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1.0 INTRODUCTION

Teaching and learning a foreign language like English is not easy task. The situation
become more difficult when the learners are primary school children and teaching and learning
focus is grammar. There are a lot of ways to introduce English grammar to the young learners.
One of them is by using games. As we all know that children like play, so by using games as the
teaching method the students can be more interested to learn grammar.

Games are not only for fun but also for motivating students to master English fast and
easily. Learning by doing is a good way to make them easy in understanding about grammar
skills, because with doing fun activities by themselves, they will find it easy to remember and
easy to learn about the material which is taught by the teacher. To be start with instructional
design study, it is better to define the instructional design objective to get clear instruction about
the topic chosen.

1.1 Definitions of terms

a) Language

Language is the human ability to acquire and use complex systems of communication,
either spoken or written, consisting of the use of words in a structured and conventional way
(Oxford Dictionary, 2014).
b) Games

Games refer to a physical or mental or contest that has rules and that people do for
pleasure (Encyclopedia, 2014). Game is structured playing, usually undertake for enjoyment and
sometimes used as an educational tool. Games are distinct from work, which is usually carried
out for remuneration, and from art, which is more often an expression of aesthetic or ideological
elements (Wikipedia, 2014). But, according to Richards, etc. al, (1992) ‘a game is an organized
activity that usually has the following properties: a particular task or objective, a set of rules,
competition between players, and communication between players by spoken or written
language’ (Tuan, 2012).

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c) Language Games

The term 'language game' is used to refer to simple uses of language with which children
are first taught language (training in language) and specific regions of our language with their
own grammars and relations to other language-games (Wikipedia, 2014). According to Lewis
and Bedson, (2008) language games are fun activities, which are task based, a visible set of rules,
which guide the children’s actions and an element of strategy where children must successfully
apply their language and other skills.

d) Grammar

Whitehead, (2007) defined that grammar is the rule governing human language or
individual language and the study of such rules. However, Crystal (2004) says that “Grammar is
the structural foundation of our ability to express ourselves. The more we are aware of how it
works, the more we can monitor the meaning and effectiveness of the way we and others use
language. It can help foster precision, detect ambiguity, and exploit the richness of expression
available in English. Additionally, it can help everyone, not only teachers of English, but
teachers of anything for all teaching grammar is ultimately a matter of getting to grips with
meaning” (Tuan, L.T. 2010).

So, game is the most natural way of learning grammatical rule for children. Games
provide an environment for children where they can test what they hear and see and consolidate
what they have learnt. Children sharpen their senses and develop their kinesthetic skills through
games. Game environment is the experiment room for children. Therefore, to design a solution
this study attempts to investigate the effectiveness of using language games in teaching and
learning English for pupils of Year 2 in National Type Lorong Jawa Tamil School in Seremban,
Negeri Sembilan.

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2.0 LEARNER AND CONTEXT ANALYSIS

According to Edmundson, etc.,(2007); Morrison, Ross, & Kemp, (2004) learner analysis
is a critical aspect of instructional design and is characterized as an iterative process that informs
vital instructional design decisions from front-end analysis to evaluation (Saxena, M., 2011).

2.1 LEARNER ANALYSIS

2.1.1 Learners general characteristics


Learners in this study are referring to primary school students in National Type Lorong
Jawa Tamil School Seremban. There are 1501 students altogether in the research area. The
selected school is located in urban area of Seremban, Negeri Sembilan.

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Every standard consists of five classes. But, this research design only has drawn from
one class of standard 2 Elango from National Type Lorong Jawa Tamil School. There are 28
pupils altogether in the selected class with the age of eight. From that, 12 of them are males and
the rest of them are females. (Refer appendix i and graph below).

Num of

Graphstudent : Students in Year 2 Elango

20

15

10 Gender

male female

There are two different ethnic groups in the class, which are 2 Muslim girls and the rest
are Indians. (Refer to pie chart below).

Ethnicity
7%

india
malay n

93%

These students are considering ESL pupils whereby their first language is different from
one another. The main reason of selecting 2 Elango as an instructional designer of this research
is because of the pupils’ level of proficiency in English is lower compared to the other classes. In

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order to measure the effectiveness of using language games to enhance grammar skills, the
pupils in 2 Elango will be selected as the sample for this research design.

Findings from discussion with the language teachers and also simple questionnaire
answered by the students showed that there were different learning styles of 2 Elango pupils’
(Refer to Appendix 1). Some are visual person and some are auditory learners and also tactile
learners.

Learning style Score Percentage


Auditory 11 40%

Visual 10 35%

Tactile 7 7%

60

50

40

percentag
30 e

score

20

10

0
Auditory Visual Tactile

Surprisingly, all the 20 students were not attending to kindergarten in the age of 5 to 6
because of several factors especially, financial crisis. As said by the class teacher, every student
in Year 2 Elango facing some family problems and physical problems such as parents divorce,
single mother, and father jailed or died, mother disabled to work, orphan and health problem.

2.1.2 Entry Behaviour

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There are two types entry behavior investigated in this study. First is, entry behavior is to
determine appropriate instruction and second is, to determine readiness for instruction. In this
study, the designer already knew general characteristics’ of participants as mentioned above and
it’s also been useful if their entry skills take into count.

a) Entry skills

Throughout observation, the designer found that the size of class 2 Elango is too small. And,
most of the teacher use traditional method to teach grammar to the students in the classroom. So,
it can be assumed that students in Year 2 Elango have no adequate exposure about language
games in classroom. It was clearly reported by the subject teacher who taught English for that
particular class. To get an accurate data regarding the students’ entry skills about their grammar
skills, the instructional designer will gives pre-test which consists of paper 1 (50 minutes) and
paper 2 (1hour 15 minutes). A brief discussion will be carried out with the pupils before the pre-
test session. The pupils will be given pre-test before the activities using language games to
measure their background knowledge, amount of vocabulary and their ability to construct simple
sentences.

b) Prior knowledge about grammars

Instructional designer identified that students in Year 2Elango already mastered in certain
grammar items like Nouns, Pronouns and Preposition which previously they have learned in
standard one as a prior knowledge to topic area. These students also may know about the
language games but they might don’t know variety of language games that can help them to
improve their grammar skills. But, most of the students already taught simple grammar such as
gender, nouns, and numbers by their language teacher because it was clearly stated in standard
curriculum for primary school (KSSR) in English Year One. Observation and informal interview
among language teachers help in order to get valid data resources
c) Attitudes toward content and delivering system

Instructional designer found that the students in Year 2 Elango, were not interested in
doing pre-test and some pupils are simply guess the answer without reading. Furthermore,
pupils’ facial expression also showed that they really cannot cope with pre-test questions.

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However, designer strongly believe that by using language games, students will have positive
attitudes towards their learning content especially grammatical items and get opportunities to
participate in classroom discussion. Uberman, (1998) stated that most students who have
experienced game-oriented activities hold positive attitudes towards them (Jung, C.I., 2005).

Similarly, the findings of the research by Eskandari, Z., Khonmohammad, H., &
Komeijanifarahani, A.A. (2014) revealed that employing games in teaching grammar to the
young learners not only can play a positive role in the development of grammar knowledge of
the learners in the language classes but also it can pave the way for language development of the
learners in ales stressed situation, motivating the learners to improve their own abilities in
various aspects of second language development.

Students liked the convenience of the language games based learning to improve their
grammar. They believe that this method will be more helpful and students able to communicate
among other students in the classroom if the language games practices in teaching and learning.

d) Academic Motivation for instruction (ARCS)

Keller’s ARCS Model (Attention, Relevance, Confidence an Satisfaction) of motivation


can be perceived as a problem solving approach to learning grammar that instructional designers
can use to develop even more engaging language games activities. To get students’ attention,
instructional designer believed that through games, role plays or other type of hands-on practice,
learners are encouraged to become active participants in the learning process. As they get more
engaged in the learning process, it is more likely to be interested in the language game content
and there are higher chances of completing the learning process. To be relevance, a successful
language games design must establish relevance in order to motivate learners to learn grammars.
To accomplish this, instructional implementers are encouraged to use variety of language games,
analogies or stories to which the learners can relate.
Furthermore, Instructional designer also instil a sense of confidence in Year 2 Elango
students by helping them to believe that they can succeed in grammar skills. If learners feel as
though they won't be able to accomplish their goals, then this will reduce their motivation. The

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designer will communicate objectives and prerequisites with the students in the classroom and
provide feedback if there is a response from students.

To satisfy the learners in class of 2 Elango, there will be praise and rewards. The learning
process must present learners with some kind of reward, whether this may be a sense of
accomplishment or praise from the teachers or designers. Instructional designer can increase
learners levels of satisfaction from learning grammar using language games if as they will leave
them with the sense of achievement and recognition of their efforts throughout the learning
process. For example, in this instructional study, the designer decided to give these following
rewards to 2 Elango learners who did their best level during learning process

- The 5-cent box has candy such as and peppermints.

- The 10-cent box contains cool pencils, balloons, and erasers.

- The 20-cent container offers larger candy in single-serving sizes, plastic rings, and
necklaces.

- The 30-cent box has modelling clay and stickers

e) Educational and ability level

It is important to know the students educational level in Year 2 Elango. From the data
gathered from interview and observation, it was showed that the entire students in the class were
not attending kindergarten. Majority of the 2 Elango class students’ parents are uneducated.
Other than that, the post-test result also used to identify learners level of academics in order to
develop appropriate instructional design. Learners’ previous academics record is also
downloaded from SAPs online for further references.

It may seem like a lot of information to collect about the learners, but it can aid
immensely in providing more meaningful learning experiences for the learners and instructional
designer.

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2.2 CONTEXT ANALYSIS

To analyzing the learners in class 2 Elango this step of the instructional design process
also deals with analyzing both the performance context and the learning context.

2.2.1 Performance Context

According to Dick and Carey (2014), the performance context is the setting in which the
new skills and knowledge will be used by learners after the instruction is completed. Knowing
this information will enable you to create a more relevant environment for learning to take place
in. It also helps increase learners' motivation and aid in the transfer of new knowledge to the
teaching and learning process. This study carried out several factors to consider when analyzing
the performance context as below:

 Managerial Support – to carried this survey, the instructional designer get permission

from the school headmaster namely Mr.Nagaretnam. And, the Senior assistant or
academics Mrs.K.Sarasvathy, senior assistant of students affairs, Mrs. N.Sarogini and
Senior assistant of Co-Curiculum, Mrs.Susila were supervised while designing the
strategies. They are also helps to manage class timetable especially Year 2 Elango in
order to conduct pre-test, observation and interviews. The headmaster been the first
person who wants to know the progress level of this instructional design because it is 100
percent based on measuring students learning towards grammar skills. Not forgetting the
teachers who always give moral support and ideas to conduct the survey.
 Physical Aspects of the Site - This is the physical context in which the new skills will be
used. By observation, instructional designer identified that there are no ICT facilities for
the students to learn computer based learning in the classroom. However, the
administrator gives equipments such as projector and LCD to b used in the classroom for
research purposes. Students with the dull classroom environment feel bored to learn. No
money provided to carry out this instructional design in the school. However, all

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resources or materials were arranged by the instructional designer itself because the
school is under construction works.

 Social Aspects of the Site - The social context of the performance setting. This study
requires the learners to communicate among their friends in group to enhance
interpersonal skills and grammar skills by playing language games. This phenomenon
will be recorded as evidence.

 Relevance of skills to practice in school - There are no constraints to the new skills that
the students will learn. The language games are available, the teachers and administrator
understand the need for this instructional objective to be made available to students,
parents and the teachers are motivated to get started since it will only improve
communication between teachers, students, and parents as well as students academic
performances.

Analyzing the performance context requires that the designer actually visit the site in
question. Information can be obtained from on-site visits using interviews and observations. The
purpose is to gather information from 2 Elango class learners, administrators, and teachers as
well as observe the learning environment where learners will eventually use their new skills.
Analyzing the performance context using these factors can be a tricky matter for instructional
designer.

In any event, it would be a good idea for instructional designer to spend some time
thinking about the context in which the skills learned in school will actually be used. Perhaps
students have a point when they ask, "Why do we need to learn this?" As Dick and Carey (2014)
state, "We encourage you to think beyond the accepted textbook and curriculum guide approach
to public schooling. That approach has led to the criticism that much of public education
emphasizes factual recall over conceptual understanding and textbook problems over authentic
applications. Constructivist theorists have been justifiable sharp in their criticism of teaching and
learning activities that are abstracted from, and thus not relevant to, actual physical, social, and
problem contexts".

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2.2.2 Learning Context

The other type of context is the learning context. This is the setting where the actual
learning will take place. The goal is to familiarize the instructional designer with the facilities
where the learning will occur, and to identify any limitations of the setting that might affect the
design of instruction. This instructional design study uses several factors to consider when
analyzing the learning context as listed by Dick, Carey and Carey, (2014).

