The Effectiveness of Using Games to Teach Vocabulary To

Year 4 Pupils

PRACTICUM REPORT
TIA3

1. REFLECTION

English is one of the languages that is important to be learned to everyone. The need of
mastering English is greater and greater and therefore English should be introduced earlier. But,
teaching English to the young learners is not easy because English is not their mother tongue and
it is a new thing for them. The interest of students in learning English is needed as it is the key to
make them easier in mastering English. The teacher should have a good and interesting technique
to introduce English for them. It is to make sure that students will be interested and motivated to
learn English. In order to master English, a learner has to consider the language elements or
components such as structure, pronunciation, spelling and vocabulary. As we know, vocabulary
is an essential means in conducting communication. It is a knowledge that must be learned and
acquired by students to enable them to communicate in English. So, it is the basic component
which the students must be familiar with. In addition, by knowing English words and their
meanings, the students will find it easy to master English.
I observed that my students had problems in their vocabulary especially in their speaking and
writing. Many of my students consider the teachers explanation for meaning definition,
pronunciation, spelling and grammatical functions boring. In this case, language learners have
nothing to do in a vocabulary learning section but to listen to their teacher. Secondly, I noticed
that my students usually only acquire new vocabulary through new words in their textbooks or
given by teacher during classroom lessons. For example, students find many new words in a text
and then ask the teacher to explain the meaning and the usage. Thirdly, my students faced
difficulties in memorizing new words and their less interest in learning English. I also found that
most of my students do not want to take a risk in applying what they have learnt. They were able
to recognize a word in a written or spoken form, but they were not able use the word properly in
different context or pronounce it correctly.
The most problem that I faced was to attract my student attention during my lessons. I thought it
was maybe because of the conventional method that I had been use during my classes. I know
that language learning is hard task which can sometimes be frustrating. So, effort is required at
every moment and must be maintained over a long period of time. As one saying says that all
work and no play makes Jack a dull boy. The conventional method that most teachers had been
use these days no longer an effective way to attract students attention in class. I think I have to
use language games in my class in order to make my lesson more enjoyable and meaningful for
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them. I hope with this research I am able to help my students in improving their vocabulary and
also building their confidence.

2. RESEARCH FOCUS
The focus of this research was to determine the effectiveness of using games in teaching
vocabulary, as compared to the conventional method of teaching vocabulary. One of the most
important aspects of teaching English was to enable students to learn new words and also to
understand and remember the new words that they had learnt. It was an approach that helps
students to practice the language they learnt in a meaningful ways. Therefore, the role of games
in teaching and learning vocabulary cannot be denied. Learning vocabulary through games was
one effective and interesting way that could be applied in any classroom. To implement games in
English class, teacher should consider numerous factors. Teacher has to choose appropriate
games to a group of learners which depend on number of students in class, level of age, level of
language proficiency, duration and the content, and difficulties of language. In addition, teachers
should also consider how to implement games to class. Games help and encourage students to
sustain their interest and work. Games are used not only for fun, but more importantly, for the
useful practice and review of language lessons, thus leading toward the goal of improving
learners communicative competence.
By helping the students to improve their vocabulary, students may able to improve their English
proficiency, participate positively during classes and also encourage them to remember words
easily, as opposed to just teaching vocabulary through lectures.

3. TARGETED GROUP
The sample of the research consisted of fourteen Year 4 students in a rural primary school in
Kuching. This study involved students from Year 4 class and consisting of 1 Kadazan student, 8
Bidayuh students and 5 Iban students. The students were all from the average level of English
proficiency.

4. IMPLEMENTATION OF INNOVATIVE TEACHING AND LEARNING

The study was carried out to find out the effectiveness of using games to teach English
vocabulary to Year 4 students. Firstly, teacher conducts Test-1 and Test-2 to the students before
and after 4 lesson using games. In this 4 lesson, teacher used the method of using games to teach
vocabulary to the students. Teaching vocabulary using games utilized the same method as the
conventional method of teaching vocabulary except that the materials used were games. This
meant that the teacher used games instead of using articles or passages to teach new words or
vocabulary. In other words, the procedures or steps in the lesson were the same as the
conventional method. These were the four steps, set induction, presentation, controlled practice
and closure. However, the only difference was the teacher used games as materials for the lesson
during the practice stage instead of using only printed texts.
In set induction stage, teacher began the lesson by greeting the students. It was used to make the
students usual in using English greeting expression. Teacher also may ask about the previous
lesson by asking students some questions regarding the topic.
Secondly, in presentation stage and practice stage teacher applied vocabulary games. Firstly,
teacher explained the rules of those games and after that asked the students to play games based
on the rules. It was done to make the students to be more active and to make them enjoy in doing
the task.
The last part of the teaching process is the closure whereas, in this stage teacher asked about the
lesson to check whether they were understood about what they had learned or not.

