FACULTY OF EDUCATION AND LANGUAGE

HBEF3603

PROFESSIONAL PRACTICE

PRACTICUM REPORT
INNOVATION IN TEACHING AND LEARNING
INCREASING YEAR 5 VOCABULARY BY USING LANGUAGE
GAME (B.I.N.G.O.)

NAME

: NOR HAMIDAH BINTI SALIM

MATRICULATION NO.

: 760127115000001

IC NUMBER

: 760127-11-5000

SEMESTER

: JANUARY 2016

TUTOR

: MR. TAE PENG HOI

EMEL

: rehansalim2701@gmail.com

LEARNING CENTRE

: KUALA TERENGGANU
LEARNING CENTRE

TABLE OF CONTENTS

CONTENTS
PAGE

INTRODUCTION
1.0 Reflection of previous Teaching and Learning
3
2.0 Research Focus
4
3.0 Target Group
5
3.1 Pupils Background
6
4.0 Implementation Of Innovative Teaching And Learning

5.0 Strategy of learning vocabulary through BINGO game

6.0 The Strategies Of Learning Vocabulary Through Bingo Game

10

7.0 Research Methodology

8.0 The method of Data Collection

10
11

9.0 Conclusion

12

10 Appendices

13

1.0 REFLECTION
Effective vocabulary instruction is characterised by deliberate selection of words to be
taught and frequent opportunities for students to interact with the words. With so many words
in English language, it seems daunting to know which words to choose that cater to the
pupils need. Both teacher and pupils were involved where teacher used her knowledge,
ability to identify important terms or word in context and knowledge of the pupils while
pupils should share what they needed. While presenting or introducing the words, teacher had
to make sure the words were deliver clearly to the pupils and the pupils were understanding
the meaning clearly. Teacher talked not too much but simple and meaningful. Before
implanting the activity, teacher should give clear instruction and pronounce the words
correctly and clearly. The instructions were given in simple way, simple words, repeat for a
few times and delivered the instructions slowly because the pupils were intermediate level.
Teacher must be patience when responding to the pupils talk. Teacher made a video for
improving the teacher performance and her own behaviour. Harry K. Wong (1998) said
attitude problems is caused by the teacher herself. Most behaviour problems in the
classroom are caused by the teachers failure to teach students how to follow procedures. By
following every step I managed to implement the lesson based on the plan and not many
problems occurred and my reflection was wrote almost the same the proposal.
Pupils were given a few minutes to share what they think about the game and what
goes on in the classroom. At first the pupils quite shy to share but after a few classes, they
shared their opinions and perceptions toward the activities, their feelings and opinions. The
pupils were excited to play but quite confused how to get BINGO or win the game. After the
second game, the pupils knew how to win and they became more excited and challenged their
friends. The pupils always asking to play BINGO game in the class even it was a routine
class. Pupils were asked several questions such as:What are you doing? Why are you doing
it? Can it help you ? How effective is it?How can you do it better?
The pupils were replied that they enjoyed the game very much and they said the class
is out- standing, they knew a lot of words and they believed that the game can help them to
enrich their vocabulary, they could list out the verbs in the picture given after BINGO game
easily. They also played the game with their peers, siblings and parents at home. All the
students were happy and satisfied with their performance after the last class. Pupils want to
learn quickly; that is, they want to see results in that they are able to use the language in a
meaningful way as a reward for the learning effort put in. They want to discuss things which
are of personal interest or which are of direct relevance to their situation. It is not usual to
hear a group of fourteen year olds discussing the time they get up, get dressed or clean their

teeth, and if they have no real desire to communicate on a given topic they may naturally
become disengaged with the subject. (Clerehugh, 2000)

2.0 RESEARCH FOCUS

The focus of this research was to determine the effectiveness of using game ( BINGO ) in
teaching Vocabulary, compared to the conventional method of teaching vocabulary. English
language performance in school is a global issue, most of the schools have facing almost the
same problems but taking different strategies to encounter the problems. In my school,
students have a wide range of vocabulary that needs to be covered in order to enable them to
perform well in UPSR examination next year. Starting form year one until year five, normally
they just enjoying the years and never care of the Year End Examination results. They never
gain the vocabulary that have been taught and try to catch up all the vocabulary that they
should cover in those years when they are in year six. They are not even know some basic
vocabulary to describe what people are doing such as kneeling, serving, carrying, bringing,
blowing, feeding and others. Then, they tend to mix the first language (L1) in the their
sentences because they do not know the words in English language.
They need to cover the vocabulary that they have missed out from those years and time
constrained is a big challenge for them to face. They have only one year to cover the
vocabulary that have taught from year one to year five before they are sitting for the UPSR
examination. They need to learn the vocabulary in context to narrow the area that need to be
covered. Teacher should stick to one tense at a time and show it in relation to other tenses in
that frame. Teacher keep showing the tenses in relation to each other, keep referring back to
the chart of the tenses. Meaning is best learning in context and how an item relates to overall
pictures.
Learning English language with limited vocabulary is like a blind man who lost in his
world without his walking stick. Everything is blurred, confusing, no clues, blanks thought
and cannot infer words to their experience. Facing this situations everyday lead then to less
motivation, have their own world in teaching and learning process, less participation in
learning activity and low self-esteem. Generations of children rediscover the same game and
delight in playing game. Game may be seen as a route by which children come to terms with
their social environment presenting as they do a social situation which firmly governed by
rules but whose outcome is unknown. Piaget (1967) saw childrens games as, the most
admirable social institutions.
Having implemented the strategy of using BINGO game to teach and to recycle
vocabulary, and collecting the data through the observation, questionnaires, and interviews
four main themes emerged. One of the main themes is using game to practice and recycle
vocabulary seems to increase word memorization lead to increase the level of achievements
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in writing of English UPSR Format in Paper two. Besides that, using BINGO game to
practice and recycle vocabulary seems to foster pupils interaction with words. The effect of
using BINGO games to reinforce vocabulary learning by recalling and rewriting words
several times. Recycling vocabulary by playing BINGO game several times in a session and
giving marks seems to enhance pupils motivation.