 Number and Nature of Sites – In this National Type Lorong Jawa Tamil School, there
are 1501 students studying from standard one to six. When having a discussion with the
school headmaster, he told that the school is in the middle of the town. Therefore, its took
52 years to get permission from ministry of education to do constructing work and
renovation because there is no field for the students to do outdoor exercises, no science
lab, no computer lab and also no assembly hall to having meeting or programs to the
students. Throughout observation method, the instructional designer found that every
class in this school are occupied with nearly 35 to 38 students. Besides, lack of
equipment and resources such as LCD projector for computer display, whiteboard and
also having a technical problem with switches in the class. However, the administrator
promise to repair the entire electrical problem in the classroom before the program is
going on. The main constraints are the school is often heard loud noise from outdoor
activities because of the location itself and the teachers are busy with their works all time
which may affect discussion and interview session.

 Compatibility of the Site With the Instructional Requirements – Although, there is


some lack of equipments and resources in the classroom but school’s personnel manage
to solve it. So, it can be says that the site is compatible with the instructional requirement.


 Compatibility of the Site With the Learner Needs - The site is the students’ classroom
namely, 2 Elango. The location of the school itself enhance the instructional designer to

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buy learning materials from walking distance stationary shop and book shop with the
name of “Sinaran”. However, it is sad to say that the classroom too small which
accommodated with 28 students. So, students from class 2 Elango may feel
uncomfortable with the classroom space and unattractive environment. To solve this
matter, the school headmaster has given permission to use the school library to run this
program.

 Feasibility for Simulating the Workplace – This learning environment will adequately
simulate the eventual work environment for the learners. Group discussion and role pay
activities will definitely makes the learners feel confidence to communicate with others
and encourage them to apply it in their daily life.

Analyzing the learning context requires the designer to gather information from on-site
visits by interviewing headmaster, teachers, and learners, as well as observing the site in use.
Collecting this type of data is much easier because the instructional designer herself is a school
teacher as she already immersed in the environment, and thus may be quite familiar with the
context in which the learning will take place.
3.0 LITERATURE REVIEW

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This instructional design was justified lack of critical thinking among ESL students to
learn grammar skills. In that discussion, the learners should experience five steps of the problem-
posing methodology (Nixon-Ponder, 1995):

1. Describe the content of discussion

2. Define the problem

3. Personalize the problem

4. Discuss the problem

5. Discuss the alternatives of the problem

Penny Ur, in her book ‘A Course in Language Teaching’ (2006) wrote an article, which
began with the words: ‘I am not in principle favor of the use if games in language teaching. This
was provocative statement based on a serious argument. Ur also said that, once we call a
language learning activity a game, would convey the message that it is just for fun, not to be
taken too seriously.

However, Indian students as second language learners in primary schools will always
find difficult to understand grammar rules. It is because their mother tongue language is Tamil.
Pupils always find it complicated and confusing to understand or speak English fluently. Without
proper grammar knowledge in their schemata, it will discourage them to participate actively in
teaching and learning of English in the classroom. Pupils might felt scared to be laughed their
colleagues at when they do not use correct grammar in the classroom activities.
According to Pourgharib, (2013) people tend to forget or misuse new word because the
words are not properly stored in student's minds; they are not practiced enough; they are not
related to students own experiences and interests. He added that, some teachers think that
language games are a waste of time and prefer not to use them in classroom. Furthermore,
second language learners are shocked whenever they meet difficulties in oral communication.
They are afraid of making mistakes and feel uncomfortable in their first attempt at speech in
English and they are afraid of failure, laughter and ridicule” (Zhang & Yin, 2009). Teaching

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English to the young learners is not easy because English is not their mother tongue and it is a
new thing for them (Diana, 2010).

Rather than that, pupils also tend to feel bored in the traditional ways of teaching
grammar. They become unmotivated to learn English as the learning of grammar seems to be
repetition and explanation from the teacher. As a result, pupils tend to ignore and avoid learning
English grammar, which is essential for them to master this language. Some researchers such as
Nguyen and Khuat (2003) and Uberman (1998) have shown that students are tired of learning
vocabulary in traditional methods such as rehearsing, writing words on papers or learning
passively through teacher’s explanations (Taheri, 2014).

Besides, Crookal (1990) concluded that learners become too anxious about being
criticized and punished by their teachers when they make a mistake. Games are advantageous at
this point because they reduce anxiety, increase positive feelings and improve self-confidence
because learners do not afraid of punishment or criticism while practicing the target language
freely (Yolageldili & Arikan, 2011).

Since language development and thinking are closely related and the teaching of higher-
order thinking skills should be an integral part of curriculum, this study was designed and
conducted to examine the feasibility of promoting critical thinking skills in an ESL classroom in
SJK(T) Lorong Jawa Seremban.

3.1 The Importance of Teaching Critical Thinking in ESL Classrooms

Critical thinking is recognized as an important competence for students to acquire in


academic language (Connolly, 2000; Davidson, 1998; Davidson & Dunham, 1997). Kress (1985)
further postulates that critical thinking is a social practice and is language itself. According to
Davidson, (1998) “maybe even language teachers have reasons to introduce their students to
aspects of critical thinking because if they do not, their students may well founder when they are
confronted with the necessity of thinking critically, especially in an academic setting” (Liaw,
M.L. 2007).

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Critical thinking is an ongoing process in which all language learners must engage,
regardless of their language proficiency levels. Critical thinking involves the use of information,
experience, and world knowledge in ways which allow ESL learners to seek alternatives, make
inferences, pose questions, and solve problems, thereby signalling understanding in a variety of
complex ways (Liaw, M.L. 2007).

In order to solve this problem, previous researches or findings also showed that game-
based instruction help to enhance grammar skills in promoting thinking skills. Duff, (2001)
stated that the language curriculum takes into consideration both the academic needs and
interests of the students, crossing over the barrier between language and subject matter courses.
The purpose is to develop students’ academic language skills. It also provides students with
study skills which enable them to express a range of critical perspectives on social issues and to
engage in quick-paced interactions (Lal Bahadur Rana, 2011). In this study, the language games
use as a tool to enhance grammar skills among ESL students. So, it addresses the advantages of
using language games in teaching and learning and its contribution to learning motivation.

3.2 Benefits of using language games

3.2.1 Language games can improve grammar skills

Teaching grammar is necessary in ESL classroom. Without the knowledge of grammar,


pupils cannot construct correct sentences and their sentences will not make sense. Normally,
pupils become boring in learning grammar. But, language games can create fun and active
classroom teaching and learning. Using games is a good way to improve students' various skills,
as Wright, Betteridge and Buckby (2006) say, "Games can be found to give practice in all the
skills, in all the stages of the teaching and learning and for many types of communication" (Zhu,
2012).
Musilova, (2010) also points out that games support using new grammar rules and to
teach pupils to cooperate (Pathan & Aldersi, 2014). He adds that pupils can learn not only
grammar but other four skills– speaking, writing, listening and reading through communication
and fair-play.

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Besides that, for weak students, learning the English grammar is even more daunting due
to the complexity of grammar rules. For this reason, language games can serve as a way of
teaching grammar, which can be incorporated as one of the activities in class (Metom, Tom &
Joe, 2013). And then, Mat & Soon, (2010) also found that learners can use these games as tools
while enjoying the grammar learning processes in a way that, learners have the opportunity to
work together and collaborate while learning the language.

3.2.2 Language games and vocabulary acquisition

Language games also influence pupils to see and use words in repetition form. Repetition
is a concept of frequency that has influenced pupils. This is done through exposure of words in
texts. Huyen & Nga, (2003) stated that learners of English have to deal with unfamiliar
vocabulary during their language acquisition. In order to learn and retain new words, learners
should participate in different task – based activities in their classroom whether it is a guessing
task, a describing exercise or conversation making. Such activities also include vocabulary
games which specially focus on helping learners develop and use words in different contexts by
making the lessons enjoyable.

Using various games can help students memorize vocabulary or grammar; it can
eliminate the anxiety aroused from using a foreign language or uncertainty about the correctness
of the output and while playing language games, students can be exposed to the target structures
(Kašpárková & Palánová, 2010).

Clearly, students have more chance to be exposed to vocabulary through games.


According to Hadfield (1999), in order to retain a word, students have to go through three
distinct processes such as fix the meaning of the word in their mind; make the word their own;
and use the word to communicate with others(Tuan, 2012). He adds that games can help the
learner through these three processes. It can be said that games are very effective in helping
students increase exposure to vocabulary.

According to Hedge, (2005) she mentioned that ‘frequency’, ‘pronunciation’ and


‘contextualization’ are features of input that play roles in a vocabulary development. For that,

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Kachru (1983) (as cited in Hedge, 2005) also tested his Indian students to see which words they
knew from their course book, showed that most learners knew the words that appeared more than
seven times, but they did not know half of the words that appeared only once or twice. Thus, in
language games activities, pupils can see words many times while enjoying their tasks. It is also
believed that this can sharpen and increase the pupils’ vocabulary.

And, a study by Hajar (n.d) as cited in Malaysian International Conference on English


Teaching (MICELT, 1998) tested her students with Computer Language Game. In her paper
entitled ‘Teaching Vocabulary Using Computer Language Game’ as she cited was clear that
teaching vocabulary using games is beneficial to both instructor and students (Nurhasniyati,
2007).

3.2.3 Language games reflect Communicative Approach

Language games benefits pupils by giving them wide exposure to the use of English
language. Pupil’s enables communicate and interact among each other through their involvement
in language games. It was agreed by Freeman (1986), whereby he mentioned that “learners enjoy
language games they enjoy communicative involvement in the classroom” (Taheri, 2014).
Games are used to make the children easier to understand and remember vocabularies in some
topics (Diana, 2010). She also viewed that by using games, the children does not feel that they
learn something through that activity.

He also believes that games can provide a healthy and constructive competition. Games
can encourage learners discovering and voluntary involvement to the learning process, it can also
establish a better bonding between teacher and learners. Finally a good designed language games
can create a real communication context in the classroom which can help learners to improve
their speaking ability.

Wright, Betteridge and Buckby, (1984) argued that “with the use of games, the teacher
can create various contexts in which students have to use the language to communicate,
exchange information and express their own opinions” (Huyen & Nga, 2010). And, they come to

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a conclusion that "learning through games could encourage the operation of certain
psychological and intellectual factors which could facilitate communication heightened self-
esteem, motivation and spontaneity, reinforcing learning, improving intonation and building
confidence."

As Jacobs & Kline Liu (1996) expressed that, “many games can be played in pairs or in
small groups, thereby providing a venue for students to develop their skills in working with
others such as the skill of disagreeing politely and the skill of asking for help. In most games,
learners have to play in groups in which everyone has a turn, encouraging everyone to take a
turn, rather than letting others do all the talking and other actions, and discouraging one or two
people from shutting out others” (Tuan, 2010).

Zhu (2012), proposes that game playing is effective in developing students‟


communicative ability in that it is a dynamic process of communication in which students as
thinking beings, emotional beings and communicators instead of knowledge receptacles, try to
get their ideas, concepts, thoughts, emotions and feelings expressed, based on their own life
experiences.

Naturally when playing games, students are trying to win or to beat other teams for
themselves or on the behalf of their team. They are so competitive while playing since they want
to have a turn to play, to score points and to win. In the class, learners will definitely participate
in the activities. Therefore, in groups or in pairs, they are more willing to ask questions,
communicate and discuss with their partners and think creatively about how to use English to
achieve the goal. The competition in the games gives students a natural opportunity to work
together and communicate in English with each other a lot.

3.2.4 Language games help to construct sentences


Language games can stimulate and encourage constructing sentences with correctly.
Apart from having fun, students learn at the same time. Schultz & Fisher, (1988), said that

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“students acquire new language and begin to realize that they have to use the language to
construct sentences if they want others to understand what they are saying (Tuan, 2010).

Gunn and Mc Callum (2005) Climbing Grammar Mountain Game is a game that provides
a way to address grammatical usage and sentence construction in such a way that the target
structures are being reviewed and reinforced in an interesting and engaging manner. It is proven
by Gunn and McCallum (2005) who conducted a research by using this game in teaching Simple
Present Tense.

Thus, language games are playing an important role in order to help pupils’ sentence
construction. However, to make the students to learn sentences construction great fully, relevant
games should be integrated according to topic given in classroom.

3.2.5 Language games improve learning and memory

Language games can improve learning and memory as it involved repetition activities. It
create positive emotional of the pupils towards English in a lesson. Students can improve their
long term memory by participating in activities that they enjoy and recollecting such memories
through language games (Professional Learning Board, 2014). During the language games
activities, pupils learn while doing action. These learning by doing will help them to remember
new words easily.

This statement is supported by Paul (2005) which emphasis on key factors for
improvement in the target language. He stated that the key factors to make pupils improve their
‘retention’ of words and patterns are ‘organization’, ‘ownership’, ‘repetition’, ‘association’,
‘emotional involvement’, ‘action’, ‘beginning and end’, ‘rest’, ‘warm up’, ‘recycling’ and
‘peripheral language’. Games are student-focused activities requiring active involvement of
learners. In Crookall’s (1990) opinion, learners and teachers change their roles and relations
through games and learners are encouraged to take active role in their learning process
(Yolageldili & Arikan, 2011).

