily even though
given was Bingo game makes learning words easier. This time round, 100% of
voted yes which means all 4 participants agreed on that aspect. From the
comparison, it can be observed that participants are able to learn vocabulary words
easier through games. Hence, this would eventually enable them to learn new English
Item 5: I use dictionary to search for words that I do not understand (before)
Table 7.4.7
No //// 100 0
2
40
ITEM 5
Yes No
120
100
Percentage %
80
60
40
20
0
Before After
Response from before and after intervention
represented in Table 7.4.7 and figure 7.4.5. For the first set of questionnaire, item 5
I use dictionary to search for words that I do not understand, all participants voted No
(100%). This means that participants do not use dictionary to look up for vocabulary
For the second set of questionnaire, item 5 I hope games are played during
English lessons, all participants voted yes (100%). Hence, no participants dislike the
usage of game being implemented in the teaching and learning session. Through the
usage of games, participants were able to learn words much effectively in a fun and
7.5 Summary
This chapter outlines the data analysis and interpretation of data result in this research.
For this research, the researcher used tests, observation and also questionnaires for
41
CHAPTER EIGHT: CONCLUSION
8.0 Introduction
This study was conducted to help year 3 Kamil pupils of SRK Stella Maris to
enrich their vocabulary. The instruments used to collect data were tests, observation
checklist and also questionnaires. Data collected using those instruments were
analysed to obtain the results thus determining whether it answers all the research
questions.
The data analysis for pre-test, post- test and questionnaires were aimed to
determine the answers for the research questions set in chapter 3. 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%. Moreover, findings of the
data before the intervention also shows that the participants were unable to fill in the
blanks using the correct vocabulary words given. Although most of the vocabulary
words were learnt before, yet they still could not comprehend the meaning of those
words correctly. 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.
After the intervention, all four participants were once again given the same test
to be answered. The data collected from the tests shows massive improvements in
the answers provided by the participants. All participants were able to reach to the
category of good and excellent. From the findings also, the participants were able to
describe the words based on the pictures which they have seen during the bingo
game. Moving on, the attitudes and behaviour of participants before and after the
42
intervention has also given a positive impact. 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 and they fail to pay attention during
English lesson. Besides that, the findings also show that many pupils rarely gives
both instruments shows positive changes in pupils attitude and also behaviour.
Following on, pupils also shows changes as they will start to pay attention during
lesson and also were willing to follow instructions set by the teachers. They show
interest and also eagerness in participating and engaging themselves in the game
conducted as they prefer to learn in a much interactive and fun way rather than the
old and conventional way of teaching chalk and talk which kills their interest in the
lesson. 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, however 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 importantly, the findings
from the questionnaire proved that pupils prefer to learn through games during English
43
CHAPTER NINE : REFLECITON AND IMPLICATIONS
9.0 Introduction
This chapter includes the researchers reflection after conducting this research
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. When pupils pay
attention toward the lesson, surely by the end of the lesson, they will benefit from it.
Another way of making learning more engaging is for teacher to have the lesson
outside of the classroom. By having the teaching and learning session outside the
classroom, pupils are exposed to something new which will arouse their interest and
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
44
enthusiasm in the classroom will definitely increase with the support of ICT usage
9.2 Summary
There are many other possible alternatives which can be used to enhance
45
REFERENCES
Burns, A. (2009). Doing Action Research in English Language Teaching. New York:
Routledge.
Carter, R., & McCarthy, M.(1988). Vocabulary and language teaching. London:
Longman.
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
Sazali Abdul Wahab, Raduan Che Rose and Suzana Idayu Wati Osman (2012).
Defining the Concepts of Technology and Technology Transfer: A Literature
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10.5539/ibr.v5n1p61
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Slattery, M. & Willis, J. (2001). English for primary teachers: A handbook of activities
& classroom language. New York: Oxford University Press.
Taka, P., & Singleton, D. (2008). Vocabulary learning strategies and foreign
language acquisition.Canada: Multilingual Matters Ltd.
47
APPENDICES
APPENDIX A
Name
MUHAMMAD AMIRUL RAFIQUE BIN MOHAMMAD RADZUAN
MUHAMMAD MUAZ BIN MAJID
MUHAMMAD DAFI MIKAIL BIN ZULKARNAI
KHAULAH YASMIN BINTI MUHAMMAD KHALIL
QASEH MYA SHAQIERA BINTI CHAIRIEL ANUAR
DANIA RIESSYA HANNA BINTI RIO SOFIAN
HAZIM ANIQ BIN HAILMERIZAL
MUHAMMAD HASIF NAQIB BIN ROZISSHAM
NUR AWATIF BINTI NORHAFIZI
AINUL UMAIRAH BINTI ABD MOHSIN
AIN NURFATIHAH BINTI MOHD NIZAR
NURUL ADALIA SOFEA BINTI MOHAMAD RIZAL
DANIA MAISARAH BINTI ROHAIZAD
HASIF AMSYAR BIN HABIBOL RAHMAN
MUHAMMAD ANIQ NAZIEM BIN MOCHSEIN
MUHAMMAD AFIF BIN AHMAD POUZI
ADAM FARIS BIN IZWAL
MUHAMMAD AMMAR MUKHRIS BIN SHARIDAN
ASIF DARWISH BIN MOHD IKRAAM
MUHAMMAD QALEEF THAQIF BIN ABU SHAHRIM
MUHAMMAD NAQIUDDIN BIN MUHAMAD NASIR
MUHAMMAD NABIL NAQIB BIN BIMAZHAFESAL
AIN NUR ZAKINA BINTI AZEMI
ALYA BADRINA BINTI ANUAR
NURIN AINAA NADHIRAH BINTI HAIRUDI
NUR AFEEFA DAMIA BINTI ROSHIDI
MUHAMMAD AKIF AZFAR BIN MOHD ZAILANI
MUHAMMAD ABYAZ NURHAN BIN ZULHIZZAM
NUR HASANAH BINTI SILAHHUDDIN
ANIS SYAHIDAH BINTI AZLIMAN
NURUL HANI BALQIS BINTI MOHD KHALID
48
APPENDIX B
Sample of test
49
50
Appendix C
Observation checklist 1
No Characteristics/Criteria Yes No
51
APPENDIX D
Questionnaire 1
Questions Yes No
52
Appendix E
Questionnaire 2
Questions Yes No
53
APPENDIX F
Bingo Grid
54