5. REPORT OF THE IMPLEMENTATION

Several instruments were used in this research namely, the questionnaire, Test-1, Test-2 and
observation forms. The questionnaire consisted of two parts. The first part, (Section A) sought to
find the demographic data and the second part, (Section B) consisted of ten questions which
sought to find out the students motivation and perception. In this section, the samples needed to
state their opinion using the Likert scale, that was strongly agree, agree, disagree and strongly
disagree. Questions 1, 2 and 4 sought to find out respondents intrinsic motivation, while
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questions 3, 5, 6, 7, 8, 9 and 10 sought to find out respondents perception of English language

games. All the items or questions were positively structured. This meant that all items were
equally weighted. Thus, in order to find the results, the frequency of respondents answer were
gathered and converted into graphical representations to show the differences.
The next instruments consisted of Test-1 and Test-2 forms. The Test-1 was given before the 4
lessons using language games conducted. While, the Test-2 was given after the fourth lessons
using language games.
The third instrument used for the study was the observation form. Observations were carried out
during every lesson taught in order to find out observable behavior of the sample or students. The
observation form consisted of the researchers reflection towards her teaching throughout the
lessons. The respondents paralinguistic reactions such as open mouth, puzzle looking, smiles,
head nod, hand rising, verbal responses, and so forth were noted. Active and favorable reactions
by students meant that lesson was a success and vice-versa.
Therefore, the research instruments consisted of questionnaires, a Test-1 and Test-2 forms, and
observations forms for lesson were carried out using the games.
Firstly, the researcher needed to get permission to conduct the study in the school concern. Once
permission to conduct had been granted, the researcher proceeded to identify the targeted group
for the research. As mentioned before, fourteen students were selected as the respondents. These
students were the Year Four students. The questionnaire will be given to the samples and
collected after all the information had been fill up. Once, the information needed for the samples
had been gathered, the researcher printed the forms as mentioned in the research instruments.
The purpose of this research was to determine the effectiveness of using games to teach
vocabulary, as opposed to use the conventional method to teach vocabulary. Thus, the Test-1 and
Test-2 were given before and after the fourth lessons using games. The rationale for using the
Test-1 and Test-2 marking sheets were to analyze the difference in the scores obtained by the
samples.
This study explained the experimental research that sought to find out the effectiveness of using
language games to teach English vocabulary in an English Language classroom. A Test-1 prior to
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a lesson and Test-2 after the fourth lessons using games was carried out to determine the
effectiveness of using games in a vocabulary lesson.
After implementing the games and activities to practice the vocabulary, and after recycling words
through games in four lessons, it seems that students ability to memorize the words has become
more efficient. When the students were interested in learning the material, they give more
attention to the lesson given. The condition gave a good chance for both the teacher and the
students. On the occasion the teacher could deliver the material very well and students could
understand what they had learned on that day.
Although the methods of using games were seems able to enhance students motivation to learn
vocabulary, there were also some disadvantages occur during the teaching learning process. The
first disadvantage of applying games in teaching and learning was by attracting students interest
to games, all of them were active and made noisy. Sometimes they made too much movement
and spoke. That condition made the teacher difficult to control them. Secondly, using games in
the classroom sometimes fails due to the lack of cooperation among members of the class.
Games require all students involvement and they promote friendly competition, therefore, it is
very important that students have a cooperative attitude.
To summarize, it was found that using games to practice vocabulary enhances students ability to
memorize words effectively. Games provide comprehensible input while learners interact in
group, allowing students to clarify meaning of words in such context. The used of games also
enhanced students motivation to learn vocabulary. This might be because the students have
experienced new method of teaching, as they have been used only to learning the new languages
through drilling the vocabulary. The strategy also allows them to interact with peers, which is
also a new experience for them since they are used to teacher-centered methods for the whole of
their learning experience. The games bring in relaxation and fun for the students, thus help them
learn and retain new words easily. Vocabulary games also bring real world contexts into the
classroom and enhance students use of English in a flexible, communicative way. Therefore, the
role of games in teaching and learning vocabulary cannot be denied. However, in order to
achieve the most from vocabulary games, it is essential that suitable games are chosen.
Whenever a game is to be conducted, the number of students, proficiency level, culture context,
timing, learning topic, and the classroom setting are factors that should be taken into account. To
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conclude, learning a new language or vocabulary through games is one significant and
interesting way that can be applied in the vocabulary teaching and learning process.