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3.2.6 Language games create opportunities to learn while having fun

Language games give pupils chances to use, play and experiment with the target language
while having fun. According to Paul (2007) in his book entitled ‘Teaching English to Children in
Asia’, the child centered approach is based on constructivist and humanistic ideas that have been
adapted to the needs of Asian EFL learners. He also mentioned that the children could do many
activities ‘where they play around with the new language target, trying thing out, making
mistakes, encountering many examples of the new pattern and using it to express their own
feeling’.

Therefore, Uberman (1998) believed that games offer students a fun-filled and relaxing
learning atmosphere. After learning and practicing new vocabulary, students have the
opportunity to use language in a non-stressful way (Jung, 2005). Other than that, Weiss &
Loebbeck, (2008) research illustrated that games create competitive and collaborative situations
making learning fun and engaging; meeting the many needs of the students (Sharp, 2010).

A game is an activity that both the teacher and students enjoy doing. It is student-centered
and as appealing as playing in the playground. Using games in English class can get students
relaxed and enjoying using the language (Zhu, 2012). Ghada sari argued that one of the
advantages when games are used in the classroom, is it bring in relaxation and fun for students,
thus help them learn and retain new words more easily (Pourgharib & Rohani 2013).

Thus, of the teachers give pupils enough time and space to play with the target language
during language games activities, this will be a great way for them to learn grammar and enjoyed
their experiences with the language.
3.3 Language games and Learner Motivation

Language games will add variation to English lessons and increase pupils’ motivation.
Pupils’ participation motivates them to speak out and use the grammar. Language games will
motivate introvert pupils as well as extrovert pupils (Nurhasniyati, 2007). By employing games

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as a pedagogical approach, the learners are often more motivated as compared to doing the desk
tasks. While playing the games, the students’ attention can be focused on the game activity,
whereby subconscious learning of the language items will take place in them. Thus, this enables
the learners to review and reinforce what they have learned in class (Metom, Tom & Joe, 2013).

Games are highly motivating since they are amusing, interesting and at the same time
challenging. The activities in a game get all the students to move around, activate their mental
capacities and stimulate neural networks, thus motivating learners in learning and retention. At
that time, students who are shy also attend the activities with fun, forgetting their shyness and
feeling of fear (Tuan & Doan, 2010).

Annetta, (2008) suggest that while the use of games in the classroom is not meant to
replace all teaching strategies; however, games can be used as an engaging and motivating
supplement that provides background and content in an environment in which they are familiar
and comfortable (Sharp, 2010). Furthermore, Hussin et.al. (2005) in their article entitled
‘Sustaining Interest and Motivation to learn English’, they believe that teacher is able to motivate
the students to learn English if they can provide game type activities (Nurhasniyati, 2007).

If the teacher just follows the tasks given in the textbook, students have to do the tasks in
writing and reading, then the teacher herself will lead a grammar lesson to a boring, hard-
digesting experience to their students and surely, do not meet the need for a more interesting and
effective grammar class. At that time, game is the most useful. Games employ meaningful and
useful language in real contexts. They can be used to give practice in all language skills and
grammar points in this case, and be used to practice many types of communication. If these
games are good then learners will be learning while they are playing.
Nurhasniyati, (2007) concluded that students’ opinion of a good teacher are based on the
teachers’ performance in the teaching and learning process. Thus, this kind of activities
especially using language games can build confidence, satisfactory of lesson and maintained
good relationship between teachers and students. An action research conducted by Huyen and

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Nga (2003), students said that they liked the relaxed atmosphere, the competitiveness, and the
motivation that games brought to the classroom (Jung, 2005).

As strongly emphasized above, games can motivate learners, promote learners’


interaction, and improve learners’ acquisition. As a result, games can increase learners’
achievement, which means that learners’ test scores, ability of communication, some skills,
knowledge of vocabulary, or other language skills can improve.

In brief, games prove to be a useful tool employed regularly in language teaching. Games
not only offer learners a highly motivating, relaxing class, but most importantly meaningful
practice to all language skills. Consequently, games can motivate learners, promote learners’
interaction, improve their acquisition and increase their achievement (Tuan & Doan, 2010).

Learning through language games can provide pupils with wider chances to take part
actively and gives them opportunity to earn by various creative activities. Boredom will not be a
problem to learn English grammar as language games implemented are suitable with different
learning styles and strategies. Most of the research in the past has also agreed that language
games can be powerful tools for teachers to use in teaching and learning process of English as a
Second Language as it will provide feedbacks, enhance pupils’ grammar and vocabulary learning
through practice and increase their motivation towards learning English and academic
achievement.
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4.0 GOAL ANALYSIS AND THE ENTRY BEHAVIOURS OF LEARNERS

4.1 Fuzzy goal analysis

As an Instructional Designer, fuzzy goals were developed earlier in order to get accurate
instructional goal for the study. As outlined by Dr. Robert Mager, in his book of Goal Analysis,,
that fuzzy goals helps to choose best instructional goal and measurable outcomes as well
(Young, D., 2014).

Students find poor vocabularies Students unmotivated or

difficulty to & make noise in bored to learn because of fail in english

interact with T&L traditional method examination

Target: Primary school or Secondary school?

Why? Problem should prevent from primary level


So, focused on slow learners- there are poor in academics

Level 1 or 2 (why? Start from basic) Class: Area: SJK(T) Lorong Jawa, Seremban
1Elango, 2 Elango, 3Elango (level 1) Why?
- Only consists of 20 students Why? Same workplace- cut cost, save

- Easy to conduct survey timing


Instrument What tools can be use
- Students cannot cope with language
- pretest &posttest to solve this problem?
subject (exam failure)
-Interview-teachers -Language games
- -questionnaire -Attractive teaching aids

-observation, -Course for teachers

discussion -Motivational speech

-academics records

INSTRUCTIONAL GOAL

To determine the effectiveness of using language games to enhance grammar skills


for Year 2 Elango pupils in National Type Lorong Jawa Tamil School, Seremban.

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4.2 Instructional goal analysis

The instructional goal of this study is to determine the effectiveness of using language games to
enhance grammar skills for Year 2 Elango pupils in National Type Lorong Jawa Tamil School,
Seremban.

(Sources from: http://www.itma.vt.edu/modules/spring03/instrdes/lesson3.htm)


According to Dick and Carey, (2014), there are two fundamental steps involved in
conducting the goal analysis. The first is to classify the type of learning outcome involved in
achieving the goal (Classifying Outcomes). The second involves taking your goal statement and
analyzing it in order to identify the relevant steps involved in order for someone to perform that
goal (Determining Goal Steps). In this study, Gagne's five categories of learning outcomes were
used as following:

a) Verbal Information – Students in Year 2 Elango will recite something from their
memory while having discussion about learning grammar using language games with
teacher. This verbal information often serves as a perquisite for further learning and
provides labels required for two way communication. So, group activity games such as
musical chairs, classroom shop, pass the parcel and so on enable the students to explain,
explore and use the grammars such as countable nouns, numbers, gender and others. For
example, see figure 4.2.1 below.

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Figure 4.2.1 : Goal analysis for a verbal information skills


Goal: To examine whether language games can increase the pupils’ vocabularies.

Name the thing that


Discuss items Explain the goods
found in classroom
purchased with that have been sold
shop
friends or in group or bought

Shopkeeper: I have been


Ten carrots, 2 tomato, 30 3 bundles of beans, 8
selling…
apples, a watermelon, and potatoes and 20 onions

10 eggs to Abynash to Meena

Vegetables stall. I

Butcher shop 10
Customer: First, I went bought 2 carrots, 3
fishes, 2 chickens, 10
to…..then…. potatoes, 10 onions and 5
crabs
eggs.

game uses for the learners require remembering the words that appear in the cards and
they will get point according how many cards they got correctly. Refer to figure 4.1
below.

Figure 4.2.2 : Goal analysis for intellectual skills


Goal: To identify whether the language games can help pupils in sentence construction.

Identify masculine Differentiate Define the

or feminine common nouns concept of nouns

(gender) and make and proper nouns and make

sentences and make sentences

sentences

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c) Cognitive Strategies - Refers to the metaprocesses we use to govern learners own


attending, learning, remembering, and thinking. Similar to other intellectual skills, but
this language based learning focus on the learner's own cognitive processes as opposed to
external objects and events. Note that Dick and Carey (2014) omit this as a separate
category in their descriptions, choosing instead to consider cognitive strategies as a form
of Higher-order Intellectual Skill. In this instructional design, some examples of
cognitive strategies include rehearsal strategies; elaboration strategies and organizing
strategies will be done for the learners to get prepared for post-test. For example, the
language games activities are rehearsal for the learner to learn grammatical items and at
the same time students will requires answering some questions in the games involved as a
elaboration strategies. Organizing strategies will evaluated when there is a post-test at the
end of lesson.

d) Psychomotor Skills – In this study, motor skills represent physical activities requiring
movement and coordination of all the learners in class 2 Elango. For examples include
learners in Year 2 Elango requires acting as a salesperson and customers and moving
around from one store to another store to buy things; takes turn to race to the board and
write correct spelling of grammar.

Figure 4.2.3: Goal analysis for psychomotor skills


Goal: To determine whether the language games can improve pupils’ communication

skills.
Go to classroom Bargaining product Buying things as a

shop market price with customer and selling

salesperson things as a salesperson


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e) Attitudes skills - An attitude is an acquired internal state that influences the choice of
learners personal action toward language game activities in the class. Attitudes represent
intrinsically motivated choices people make. Some of the most important outcomes are

really attitudes.

Figure 4.2.4: Goal analysis for attitude skills


Goal: To examine whether the learner motivation in learning grammar increase through

language games learning

Choose & Explain why Discuss or identify


recommend things they must eat types of unhealthy Demonstrate the

that good for healthy food food in group effects of taking


INSTRUCTIONAL GOAL

To determine the effectiveness of using language games to enhance grammar skills


for Year 2 Elango pupils in National Type Lorong Jawa Tamil School, Seremban.

Goal analysis for a Goal analysis for Goal analysis for Goal analysis for

verbal information intellectual skills: psychomotor skills: attitude skill:

skills: To To identify whether the To determine To examine whether the

examine whether language games can help whether the language learner motivation in

language games can pupils in sentence games can improve learning grammar

increase the pupils’ construction. pupils’ increase through


language games learning
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Sub goal 1: Go to Sub goal 1: Choose &


recommend things that good
Sub goal 1: Sub goal 1: Identify classroom shop for

Name the thing masculine or market health for friends

that found in feminine (gender)

classroom shop and make sentences

Sub goal 2: Explain why they

Sub goal 2: Bargaining must eat healthy food

Sub goal 2: Sub goal 2: product price with

Explain the Differentiate salesperson

Sub goal 3: Discuss or


goods that have common nouns and identify

been sold or proper nouns and types of unhealthy food in

bought make sentences group

Sub goal 3: Buying

Sub goal 3: Sub goal 3: things as a customer and

Discuss items Define the concept of selling things as a

purchased
with nouns and make salesperson Sub goal 4: Demonstrate the
effects of taking unhealthy food
friends or in sentences
in daily life
group
4.3 Performance objectives

(Sources from: http://www.itma.vt.edu/modules/spring03/instrdes/lesson3.htm)

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The performance objectives are detailed description of what students will be able to do
when they complete a unit of instruction. According to Mager, a learning objective should
ideally include the following three components such as behaviours, condition and criteria.
Therefore, this study highlighted part of objectives as below.

Figure 4.3.1: Part of performance objectives in language games learning

Parts of objectives Description Examples

Conditions (CN) The instructional designer 1. Remembering the words appear in


will provide resources and the cards
material for 2 Elango learners 2. Bargaining product price with
when performing the skill. salesperson

Behaviour(B) Includes learners’ action, 1. Learners able to find the answers


content and concepts into by reading the hints given.
learning grammar throughout 2. Define the concept of nouns and
language games. make sentences
3.Differentiate common nouns and
proper nouns and make sentences

Criteria(CR) Acceptable performance 5.0 DEVELOPING ASSESSMENT


INSTRUMENTS
skills of learners
2. Choose & recommend things
that good for health for friends.
1. Demonstrate the effects of taking unhealthy food in
daily life

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(Sources from: http://www.itma.vt.edu/modules/spring03/instrdes/lesson3.htm)

This study focused on learner-centered assessment which is linked very closely to the
traditional notion of criterion-referenced tests. The name criterion-referenced is derived from
the purpose of the test: to find out whether the criteria stated in an objective have been achieved.
Criterion-referenced assessments are composed of items or performance tasks that directly
measure skills described in one or more behavioral. Summative assessment and formative
assessment also will carry out in this instructional design. Dick, Carey and Carey (2014) discuss
four different types of criterion-referenced tests that can use to fit into this instructional design
study below.

5.1 Entry Behaviours Test

An entry behaviours test will give to 2 Elango class learners before instruction of
language games begins. It is designed to assess learners’ mastery of prerequisite knowledge
about the grammar skills. For instance, asking simple questions about countable nouns,
preposition and gender.
5.2 Discussion

There will be discussions with some English teachers to find out the 2 Elango’s pupils’
level of proficiency and motivation towards the English language. It was informed by the teacher
that the learners already have previous knowledge on topic of numbers, countable nouns, gender,
and preposition. Its help to addresses the class of students with poor achievement in English
language learning.

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5.3 Records

Students’ previous academic records get from the 2 Elango class teachers to identify
pupils’ academic achievement in English Language (refer appendix ii)

5.4 Journal/progress notes

Some information regarding uses of language games to learn grammar are gathered from
previous researches such as journals, magazines, books and so on.

5.5 Observation

Instructional designer observe the 2 Elango’s learners behavior in the classroom while
teaching and learning occurred called nonparticipant observation before developing the
instructional design. And, the participant observation will take place when conducting the
language games activities in the classroom.

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5.6 Questionnaire

A set of questionnaire will given to two English teachers (refer to appendix iii) to find out
the use of language games to enhance pupils performance in English as well as to increase pupils
motivation in learning grammar. And, also for the students to get to know their motivation level
towards learning English in the classroom (refer to appendix iv).

5.7 Pre-test

A pre-test is also will use to determine whether learners have already mastered some of
the skills in grammar. This pre-test is often combined with an entry behaviours test. The entry
behaviours test determines whether or not students are ready to begin instruction, while the pre-
test helps determine which skills in they may already be familiar with. (refer appendix v).
Students will be given 50 minutes to paper 1 and 1 hour 15 minutes to paper 2.

5.8 Practice Tests

Practice tests solicit learners’ participation during the language games instruction by
providing them with a chance to rehearse the new skills as well as the instructor will also provide
corrective feedback to keep learners on track. The following are the description of language
games and grammar items that will be used and measured to get the results.
5.8.1 Description of the language games

There are ten set of games that the researcher will use in the language games activities in
the classroom with the target pupils. The following are the description of the games involved as a
practice test in the classroom.

Game 1: Classroom shop

The Year 2 Elango class pupils will be provided


with articles for sales (pictures, drawing, items).

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The teacher will start the conversation as a


customer. The pupils in each group will act as the
salesperson or shopkeeper. Pupils will be given a list
of item that they have to buy.

Game 2: Going away

Pupils will be given a checklist. Pupils will act


as tourists and they have to tell the others what
they prefer to bring along during their visit to
certain places. Each pupil can repeat the items
and add of his or her own.

Game 3: Bingo

Pupils will be given a bingo card. Teacher will


dictate words and the pupils can choose which
square to write them in. Each of the words that
were dictated is then put into a box.
Game 4: Crossword

Each pupil will be given a copy of crossword


puzzle that contains the words the pupils have
learned in previous class. The pupils need to
find the answer by reading the hints given.

Game 5: Find Somebody Who

Do you…

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Pupils need to answer a set of Who… questions.

They need to find the person name by using

Do you…? questions.

Game 6: Memory

Pupils need to remember the words that appear in


cards. The pupils will get points according to
how many cards they got correctly.

Game 7: Musical Chairs

Pupils will move around arranged chairs. They


need to move and get the chairs to sit on when
the music stop. The pupils without a chair need
to spell correct spelling of words given by the
teacher.

Game 8: Pass the Parcel


Pupils need to pass around a parcel that contains
instructions while music is playing. The pupils who
get the parcel when the music stop needs to do or
act out based on the instruction given.

Game 9: Correct the Spelling Race

Pupils need to correct the spelling given in word


cards. They take turns to race to the board and
write the correct spelling based on the pictures
clues.

Game 10: Where is it?

Pupils take turns to hide small objects under

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three to four cups. Pupils need to guess by asking


questions like, “Is it under (the blue cup)”.

5.9 Post-test

Post-test are given following instruction, and help to determine if learners have achieved the
objectives that set out for them in the beginning. Each item on a post-test should match one of
instructional objectives, and the test should assess all of the objectives, especially focusing on the
grammar components. Post-test are used by instructors to assess learner performance and hand
out grades, but in this study as a instructional designer the primary purpose of the post-test is to
help identify areas where the instruction is not working and find some other method to solve it.
Students will be given the same time as pre-test. (refer appendix vi)

5.10 Designing Tests & Writing Items

There are quite a few issues to consider when designing assessment instruments. Let� s spend a
little time discussing some of the more important ones.

Types of Assessment Items

The first thing we want to look at is the various types of items you can use when creating
assessment items. Earlier we discussed different types of tests (Entry Behaviors Test, Pretest,
Practice Tests, and Posttests); now we are discussing individual test items. Possible test items
include:
 Essay

 Fill-in-the-blank

 Completion

 Multiple-choice

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 Matching

 Product checklist

 Live performance checklist

In the table on page 154, Dick and Carey give some guidelines for selecting item types according
to the type of behavior specified in your objective. This table provides a good starting point for
deciding on what item type to use for a particular objective. However, when it comes right down
to it, the wording of your objective should guide the selection of item type. You should select the
type of item that gives learners the best opportunity to demonstrate the performance specified in
the objective. For example, if our objective was for students to state the capital of Virginia, it
would be best to have them state it from memory (fill-in-the-blank) and not pick it from a list of
choices (multiple-choice).

In addition to selecting the appropriate test item type, it is also important to consider the testing
environment. If your test items require special equipment and facilities � as specified in the
"conditions" component of your objective � you will need to make sure that those things will be
available to them. If not, you will need to create a realistic alternative to the ideal test item. Keep
in mind that the farther removed the behavior in the assessment is from the behavior specified in
the objective, the less likely you will be able to predict if learners can or cannot perform the
objective.

Procedures for Data Analysis


After the data has been collected, it will present according to the following types: The
quantitative data collected through the questionnaire, pre-test and post-test will be presented in
the form of table and graph while the qualitative data collected through the discussion and
observation will be the form of journal writing. Analysis base on the quantitative data will be in

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terms of frequency and percentages. The qualitative data will help to elicit more in depth
explanation in the research findings.

6.0 SUMMARY
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CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter outlines the methodology employed in this research which includes research
design, population and sample, research instruments, procedures for data collection and
procedures for data analysis.
3.1 Research Design

This mini research project will use quantitative and qualitative methodology. The
following are the description of language games and grammar items that will be used and
measured to get the results.

3.1.1 Description of the language games

There are ten set of games that the researcher will use in the language games activities in
the classroom with the target pupils. The following are the description of the games involved.

Game 1: Classroom shop

The Year 2 Elango class pupils will be provided with articles for sales (pictures, drawing, items).
The teacher will start the conversation as a customer. The pupils in each group will act as the
salesperson or shopkeeper. Pupils will be given a list of item that they have to buy.

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Game 2: Going away

Pupils will be given a checklist. Pupils will act as tourists and they have to tell the others what
they prefer to bring along during their visit to certain places. Each pupil can repeat the items and
add of his or her own.

Game 3: Bingo

Pupils will be given a bingo card. Teacher will dictate words and the pupils can choose which
square to write them in. Each of the words that were dictated is then put into a box.

Game 4: Crossword

Each pupil will be given a copy of crossword puzzle that contains the words the pupils have
learned in previous class. The pupils need to find the answer by reading the hints given.

Game 5: Find Somebody Who

Pupils need to answer a set of Who… questions. They need to find the person name by using Do
you…? questions.

Game 6: Memory

Pupils need to remember the words that appear in cards. The pupils will get points according to
how many cards they got correctly.
Game 7: Musical Chairs

Pupils will move around arranged chairs. They need to move and get the chairs to sit on when
the music stop. The pupils without a chair need to spell correct spelling of words given by the
teacher.

Game 8: Pass the Parcel

Pupils need to pass around a parcel that contains instructions while music is playing. The pupils
who get the parcel when the music stop needs to do or act out based on the instruction given.

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Game 9: Correct the Spelling Race

Pupils need to correct the spelling given in word cards. They take turns to race to the board and
write the correct spelling based on the pictures clues.

Game 10: Where is it?

Pupils take turns to hide small objects under three to four cups. Pupils need to guess by asking
questions like, “Is it under (the blue cup)”.

As with language games activities above, teachers need to pay careful attention to the
difficulty level of games. Part of the appeal of games lies in the challenge. Therefore,
understanding on how to play the game and understanding the language content is more
important to take part in the language games. Demonstrations of how the game is played; clear
directions from the teacher and the resources such as, newspapers, pictures, flash cards, word
cards, dictionaries and textbooks are being the most important element in order to having the
language games successfully in the classroom.

The researcher will alternate the games sets according to the topics they will learn in the
English lesson. The language games activities will also be given as homework as enrichment
activities to improve pupils’ grammar skills.

3.1.2 Grammar items

There are few grammatical items chosen for those language games, which are Nouns,
Pronouns and Preposition. By referring to the Curriculum Specification, the examples of Nouns
item used will be Countable Nouns, Number, Common Nouns, Proper Nouns and Gender. For
Pronouns, the item will be Personal pronouns and Possessive pronouns. Preposition of location
and direction are the items that will be used in the language games activities.

3.2 Sample and Population

There are 1300 students altogether in the research area. The selected school is located in
urban area of Seremban, Negeri Sembilan. Every standard consists of five classes. But, the

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subject if this research will be drawn from one class of standard 2 from National Type Lorong
Jawa Tamil School because of time concerns which is namely 2 Elango.

There are 28 pupils in the class. 12 of them are males and the rest of them are females.
(Refer appendix 1). The pupils will be from different ethnic groups, which are Malay and
Indians. Therefore, they are considering ESL pupils whereby their first language is different
from one another. The main reason of selecting 2 Elango as a respondent of this mini research is
because of the pupils’ level of proficiency in English is lower compared to the other classes. In
order to measure the effectiveness of using language games to enhance grammar skills, the
pupils in 2 Elango will be selected as the sample for this research.

3.3 Research Instrument

Several instruments will be employed during this research. The following were the
description of the instruments used.

3.3.1 Discussion

There will be discussions with all the English teachers of the school to find out the
pupils’ level of proficiency and motivation towards the English language. Its help to addresses
the class of students with poor achievement in English language learning.

3.3.2 Questionnaire
There will be questionnaires given to the pupils after the teaching and learning process
conducted using language games. Teachers also will be given questionnaires after the discussion
to examine their perception of teaching grammar using different strategies.

3.3.3 Tests

There will be a pre-test and a post-test given to the pupils in 2 Elango before and after the
class activities using language games.

3.3.4 Observation

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Pupils involvement while they engaged with language games in the classroom also been
observed by the researcher to determine pupils’ motivation level and satisfactory condition. And,
the communication process among the pupils also been observed by the researcher to give a clear
picture when giving homework such as sentences construction.

3.4 Procedures for Data collection

There are few procedures that researcher needs to do in order to gain data for this
research. The details of the procedures will be further explained in this following section.

Stage 1

The researcher will discuss with the English teachers of the class selected. This is to get
information about the pupils’ level of proficiency, style of learning, interests, motivations and
family background.
Stage 2

A brief discussion will be carried out with the pupils before the pre-test session. The pupils will
be given pre-test before the activities using language games to measure their background
knowledge, amount of vocabulary and their ability to construct simple sentences.

Stage 3

The researcher will carry out the activities using language games. Observation will be conducted
during the session.

Stage 4

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After completing the activities using language games, the pupils will be given the post-test. This
is to find out the pupils’ improvement after the activities using language games.

3.5 Procedures for Data Analysis

After the data has been collected, it will present according to the following types: The
quantitative data collected through the questionnaire, pre-test and post-test will be presented in
the form of table and graph while the qualitative data collected through the discussion and
observation will be the form of journal writing. Analysis base on the quantitative data will be in
terms of frequency and percentages. The qualitative data will help to elicit more in depth
explanation in the research findings.

3.6 Conclusion

This chapter explained the methodology used in the research which include the research
design, sample and population, research instrument, procedures for data collection and
procedures for data analysis. It is hope that the data collection will show the effectiveness of
using language games to enhance grammar skills among the pupils.
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4.0 DISCUSSION

Currently, through games, students are able to learn various skills including spelling,
vocabulary words, counting, money management, history, social studies, using what is given and
not complaining, following rules, waiting turns, problem solving, communication skills, trivia,
telling time, matching colors or shapes, and exhibiting appropriate behaviors by playing board
games. Games fit in almost every subject in today's classrooms creating unexpected or stealth
learning opportunities while accommodating various student-learning styles and encouraging
complex skills such as decision making which allows even students with disabilities to utilize
them.
As required in the task given, this mini research project included proposal writing.
Therefore, this research carried out until methodology. And, the result of the research area will
find out after the data is analyzed. However, the researcher also hoped that language games can
solve the problems in learning English among weak pupils, if not totally, at least to some extent.
Full support of parents and local community can make language games as success tool in
teaching and learning of English.

In order to reach these students and protect them from boredom, educators are constantly
searching to find new techniques to motivate and engage students to foster a greater desire for
school and learning. As teachers are preparing to teach grammar rule, they must align their

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teaching to the students' level in order to connect and make learning meaningful by using variety
of language games.
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1.0 INTRODUCTION

Teaching and learning a foreign language like English is not easy task. The situation
become more difficult when the learners are primary school children and teaching and learning
focus is grammar. There are a lot of ways to introduce English grammar to the young learners.
One of them is by using games. As we all know that children like play, so by using games as the
teaching method the students can be more interested to learn grammar.

Games are not only for fun but also for motivating students to master English fast and
easily. Learning by doing is a good way to make them easy in understanding about grammar
skills, because with doing fun activities by themselves, they will find it easy to remember and
easy to learn about the material which is taught by the teacher. To be start with instructional
design study, it is better to define the instructional design objective to get clear instruction about
the topic chosen.

1.1 Definitions of terms

a) Language

Language is the human ability to acquire and use complex systems of communication,
either spoken or written, consisting of the use of words in a structured and conventional way
(Oxford Dictionary, 2014).

b) Games

Games refer to a physical or mental or contest that has rules and that people do for
pleasure (Encyclopedia, 2014). Game is structured playing, usually undertake for enjoyment and
sometimes used as an educational tool. Games are distinct from work, which is usually carried
out for remuneration, and from art, which is more often an expression of aesthetic or ideological
elements (Wikipedia, 2014). But, according to Richards, etc. al, (1992) ‘a game is an organized
activity that usually has the following properties: a particular task or objective, a set of rules,
competition between players, and communication between players by spoken or written
language’ (Tuan, 2012).

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c) Language Games

The term 'language game' is used to refer to simple uses of language with which children
are first taught language (training in language) and specific regions of our language with their
own grammars and relations to other language-games (Wikipedia, 2014). According to Lewis
and Bedson, (2008) language games are fun activities, which are task based, a visible set of rules,
which guide the children’s actions and an element of strategy where children must successfully
apply their language and other skills.

d) Grammar

Whitehead, (2007) defined that grammar is the rule governing human language or
individual language and the study of such rules. However, Crystal (2004) says that “Grammar is
the structural foundation of our ability to express ourselves. The more we are aware of how it
works, the more we can monitor the meaning and effectiveness of the way we and others use
language. It can help foster precision, detect ambiguity, and exploit the richness of expression
available in English. Additionally, it can help everyone, not only teachers of English, but
teachers of anything for all teaching grammar is ultimately a matter of getting to grips with
meaning” (Tuan, L.T. 2010).

So, game is the most natural way of learning grammatical rule for children. Games
provide an environment for children where they can test what they hear and see and consolidate
what they have learnt. Children sharpen their senses and develop their kinesthetic skills through
games. Game environment is the experiment room for children. Therefore, to design a solution
this study attempts to investigate the effectiveness of using language games in teaching and
learning English for pupils of Year 2 in National Type Lorong Jawa Tamil School in Seremban,
Negeri Sembilan.

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2.0 LEARNER AND CONTEXT ANALYSIS

According to Edmundson, etc.,(2007); Morrison, Ross, & Kemp, (2004) learner analysis
is a critical aspect of instructional design and is characterized as an iterative process that informs
vital instructional design decisions from front-end analysis to evaluation (Saxena, M., 2011).
2.1 LEARNER ANALYSIS

2.1.1 Learners general characteristics

Learners in this study are referring to primary school students in National Type Lorong
Jawa Tamil School Seremban. There are 1501 students altogether in the research area. The
selected school is located in urban area of Seremban, Negeri Sembilan.

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Every standard consists of five classes. But, this research design only has drawn from
one class of standard 2 Elango from National Type Lorong Jawa Tamil School. There are 28
pupils altogether in the selected class with the age of eight. From that, 12 of them are males and
the rest of them are females. (Refer appendix i and graph below).

Num of

Graphstudent : Students in Year 2 Elango

20

15

10 Gender

male female

There are two different ethnic groups in the class, which are 2 Muslim girls and the rest
are Indians. (Refer to pie chart below).

Ethnicity
7%

india
malay n

93%

These students are considering ESL pupils whereby their first language is different from
one another. The main reason of selecting 2 Elango as an instructional designer of this research
is because of the pupils’ level of proficiency in English is lower compared to the other classes. In

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order to measure the effectiveness of using language games to enhance grammar skills, the
pupils in 2 Elango will be selected as the sample for this research design.

Findings from discussion with the language teachers and also simple questionnaire
answered by the students showed that there were different learning styles of 2 Elango pupils’
(Refer to Appendix 1). Some are visual person and some are auditory learners and also tactile
learners.

Learning style Score Percentage


Auditory 11 40%

Visual 10 35%

Tactile 7 7%

60

50

40

percentag
30 e

score

20

10

0
Auditory Visual Tactile

Surprisingly, all the 20 students were not attending to kindergarten in the age of 5 to 6
because of several factors especially, financial crisis. As said by the class teacher, every student
in Year 2 Elango facing some family problems and physical problems such as parents divorce,
single mother, and father jailed or died, mother disabled to work, orphan and health problem.

2.1.2 Entry Behaviour

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There are two types entry behavior investigated in this study. First is, entry behavior is to
determine appropriate instruction and second is, to determine readiness for instruction. In this
study, the designer already knew general characteristics’ of participants as mentioned above and
it’s also been useful if their entry skills take into count.

a) Entry skills

Throughout observation, the designer found that the size of class 2 Elango is too small. And,
most of the teacher use traditional method to teach grammar to the students in the classroom. So,
it can be assumed that students in Year 2 Elango have no adequate exposure about language
games in classroom. It was clearly reported by the subject teacher who taught English for that
particular class. To get an accurate data regarding the students’ entry skills about their grammar
skills, the instructional designer will gives pre-test which consists of paper 1 (50 minutes) and
paper 2 (1hour 15 minutes). A brief discussion will be carried out with the pupils before the pre-
test session. The pupils will be given pre-test before the activities using language games to
measure their background knowledge, amount of vocabulary and their ability to construct simple
sentences.

b) Prior knowledge about grammars

Instructional designer identified that students in Year 2Elango already mastered in certain
grammar items like Nouns, Pronouns and Preposition which previously they have learned in
standard one as a prior knowledge to topic area. These students also may know about the
language games but they might don’t know variety of language games that can help them to
improve their grammar skills. But, most of the students already taught simple grammar such as
gender, nouns, and numbers by their language teacher because it was clearly stated in standard
curriculum for primary school (KSSR) in English Year One. Observation and informal interview
among language teachers help in order to get valid data resources
c) Attitudes toward content and delivering system

Instructional designer found that the students in Year 2 Elango, were not interested in
doing pre-test and some pupils are simply guess the answer without reading. Furthermore,
pupils’ facial expression also showed that they really cannot cope with pre-test questions.

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However, designer strongly believe that by using language games, students will have positive
attitudes towards their learning content especially grammatical items and get opportunities to
participate in classroom discussion. Uberman, (1998) stated that most students who have
experienced game-oriented activities hold positive attitudes towards them (Jung, C.I., 2005).

Similarly, the findings of the research by Eskandari, Z., Khonmohammad, H., &
Komeijanifarahani, A.A. (2014) revealed that employing games in teaching grammar to the
young learners not only can play a positive role in the development of grammar knowledge of
the learners in the language classes but also it can pave the way for language development of the
learners in ales stressed situation, motivating the learners to improve their own abilities in
various aspects of second language development.

Students liked the convenience of the language games based learning to improve their
grammar. They believe that this method will be more helpful and students able to communicate
among other students in the classroom if the language games practices in teaching and learning.

d) Academic Motivation for instruction (ARCS)

Keller’s ARCS Model (Attention, Relevance, Confidence an Satisfaction) of motivation


can be perceived as a problem solving approach to learning grammar that instructional designers
can use to develop even more engaging language games activities. To get students’ attention,
instructional designer believed that through games, role plays or other type of hands-on practice,
learners are encouraged to become active participants in the learning process. As they get more
engaged in the learning process, it is more likely to be interested in the language game content
and there are higher chances of completing the learning process. To be relevance, a successful
language games design must establish relevance in order to motivate learners to learn grammars.
To accomplish this, instructional implementers are encouraged to use variety of language games,
analogies or stories to which the learners can relate.
Furthermore, Instructional designer also instil a sense of confidence in Year 2 Elango
students by helping them to believe that they can succeed in grammar skills. If learners feel as
though they won't be able to accomplish their goals, then this will reduce their motivation. The

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designer will communicate objectives and prerequisites with the students in the classroom and
provide feedback if there is a response from students.

To satisfy the learners in class of 2 Elango, there will be praise and rewards. The learning
process must present learners with some kind of reward, whether this may be a sense of
accomplishment or praise from the teachers or designers. Instructional designer can increase
learners levels of satisfaction from learning grammar using language games if as they will leave
them with the sense of achievement and recognition of their efforts throughout the learning
process. For example, in this instructional study, the designer decided to give these following
rewards to 2 Elango learners who did their best level during learning process

- The 5-cent box has candy such as and peppermints.

- The 10-cent box contains cool pencils, balloons, and erasers.

- The 20-cent container offers larger candy in single-serving sizes, plastic rings, and
necklaces.

- The 30-cent box has modelling clay and stickers

e) Educational and ability level

It is important to know the students educational level in Year 2 Elango. From the data
gathered from interview and observation, it was showed that the entire students in the class were
not attending kindergarten. Majority of the 2 Elango class students’ parents are uneducated.
Other than that, the post-test result also used to identify learners level of academics in order to
develop appropriate instructional design. Learners’ previous academics record is also
downloaded from SAPs online for further references.

It may seem like a lot of information to collect about the learners, but it can aid
immensely in providing more meaningful learning experiences for the learners and instructional
designer.

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2.2 CONTEXT ANALYSIS

To analyzing the learners in class 2 Elango this step of the instructional design process
also deals with analyzing both the performance context and the learning context.

2.2.1 Performance Context

According to Dick and Carey (2014), the performance context is the setting in which the
new skills and knowledge will be used by learners after the instruction is completed. Knowing
this information will enable you to create a more relevant environment for learning to take place
in. It also helps increase learners' motivation and aid in the transfer of new knowledge to the
teaching and learning process. This study carried out several factors to consider when analyzing
the performance context as below:

 Managerial Support – to carried this survey, the instructional designer get permission

from the school headmaster namely Mr.Nagaretnam. And, the Senior assistant or
academics Mrs.K.Sarasvathy, senior assistant of students affairs, Mrs. N.Sarogini and
Senior assistant of Co-Curiculum, Mrs.Susila were supervised while designing the
strategies. They are also helps to manage class timetable especially Year 2 Elango in
order to conduct pre-test, observation and interviews. The headmaster been the first
person who wants to know the progress level of this instructional design because it is 100
percent based on measuring students learning towards grammar skills. Not forgetting the
teachers who always give moral support and ideas to conduct the survey.
 Physical Aspects of the Site - This is the physical context in which the new skills will be
used. By observation, instructional designer identified that there are no ICT facilities for
the students to learn computer based learning in the classroom. However, the
administrator gives equipments such as projector and LCD to b used in the classroom for
research purposes. Students with the dull classroom environment feel bored to learn. No
money provided to carry out this instructional design in the school. However, all

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resources or materials were arranged by the instructional designer itself because the
school is under construction works.

 Social Aspects of the Site - The social context of the performance setting. This study
requires the learners to communicate among their friends in group to enhance
interpersonal skills and grammar skills by playing language games. This phenomenon
will be recorded as evidence.

 Relevance of skills to practice in school - There are no constraints to the new skills that
the students will learn. The language games are available, the teachers and administrator
understand the need for this instructional objective to be made available to students,
parents and the teachers are motivated to get started since it will only improve
communication between teachers, students, and parents as well as students academic
performances.

Analyzing the performance context requires that the designer actually visit the site in
question. Information can be obtained from on-site visits using interviews and observations. The
purpose is to gather information from 2 Elango class learners, administrators, and teachers as
well as observe the learning environment where learners will eventually use their new skills.
Analyzing the performance context using these factors can be a tricky matter for instructional
designer.

In any event, it would be a good idea for instructional designer to spend some time
thinking about the context in which the skills learned in school will actually be used. Perhaps
students have a point when they ask, "Why do we need to learn this?" As Dick and Carey (2014)
state, "We encourage you to think beyond the accepted textbook and curriculum guide approach
to public schooling. That approach has led to the criticism that much of public education
emphasizes factual recall over conceptual understanding and textbook problems over authentic
applications. Constructivist theorists have been justifiable sharp in their criticism of teaching and
learning activities that are abstracted from, and thus not relevant to, actual physical, social, and
problem contexts".

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2.2.2 Learning Context

The other type of context is the learning context. This is the setting where the actual
learning will take place. The goal is to familiarize the instructional designer with the facilities
where the learning will occur, and to identify any limitations of the setting that might affect the
design of instruction. This instructional design study uses several factors to consider when
analyzing the learning context as listed by Dick, Carey and Carey, (2014).

 Number and Nature of Sites – In this National Type Lorong Jawa Tamil School, there
are 1501 students studying from standard one to six. When having a discussion with the
school headmaster, he told that the school is in the middle of the town. Therefore, its took
52 years to get permission from ministry of education to do constructing work and
renovation because there is no field for the students to do outdoor exercises, no science
lab, no computer lab and also no assembly hall to having meeting or programs to the
students. Throughout observation method, the instructional designer found that every
class in this school are occupied with nearly 35 to 38 students. Besides, lack of
equipment and resources such as LCD projector for computer display, whiteboard and
also having a technical problem with switches in the class. However, the administrator
promise to repair the entire electrical problem in the classroom before the program is
going on. The main constraints are the school is often heard loud noise from outdoor
activities because of the location itself and the teachers are busy with their works all time
which may affect discussion and interview session.

 Compatibility of the Site With the Instructional Requirements – Although, there is


some lack of equipments and resources in the classroom but school’s personnel manage
to solve it. So, it can be says that the site is compatible with the instructional requirement.


 Compatibility of the Site With the Learner Needs - The site is the students’ classroom
namely, 2 Elango. The location of the school itself enhance the instructional designer to

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buy learning materials from walking distance stationary shop and book shop with the
name of “Sinaran”. However, it is sad to say that the classroom too small which
accommodated with 28 students. So, students from class 2 Elango may feel
uncomfortable with the classroom space and unattractive environment. To solve this
matter, the school headmaster has given permission to use the school library to run this
program.

 Feasibility for Simulating the Workplace – This learning environment will adequately
simulate the eventual work environment for the learners. Group discussion and role pay
activities will definitely makes the learners feel confidence to communicate with others
and encourage them to apply it in their daily life.

Analyzing the learning context requires the designer to gather information from on-site
visits by interviewing headmaster, teachers, and learners, as well as observing the site in use.
Collecting this type of data is much easier because the instructional designer herself is a school
teacher as she already immersed in the environment, and thus may be quite familiar with the
context in which the learning will take place.
3.0 LITERATURE REVIEW

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This instructional design was justified lack of critical thinking among ESL students to
learn grammar skills. In that discussion, the learners should experience five steps of the problem-
posing methodology (Nixon-Ponder, 1995):

6. Describe the content of discussion

7. Define the problem

8. Personalize the problem

9. Discuss the problem

10. Discuss the alternatives of the problem

Penny Ur, in her book ‘A Course in Language Teaching’ (2006) wrote an article, which
began with the words: ‘I am not in principle favor of the use if games in language teaching. This
was provocative statement based on a serious argument. Ur also said that, once we call a
language learning activity a game, would convey the message that it is just for fun, not to be
taken too seriously.

However, Indian students as second language learners in primary schools will always
find difficult to understand grammar rules. It is because their mother tongue language is Tamil.
Pupils always find it complicated and confusing to understand or speak English fluently. Without
proper grammar knowledge in their schemata, it will discourage them to participate actively in
teaching and learning of English in the classroom. Pupils might felt scared to be laughed their
colleagues at when they do not use correct grammar in the classroom activities.
According to Pourgharib, (2013) people tend to forget or misuse new word because the
words are not properly stored in student's minds; they are not practiced enough; they are not
related to students own experiences and interests. He added that, some teachers think that
language games are a waste of time and prefer not to use them in classroom. Furthermore,
second language learners are shocked whenever they meet difficulties in oral communication.
They are afraid of making mistakes and feel uncomfortable in their first attempt at speech in
English and they are afraid of failure, laughter and ridicule” (Zhang & Yin, 2009). Teaching

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English to the young learners is not easy because English is not their mother tongue and it is a
new thing for them (Diana, 2010).

Rather than that, pupils also tend to feel bored in the traditional ways of teaching
grammar. They become unmotivated to learn English as the learning of grammar seems to be
repetition and explanation from the teacher. As a result, pupils tend to ignore and avoid learning
English grammar, which is essential for them to master this language. Some researchers such as
Nguyen and Khuat (2003) and Uberman (1998) have shown that students are tired of learning
vocabulary in traditional methods such as rehearsing, writing words on papers or learning
passively through teacher’s explanations (Taheri, 2014).

Besides, Crookal (1990) concluded that learners become too anxious about being
criticized and punished by their teachers when they make a mistake. Games are advantageous at
this point because they reduce anxiety, increase positive feelings and improve self-confidence
because learners do not afraid of punishment or criticism while practicing the target language
freely (Yolageldili & Arikan, 2011).

Since language development and thinking are closely related and the teaching of higher-
order thinking skills should be an integral part of curriculum, this study was designed and
conducted to examine the feasibility of promoting critical thinking skills in an ESL classroom in
SJK(T) Lorong Jawa Seremban.

3.1 The Importance of Teaching Critical Thinking in ESL Classrooms

Critical thinking is recognized as an important competence for students to acquire in


academic language (Connolly, 2000; Davidson, 1998; Davidson & Dunham, 1997). Kress (1985)
further postulates that critical thinking is a social practice and is language itself. According to
Davidson, (1998) “maybe even language teachers have reasons to introduce their students to
aspects of critical thinking because if they do not, their students may well founder when they are
confronted with the necessity of thinking critically, especially in an academic setting” (Liaw,
M.L. 2007).

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Critical thinking is an ongoing process in which all language learners must engage,
regardless of their language proficiency levels. Critical thinking involves the use of information,
experience, and world knowledge in ways which allow ESL learners to seek alternatives, make
inferences, pose questions, and solve problems, thereby signalling understanding in a variety of
complex ways (Liaw, M.L. 2007).

In order to solve this problem, previous researches or findings also showed that game-
based instruction help to enhance grammar skills in promoting thinking skills. Duff, (2001)
stated that the language curriculum takes into consideration both the academic needs and
interests of the students, crossing over the barrier between language and subject matter courses.
The purpose is to develop students’ academic language skills. It also provides students with
study skills which enable them to express a range of critical perspectives on social issues and to
engage in quick-paced interactions (Lal Bahadur Rana, 2011). In this study, the language games
use as a tool to enhance grammar skills among ESL students. So, it addresses the advantages of
using language games in teaching and learning and its contribution to learning motivation.

3.2 Benefits of using language games

3.2.1 Language games can improve grammar skills

Teaching grammar is necessary in ESL classroom. Without the knowledge of grammar,


pupils cannot construct correct sentences and their sentences will not make sense. Normally,
pupils become boring in learning grammar. But, language games can create fun and active
classroom teaching and learning. Using games is a good way to improve students' various skills,
as Wright, Betteridge and Buckby (2006) say, "Games can be found to give practice in all the
skills, in all the stages of the teaching and learning and for many types of communication" (Zhu,
2012).
Musilova, (2010) also points out that games support using new grammar rules and to
teach pupils to cooperate (Pathan & Aldersi, 2014). He adds that pupils can learn not only
grammar but other four skills– speaking, writing, listening and reading through communication
and fair-play.

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Besides that, for weak students, learning the English grammar is even more daunting due
to the complexity of grammar rules. For this reason, language games can serve as a way of
teaching grammar, which can be incorporated as one of the activities in class (Metom, Tom &
Joe, 2013). And then, Mat & Soon, (2010) also found that learners can use these games as tools
while enjoying the grammar learning processes in a way that, learners have the opportunity to
work together and collaborate while learning the language.

3.2.2 Language games and vocabulary acquisition

Language games also influence pupils to see and use words in repetition form. Repetition
is a concept of frequency that has influenced pupils. This is done through exposure of words in
texts. Huyen & Nga, (2003) stated that learners of English have to deal with unfamiliar
vocabulary during their language acquisition. In order to learn and retain new words, learners
should participate in different task – based activities in their classroom whether it is a guessing
task, a describing exercise or conversation making. Such activities also include vocabulary
games which specially focus on helping learners develop and use words in different contexts by
making the lessons enjoyable.

Using various games can help students memorize vocabulary or grammar; it can
eliminate the anxiety aroused from using a foreign language or uncertainty about the correctness
of the output and while playing language games, students can be exposed to the target structures
(Kašpárková & Palánová, 2010).

Clearly, students have more chance to be exposed to vocabulary through games.


According to Hadfield (1999), in order to retain a word, students have to go through three
distinct processes such as fix the meaning of the word in their mind; make the word their own;
and use the word to communicate with others(Tuan, 2012). He adds that games can help the
learner through these three processes. It can be said that games are very effective in helping
students increase exposure to vocabulary.

According to Hedge, (2005) she mentioned that ‘frequency’, ‘pronunciation’ and


‘contextualization’ are features of input that play roles in a vocabulary development. For that,

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Kachru (1983) (as cited in Hedge, 2005) also tested his Indian students to see which words they
knew from their course book, showed that most learners knew the words that appeared more than
seven times, but they did not know half of the words that appeared only once or twice. Thus, in
language games activities, pupils can see words many times while enjoying their tasks. It is also
believed that this can sharpen and increase the pupils’ vocabulary.

And, a study by Hajar (n.d) as cited in Malaysian International Conference on English


Teaching (MICELT, 1998) tested her students with Computer Language Game. In her paper
entitled ‘Teaching Vocabulary Using Computer Language Game’ as she cited was clear that
teaching vocabulary using games is beneficial to both instructor and students (Nurhasniyati,
2007).

3.2.3 Language games reflect Communicative Approach

Language games benefits pupils by giving them wide exposure to the use of English
language. Pupil’s enables communicate and interact among each other through their involvement
in language games. It was agreed by Freeman (1986), whereby he mentioned that “learners enjoy
language games they enjoy communicative involvement in the classroom” (Taheri, 2014).
Games are used to make the children easier to understand and remember vocabularies in some
topics (Diana, 2010). She also viewed that by using games, the children does not feel that they
learn something through that activity.

He also believes that games can provide a healthy and constructive competition. Games
can encourage learners discovering and voluntary involvement to the learning process, it can also
establish a better bonding between teacher and learners. Finally a good designed language games
can create a real communication context in the classroom which can help learners to improve
their speaking ability.

Wright, Betteridge and Buckby, (1984) argued that “with the use of games, the teacher
can create various contexts in which students have to use the language to communicate,
exchange information and express their own opinions” (Huyen & Nga, 2010). And, they come to

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a conclusion that "learning through games could encourage the operation of certain
psychological and intellectual factors which could facilitate communication heightened self-
esteem, motivation and spontaneity, reinforcing learning, improving intonation and building
confidence."

As Jacobs & Kline Liu (1996) expressed that, “many games can be played in pairs or in
small groups, thereby providing a venue for students to develop their skills in working with
others such as the skill of disagreeing politely and the skill of asking for help. In most games,
learners have to play in groups in which everyone has a turn, encouraging everyone to take a
turn, rather than letting others do all the talking and other actions, and discouraging one or two
people from shutting out others” (Tuan, 2010).

Zhu (2012), proposes that game playing is effective in developing students‟


communicative ability in that it is a dynamic process of communication in which students as
thinking beings, emotional beings and communicators instead of knowledge receptacles, try to
get their ideas, concepts, thoughts, emotions and feelings expressed, based on their own life
experiences.

Naturally when playing games, students are trying to win or to beat other teams for
themselves or on the behalf of their team. They are so competitive while playing since they want
to have a turn to play, to score points and to win. In the class, learners will definitely participate
in the activities. Therefore, in groups or in pairs, they are more willing to ask questions,
communicate and discuss with their partners and think creatively about how to use English to
achieve the goal. The competition in the games gives students a natural opportunity to work
together and communicate in English with each other a lot.

3.2.4 Language games help to construct sentences


Language games can stimulate and encourage constructing sentences with correctly.
Apart from having fun, students learn at the same time. Schultz & Fisher, (1988), said that

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“students acquire new language and begin to realize that they have to use the language to
construct sentences if they want others to understand what they are saying (Tuan, 2010).

Gunn and Mc Callum (2005) Climbing Grammar Mountain Game is a game that provides
a way to address grammatical usage and sentence construction in such a way that the target
structures are being reviewed and reinforced in an interesting and engaging manner. It is proven
by Gunn and McCallum (2005) who conducted a research by using this game in teaching Simple
Present Tense.

Thus, language games are playing an important role in order to help pupils’ sentence
construction. However, to make the students to learn sentences construction great fully, relevant
games should be integrated according to topic given in classroom.

3.2.5 Language games improve learning and memory

Language games can improve learning and memory as it involved repetition activities. It
create positive emotional of the pupils towards English in a lesson. Students can improve their
long term memory by participating in activities that they enjoy and recollecting such memories
through language games (Professional Learning Board, 2014). During the language games
activities, pupils learn while doing action. These learning by doing will help them to remember
new words easily.

This statement is supported by Paul (2005) which emphasis on key factors for
improvement in the target language. He stated that the key factors to make pupils improve their
‘retention’ of words and patterns are ‘organization’, ‘ownership’, ‘repetition’, ‘association’,
‘emotional involvement’, ‘action’, ‘beginning and end’, ‘rest’, ‘warm up’, ‘recycling’ and
‘peripheral language’. Games are student-focused activities requiring active involvement of
learners. In Crookall’s (1990) opinion, learners and teachers change their roles and relations
through games and learners are encouraged to take active role in their learning process
(Yolageldili & Arikan, 2011).

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3.2.6 Language games create opportunities to learn while having fun

Language games give pupils chances to use, play and experiment with the target language
while having fun. According to Paul (2007) in his book entitled ‘Teaching English to Children in
Asia’, the child centered approach is based on constructivist and humanistic ideas that have been
adapted to the needs of Asian EFL learners. He also mentioned that the children could do many
activities ‘where they play around with the new language target, trying thing out, making
mistakes, encountering many examples of the new pattern and using it to express their own
feeling’.

Therefore, Uberman (1998) believed that games offer students a fun-filled and relaxing
learning atmosphere. After learning and practicing new vocabulary, students have the
opportunity to use language in a non-stressful way (Jung, 2005). Other than that, Weiss &
Loebbeck, (2008) research illustrated that games create competitive and collaborative situations
making learning fun and engaging; meeting the many needs of the students (Sharp, 2010).

A game is an activity that both the teacher and students enjoy doing. It is student-centered
and as appealing as playing in the playground. Using games in English class can get students
relaxed and enjoying using the language (Zhu, 2012). Ghada sari argued that one of the
advantages when games are used in the classroom, is it bring in relaxation and fun for students,
thus help them learn and retain new words more easily (Pourgharib & Rohani 2013).

Thus, of the teachers give pupils enough time and space to play with the target language
during language games activities, this will be a great way for them to learn grammar and enjoyed
their experiences with the language.
3.3 Language games and Learner Motivation

Language games will add variation to English lessons and increase pupils’ motivation.
Pupils’ participation motivates them to speak out and use the grammar. Language games will
motivate introvert pupils as well as extrovert pupils (Nurhasniyati, 2007). By employing games

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as a pedagogical approach, the learners are often more motivated as compared to doing the desk
tasks. While playing the games, the students’ attention can be focused on the game activity,
whereby subconscious learning of the language items will take place in them. Thus, this enables
the learners to review and reinforce what they have learned in class (Metom, Tom & Joe, 2013).

Games are highly motivating since they are amusing, interesting and at the same time
challenging. The activities in a game get all the students to move around, activate their mental
capacities and stimulate neural networks, thus motivating learners in learning and retention. At
that time, students who are shy also attend the activities with fun, forgetting their shyness and
feeling of fear (Tuan & Doan, 2010).

Annetta, (2008) suggest that while the use of games in the classroom is not meant to
replace all teaching strategies; however, games can be used as an engaging and motivating
supplement that provides background and content in an environment in which they are familiar
and comfortable (Sharp, 2010). Furthermore, Hussin et.al. (2005) in their article entitled
‘Sustaining Interest and Motivation to learn English’, they believe that teacher is able to motivate
the students to learn English if they can provide game type activities (Nurhasniyati, 2007).

If the teacher just follows the tasks given in the textbook, students have to do the tasks in
writing and reading, then the teacher herself will lead a grammar lesson to a boring, hard-
digesting experience to their students and surely, do not meet the need for a more interesting and
effective grammar class. At that time, game is the most useful. Games employ meaningful and
useful language in real contexts. They can be used to give practice in all language skills and
grammar points in this case, and be used to practice many types of communication. If these
games are good then learners will be learning while they are playing.
Nurhasniyati, (2007) concluded that students’ opinion of a good teacher are based on the
teachers’ performance in the teaching and learning process. Thus, this kind of activities
especially using language games can build confidence, satisfactory of lesson and maintained
good relationship between teachers and students. An action research conducted by Huyen and

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Nga (2003), students said that they liked the relaxed atmosphere, the competitiveness, and the
motivation that games brought to the classroom (Jung, 2005).

As strongly emphasized above, games can motivate learners, promote learners’


interaction, and improve learners’ acquisition. As a result, games can increase learners’
achievement, which means that learners’ test scores, ability of communication, some skills,
knowledge of vocabulary, or other language skills can improve.

In brief, games prove to be a useful tool employed regularly in language teaching. Games
not only offer learners a highly motivating, relaxing class, but most importantly meaningful
practice to all language skills. Consequently, games can motivate learners, promote learners’
interaction, improve their acquisition and increase their achievement (Tuan & Doan, 2010).

Learning through language games can provide pupils with wider chances to take part
actively and gives them opportunity to earn by various creative activities. Boredom will not be a
problem to learn English grammar as language games implemented are suitable with different
learning styles and strategies. Most of the research in the past has also agreed that language
games can be powerful tools for teachers to use in teaching and learning process of English as a
Second Language as it will provide feedbacks, enhance pupils’ grammar and vocabulary learning
through practice and increase their motivation towards learning English and academic
achievement.
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4.0 GOAL ANALYSIS AND THE ENTRY BEHAVIOURS OF LEARNERS

4.1 Fuzzy goal analysis

As an Instructional Designer, fuzzy goals were developed earlier in order to get accurate
instructional goal for the study. As outlined by Dr. Robert Mager, in his book of Goal Analysis,,
that fuzzy goals helps to choose best instructional goal and measurable outcomes as well
(Young, D., 2014).

Students find poor vocabularies Students unmotivated or

difficulty to & make noise in bored to learn because of fail in english

interact with T&L traditional method examination

Target: Primary school or Secondary school?

Why? Problem should prevent from primary level


So, focused on slow learners- there are poor in academics

Level 1 or 2 (why? Start from basic) Class: Area: SJK(T) Lorong Jawa, Seremban
1Elango, 2 Elango, 3Elango (level 1) Why?
- Only consists of 20 students Why? Same workplace- cut cost, save

- Easy to conduct survey timing


Instrument What tools can be use
- Students cannot cope with language
- pretest &posttest to solve this problem?
subject (exam failure)
-Interview-teachers -Language games
- -questionnaire -Attractive teaching aids

-observation, -Course for teachers

discussion -Motivational speech

-academics records

INSTRUCTIONAL GOAL

To determine the effectiveness of using language games to enhance grammar skills


for Year 2 Elango pupils in National Type Lorong Jawa Tamil School, Seremban.

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4.2 Instructional goal analysis

The instructional goal of this study is to determine the effectiveness of using language games to
enhance grammar skills for Year 2 Elango pupils in National Type Lorong Jawa Tamil School,
Seremban.

(Sources from: http://www.itma.vt.edu/modules/spring03/instrdes/lesson3.htm)


According to Dick and Carey, (2014), there are two fundamental steps involved in
conducting the goal analysis. The first is to classify the type of learning outcome involved in
achieving the goal (Classifying Outcomes). The second involves taking your goal statement and
analyzing it in order to identify the relevant steps involved in order for someone to perform that
goal (Determining Goal Steps). In this study, Gagne's five categories of learning outcomes were
used as following:

b) Verbal Information – Students in Year 2 Elango will recite something from their
memory while having discussion about learning grammar using language games with
teacher. This verbal information often serves as a perquisite for further learning and
provides labels required for two way communication. So, group activity games such as
musical chairs, classroom shop, pass the parcel and so on enable the students to explain,
explore and use the grammars such as countable nouns, numbers, gender and others. For
example, see figure 4.2.1 below.

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Figure 4.2.1 : Goal analysis for a verbal information skills


Goal: To examine whether language games can increase the pupils’ vocabularies.

Name the thing that


Discuss items Explain the goods
found in classroom
purchased with that have been sold
shop
friends or in group or bought

Shopkeeper: I have been


Ten carrots, 2 tomato, 30 3 bundles of beans, 8
selling…
apples, a watermelon, and potatoes and 20 onions

10 eggs to Abynash to Meena

Vegetables stall. I

Butcher shop 10
Customer: First, I went bought 2 carrots, 3
fishes, 2 chickens, 10
to…..then…. potatoes, 10 onions and 5
crabs
eggs.

game uses for the learners require remembering the words that appear in the cards and
they will get point according how many cards they got correctly. Refer to figure 4.1
below.

Figure 4.2.2 : Goal analysis for intellectual skills


Goal: To identify whether the language games can help pupils in sentence construction.

Identify masculine Differentiate Define the

or feminine common nouns concept of nouns

(gender) and make and proper nouns and make

sentences and make sentences

sentences

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e) Cognitive Strategies - Refers to the metaprocesses we use to govern learners own


attending, learning, remembering, and thinking. Similar to other intellectual skills, but
this language based learning focus on the learner's own cognitive processes as opposed to
external objects and events. Note that Dick and Carey (2014) omit this as a separate
category in their descriptions, choosing instead to consider cognitive strategies as a form
of Higher-order Intellectual Skill. In this instructional design, some examples of
cognitive strategies include rehearsal strategies; elaboration strategies and organizing
strategies will be done for the learners to get prepared for post-test. For example, the
language games activities are rehearsal for the learner to learn grammatical items and at
the same time students will requires answering some questions in the games involved as a
elaboration strategies. Organizing strategies will evaluated when there is a post-test at the
end of lesson.

f) Psychomotor Skills – In this study, motor skills represent physical activities requiring
movement and coordination of all the learners in class 2 Elango. For examples include
learners in Year 2 Elango requires acting as a salesperson and customers and moving
around from one store to another store to buy things; takes turn to race to the board and
write correct spelling of grammar.

Figure 4.2.3: Goal analysis for psychomotor skills


Goal: To determine whether the language games can improve pupils’ communication

skills.
Go to classroom Bargaining product Buying things as a

shop market price with customer and selling

salesperson things as a salesperson


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f) Attitudes skills - An attitude is an acquired internal state that influences the choice of
learners personal action toward language game activities in the class. Attitudes represent
intrinsically motivated choices people make. Some of the most important outcomes are

really attitudes.

Figure 4.2.4: Goal analysis for attitude skills


Goal: To examine whether the learner motivation in learning grammar increase through

language games learning

Choose & Explain why Discuss or identify


recommend things they must eat types of unhealthy Demonstrate the

that good for healthy food food in group effects of taking


INSTRUCTIONAL GOAL

To determine the effectiveness of using language games to enhance grammar skills


for Year 2 Elango pupils in National Type Lorong Jawa Tamil School, Seremban.

Goal analysis for a Goal analysis for Goal analysis for Goal analysis for

verbal information intellectual skills: psychomotor skills: attitude skill:

skills: To To identify whether the To determine To examine whether the

examine whether language games can help whether the language learner motivation in

language games can pupils in sentence games can improve learning grammar

increase the pupils’ construction. pupils’ increase through


language games learning
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Sub goal 1: Go to Sub goal 1: Choose &


recommend things that good
Sub goal 1: Sub goal 1: Identify classroom shop for

Name the thing masculine or market health for friends

that found in feminine (gender)

classroom shop and make sentences

Sub goal 2: Explain why they

Sub goal 2: Bargaining must eat healthy food

Sub goal 2: Sub goal 2: product price with

Explain the Differentiate salesperson

Sub goal 3: Discuss or


goods that have common nouns and identify

been sold or proper nouns and types of unhealthy food in

bought make sentences group

Sub goal 3: Buying

Sub goal 3: Sub goal 3: things as a customer and

Discuss items Define the concept of selling things as a

purchased
with nouns and make salesperson Sub goal 4: Demonstrate the
effects of taking unhealthy food
friends or in sentences
in daily life
group
4.3 Performance objectives

(Sources from: http://www.itma.vt.edu/modules/spring03/instrdes/lesson3.htm)

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The performance objectives are detailed description of what students will be able to do
when they complete a unit of instruction. According to Mager, a learning objective should
ideally include the following three components such as behaviours, condition and criteria.
Therefore, this study highlighted part of objectives as below.

Figure 4.3.1: Part of performance objectives in language games learning

Parts of objectives Description Examples

Conditions (CN) The instructional designer 1. Remembering the words appear in


will provide resources and the cards
material for 2 Elango learners 2. Bargaining product price with
when performing the skill. salesperson

Behaviour(B) Includes learners’ action, 1. Learners able to find the answers


content and concepts into by reading the hints given.
learning grammar throughout 2. Define the concept of nouns and
language games. make sentences
3.Differentiate common nouns and
proper nouns and make sentences

Criteria(CR) Acceptable performance 5.0 DEVELOPING ASSESSMENT


INSTRUMENTS
skills of learners
4. Choose & recommend things
that good for health for friends.
3. Demonstrate the effects of taking unhealthy food in
daily life

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(Sources from: http://www.itma.vt.edu/modules/spring03/instrdes/lesson3.htm)

This study focused on learner-centered assessment which is linked very closely to the
traditional notion of criterion-referenced tests. The name criterion-referenced is derived from
the purpose of the test: to find out whether the criteria stated in an objective have been achieved.
Criterion-referenced assessments are composed of items or performance tasks that directly
measure skills described in one or more behavioral. Summative assessment and formative
assessment also will carry out in this instructional design. Dick, Carey and Carey (2014) discuss
four different types of criterion-referenced tests that can use to fit into this instructional design
study below.

5.1 Entry Behaviours Test

An entry behaviours test will give to 2 Elango class learners before instruction of
language games begins. It is designed to assess learners’ mastery of prerequisite knowledge
about the grammar skills. For instance, asking simple questions about countable nouns,
preposition and gender.
5.2 Discussion

There will be discussions with some English teachers to find out the 2 Elango’s pupils’
level of proficiency and motivation towards the English language. It was informed by the teacher
that the learners already have previous knowledge on topic of numbers, countable nouns, gender,
and preposition. Its help to addresses the class of students with poor achievement in English
language learning.

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5.3 Records

Students’ previous academic records get from the 2 Elango class teachers to identify
pupils’ academic achievement in English Language (refer appendix ii)

5.4 Journal/progress notes

Some information regarding uses of language games to learn grammar are gathered from
previous researches such as journals, magazines, books and so on.

5.5 Observation

Instructional designer observe the 2 Elango’s learners behavior in the classroom while
teaching and learning occurred called nonparticipant observation before developing the
instructional design. And, the participant observation will take place when conducting the
language games activities in the classroom.

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5.6 Questionnaire

A set of questionnaire will given to two English teachers (refer to appendix iii) to find out
the use of language games to enhance pupils performance in English as well as to increase pupils
motivation in learning grammar. And, also for the students to get to know their motivation level
towards learning English in the classroom (refer to appendix iv).

5.7 Pre-test

A pre-test is also will use to determine whether learners have already mastered some of
the skills in grammar. This pre-test is often combined with an entry behaviours test. The entry
behaviours test determines whether or not students are ready to begin instruction, while the pre-
test helps determine which skills in they may already be familiar with. (refer appendix v).
Students will be given 50 minutes to paper 1 and 1 hour 15 minutes to paper 2.

5.8 Practice Tests

Practice tests solicit learners’ participation during the language games instruction by
providing them with a chance to rehearse the new skills as well as the instructor will also provide
corrective feedback to keep learners on track. The following are the description of language
games and grammar items that will be used and measured to get the results.
5.8.1 Description of the language games

There are ten set of games that the researcher will use in the language games activities in
the classroom with the target pupils. The following are the description of the games involved as a
practice test in the classroom.

Game 1: Classroom shop

The Year 2 Elango class pupils will be provided


with articles for sales (pictures, drawing, items).

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The teacher will start the conversation as a


customer. The pupils in each group will act as the
salesperson or shopkeeper. Pupils will be given a list
of item that they have to buy.

Game 2: Going away

Pupils will be given a checklist. Pupils will act


as tourists and they have to tell the others what
they prefer to bring along during their visit to
certain places. Each pupil can repeat the items
and add of his or her own.

Game 3: Bingo

Pupils will be given a bingo card. Teacher will


dictate words and the pupils can choose which
square to write them in. Each of the words that
were dictated is then put into a box.
Game 4: Crossword

Each pupil will be given a copy of crossword


puzzle that contains the words the pupils have
learned in previous class. The pupils need to
find the answer by reading the hints given.

Game 5: Find Somebody Who

Do you…

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Pupils need to answer a set of Who… questions.

They need to find the person name by using

Do you…? questions.

Game 6: Memory

Pupils need to remember the words that appear in


cards. The pupils will get points according to
how many cards they got correctly.

Game 7: Musical Chairs

Pupils will move around arranged chairs. They


need to move and get the chairs to sit on when
the music stop. The pupils without a chair need
to spell correct spelling of words given by the
teacher.

Game 8: Pass the Parcel


Pupils need to pass around a parcel that contains
instructions while music is playing. The pupils who
get the parcel when the music stop needs to do or
act out based on the instruction given.

Game 9: Correct the Spelling Race

Pupils need to correct the spelling given in word


cards. They take turns to race to the board and
write the correct spelling based on the pictures
clues.

Game 10: Where is it?

Pupils take turns to hide small objects under

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three to four cups. Pupils need to guess by asking


questions like, “Is it under (the blue cup)”.

5.9 Post-test

Post-test are given following instruction, and help to determine if learners have achieved the
objectives that set out for them in the beginning. Each item on a post-test should match one of
instructional objectives, and the test should assess all of the objectives, especially focusing on the
grammar components. Post-test are used by instructors to assess learner performance and hand
out grades, but in this study as a instructional designer the primary purpose of the post-test is to
help identify areas where the instruction is not working and find some other method to solve it.
Students will be given the same time as pre-test. (refer appendix vi)

5.10 Designing Tests & Writing Items

There are quite a few issues to consider when designing assessment instruments. Let� s spend a
little time discussing some of the more important ones.

Types of Assessment Items

The first thing we want to look at is the various types of items you can use when creating
assessment items. Earlier we discussed different types of tests (Entry Behaviors Test, Pretest,
Practice Tests, and Posttests); now we are discussing individual test items. Possible test items
include:
 Essay

 Fill-in-the-blank

 Completion

 Multiple-choice

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 Matching

 Product checklist

 Live performance checklist

In the table on page 154, Dick and Carey give some guidelines for selecting item types according
to the type of behavior specified in your objective. This table provides a good starting point for
deciding on what item type to use for a particular objective. However, when it comes right down
to it, the wording of your objective should guide the selection of item type. You should select the
type of item that gives learners the best opportunity to demonstrate the performance specified in
the objective. For example, if our objective was for students to state the capital of Virginia, it
would be best to have them state it from memory (fill-in-the-blank) and not pick it from a list of
choices (multiple-choice).

In addition to selecting the appropriate test item type, it is also important to consider the testing
environment. If your test items require special equipment and facilities � as specified in the
"conditions" component of your objective � you will need to make sure that those things will be
available to them. If not, you will need to create a realistic alternative to the ideal test item. Keep
in mind that the farther removed the behavior in the assessment is from the behavior specified in
the objective, the less likely you will be able to predict if learners can or cannot perform the
objective.

Procedures for Data Analysis


After the data has been collected, it will present according to the following types: The
quantitative data collected through the questionnaire, pre-test and post-test will be presented in
the form of table and graph while the qualitative data collected through the discussion and
observation will be the form of journal writing. Analysis base on the quantitative data will be in

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terms of frequency and percentages. The qualitative data will help to elicit more in depth
explanation in the research findings.

6.0 SUMMARY
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CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter outlines the methodology employed in this research which includes research
design, population and sample, research instruments, procedures for data collection and
procedures for data analysis.
3.1 Research Design

This mini research project will use quantitative and qualitative methodology. The
following are the description of language games and grammar items that will be used and
measured to get the results.

3.1.1 Description of the language games

There are ten set of games that the researcher will use in the language games activities in
the classroom with the target pupils. The following are the description of the games involved.

Game 1: Classroom shop

The Year 2 Elango class pupils will be provided with articles for sales (pictures, drawing, items).
The teacher will start the conversation as a customer. The pupils in each group will act as the
salesperson or shopkeeper. Pupils will be given a list of item that they have to buy.

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Game 2: Going away

Pupils will be given a checklist. Pupils will act as tourists and they have to tell the others what
they prefer to bring along during their visit to certain places. Each pupil can repeat the items and
add of his or her own.

Game 3: Bingo

Pupils will be given a bingo card. Teacher will dictate words and the pupils can choose which
square to write them in. Each of the words that were dictated is then put into a box.

Game 4: Crossword

Each pupil will be given a copy of crossword puzzle that contains the words the pupils have
learned in previous class. The pupils need to find the answer by reading the hints given.

Game 5: Find Somebody Who

Pupils need to answer a set of Who… questions. They need to find the person name by using Do
you…? questions.

Game 6: Memory

Pupils need to remember the words that appear in cards. The pupils will get points according to
how many cards they got correctly.
Game 7: Musical Chairs

Pupils will move around arranged chairs. They need to move and get the chairs to sit on when
the music stop. The pupils without a chair need to spell correct spelling of words given by the
teacher.

Game 8: Pass the Parcel

Pupils need to pass around a parcel that contains instructions while music is playing. The pupils
who get the parcel when the music stop needs to do or act out based on the instruction given.

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Game 9: Correct the Spelling Race

Pupils need to correct the spelling given in word cards. They take turns to race to the board and
write the correct spelling based on the pictures clues.

Game 10: Where is it?

Pupils take turns to hide small objects under three to four cups. Pupils need to guess by asking
questions like, “Is it under (the blue cup)”.

As with language games activities above, teachers need to pay careful attention to the
difficulty level of games. Part of the appeal of games lies in the challenge. Therefore,
understanding on how to play the game and understanding the language content is more
important to take part in the language games. Demonstrations of how the game is played; clear
directions from the teacher and the resources such as, newspapers, pictures, flash cards, word
cards, dictionaries and textbooks are being the most important element in order to having the
language games successfully in the classroom.

The researcher will alternate the games sets according to the topics they will learn in the
English lesson. The language games activities will also be given as homework as enrichment
activities to improve pupils’ grammar skills.

3.1.2 Grammar items

There are few grammatical items chosen for those language games, which are Nouns,
Pronouns and Preposition. By referring to the Curriculum Specification, the examples of Nouns
item used will be Countable Nouns, Number, Common Nouns, Proper Nouns and Gender. For
Pronouns, the item will be Personal pronouns and Possessive pronouns. Preposition of location
and direction are the items that will be used in the language games activities.

3.2 Sample and Population

There are 1300 students altogether in the research area. The selected school is located in
urban area of Seremban, Negeri Sembilan. Every standard consists of five classes. But, the

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subject if this research will be drawn from one class of standard 2 from National Type Lorong
Jawa Tamil School because of time concerns which is namely 2 Elango.

There are 28 pupils in the class. 12 of them are males and the rest of them are females.
(Refer appendix 1). The pupils will be from different ethnic groups, which are Malay and
Indians. Therefore, they are considering ESL pupils whereby their first language is different
from one another. The main reason of selecting 2 Elango as a respondent of this mini research is
because of the pupils’ level of proficiency in English is lower compared to the other classes. In
order to measure the effectiveness of using language games to enhance grammar skills, the
pupils in 2 Elango will be selected as the sample for this research.

3.3 Research Instrument

Several instruments will be employed during this research. The following were the
description of the instruments used.

3.3.1 Discussion

There will be discussions with all the English teachers of the school to find out the
pupils’ level of proficiency and motivation towards the English language. Its help to addresses
the class of students with poor achievement in English language learning.

3.3.2 Questionnaire
There will be questionnaires given to the pupils after the teaching and learning process
conducted using language games. Teachers also will be given questionnaires after the discussion
to examine their perception of teaching grammar using different strategies.

3.3.3 Tests

There will be a pre-test and a post-test given to the pupils in 2 Elango before and after the
class activities using language games.

3.3.4 Observation

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Pupils involvement while they engaged with language games in the classroom also been
observed by the researcher to determine pupils’ motivation level and satisfactory condition. And,
the communication process among the pupils also been observed by the researcher to give a clear
picture when giving homework such as sentences construction.

3.4 Procedures for Data collection

There are few procedures that researcher needs to do in order to gain data for this
research. The details of the procedures will be further explained in this following section.

Stage 1

The researcher will discuss with the English teachers of the class selected. This is to get
information about the pupils’ level of proficiency, style of learning, interests, motivations and
family background.
Stage 2

A brief discussion will be carried out with the pupils before the pre-test session. The pupils will
be given pre-test before the activities using language games to measure their background
knowledge, amount of vocabulary and their ability to construct simple sentences.

Stage 3

The researcher will carry out the activities using language games. Observation will be conducted
during the session.

Stage 4

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After completing the activities using language games, the pupils will be given the post-test. This
is to find out the pupils’ improvement after the activities using language games.

3.5 Procedures for Data Analysis

After the data has been collected, it will present according to the following types: The
quantitative data collected through the questionnaire, pre-test and post-test will be presented in
the form of table and graph while the qualitative data collected through the discussion and
observation will be the form of journal writing. Analysis base on the quantitative data will be in
terms of frequency and percentages. The qualitative data will help to elicit more in depth
explanation in the research findings.

3.6 Conclusion

This chapter explained the methodology used in the research which include the research
design, sample and population, research instrument, procedures for data collection and
procedures for data analysis. It is hope that the data collection will show the effectiveness of
using language games to enhance grammar skills among the pupils.
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INSTRUCTIONAL DESIGN

4.0 DISCUSSION

Currently, through games, students are able to learn various skills including spelling,
vocabulary words, counting, money management, history, social studies, using what is given and
not complaining, following rules, waiting turns, problem solving, communication skills, trivia,
telling time, matching colors or shapes, and exhibiting appropriate behaviors by playing board
games. Games fit in almost every subject in today's classrooms creating unexpected or stealth
learning opportunities while accommodating various student-learning styles and encouraging
complex skills such as decision making which allows even students with disabilities to utilize
them.
As required in the task given, this mini research project included proposal writing.
Therefore, this research carried out until methodology. And, the result of the research area will
find out after the data is analyzed. However, the researcher also hoped that language games can
solve the problems in learning English among weak pupils, if not totally, at least to some extent.
Full support of parents and local community can make language games as success tool in
teaching and learning of English.

In order to reach these students and protect them from boredom, educators are constantly
searching to find new techniques to motivate and engage students to foster a greater desire for
school and learning. As teachers are preparing to teach grammar rule, they must align their

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HPEI 7013

INSTRUCTIONAL DESIGN

teaching to the students' level in order to connect and make learning meaningful by using variety
of language games.
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