3.0 TARGET GROUP

The sample of the research consisted of five Year 5 Amanah of SK Bukit Kuang which is
situated 10 minutes from town. All of them were intermediate pupils.
No
Name
1
Hassan Basri Bin Mohd Nor

Personel Details
Fathers Occupation : Factory Worker
Mothers Occupation: Teacher

: Pengkalan Cicar

Hobby

: Reading book, handball

Weakness
: Lack of Vocabulary and spelling
Muhammad Alif aiman Bin Fathers Occupation : Factory Worker
Yusri

Address

Muhammad Faiz Bin Tuan Rusli

Mothers Occupation: Housewife

Address

: Taman Rakyat Bestari

Hobby

: Drawing

Weakness
: Lack of Vocabulary and spelling
Fathers Occupation : Marketing executive
Mothers Occupation: Housewife

Ikbal Dulkarnain Bin Hamsani

Address

: Taman Rakyat Bestari

Hobby

: playing computer games

Weakness
: Lack of Vocabulary and spelling
Fathers Occupation : Carpenter
Mothers Occupation: Housewife

Muhammad Nur Iman Bin Jaffar

Address

: Rumah Murah Bukit Kuang

Hobby

: playing computer games

Weakness
: Lack of Vocabulary and spelling
Fathers Occupation : Factory Worker
Mothers Occupation: Housewife
Address

: Taman Sejahtera Bukit Kuang

Hobby

: Playing Futsal

Weakness

: Lack of Vocabulary, spelling

4.0 PUPILS BACKGROUND

From my observation , these sample of research were weak in vocabulary and poor
performance in their writing skills due the lack of vocabulary. They made many spelling
mistakes, unable to apply verbs in Present Continuous Tense and hardly recall the exact
words when they were listing the people activities in the picture in English UPSR Format of
paper two. These pupils seemed very eager to learn and had shown really wanted to improve
their performance but they still in lost how to achieve good marks in English paper.
All of them are not practising English language at home and only rely on the school. They
only hear English language in their classroom and always prefer the teachers to present in
Malay Language. If the teachers present in fully English language they will not responding
well, feeling shy and they prefer not to share about their problems in teaching and learning.
The class become very dull and their participation are low.
Due to lack of vocabulary, they are unable to perform well in their task and examination
especially answering English UPSR Format of paper two. For sorting out this problems, lack
of vocabulary need to be encountered first in order to help them in writing skills. That is why
this research is designed. Some strategies need to be planned attentively to encourage them to
learn English language and motivate them to take parts in teaching and learning activity.
Pupils motivation and engagement are an ongoing challenge for classroom instructor and the
basis of various research endeavors (Glynn et al., 2005). A substantial body of literature
indicates that the use of non-traditional interventions such as games, simulations, multimedia
instructions and interactive activities are valuable teaching methods. . From a reporting on a
study on students motivation and learning, Nemerow (1996) concludes that Although
playing games in the classroom daoes not solve all the the problems with education, it can be
a useful tool, one of many different methods and techniques used to involve students with
their learning(p.356). By using B.I.N.G.O games after the teaching and learning activity
hopefully the objectives of this research will be reachable.

5.0 IMPLEMENTATION OF INNOVATIVE TEACHING AND LEARNING

Effective vocabulary instruction is characterized by deliberate selection of words to
be taught and frequent opportunities for students to interact with the words in meaningful
contexts. Interacting with words in multiple ways and in varied contexts results in durable
word learning. Both teachers and students should be involved in the selection of words for
study. Including students in the selection process helps to make the purpose for learning
personal and therefore meaningful. It elevates their metacognition while 3 reading and
increases their awareness of words and the way language works (Ruddell & Shearer, 2002).
With so many words in the English language, it seems daunting to know which words
to choose for instruction. Teachers subject area knowledge, ability to identify important
terms and concepts in texts, and knowledge of their students are all factors that impact the
selection of words to be studied. A good place to start is to determine which common
academic words, including content area words, students will encounter most, or that will be
most crucial to their learning in a given period of time (e.g. academic quarter, unit of study,
academic year), and build from there. Choose words that apply across content areas and that
represent important concepts. The following six-step process can help determine which words
to teach:
1. Read text selection(s) in advance to determine instructional purpose.
2. Identify words or concepts students need to know.
3. Identify connections and relationships between words or concepts chosen for
instruction.
4. Choose words students must know prior to reading.
5. Decide which words students only need to know incidentally and therefore do not
require direct teaching.
6. Determine what teacher want the children to learn.
Following these steps helps sharpen the instructional focus on the most important
words that students must learn and it provides teachers with opportunities to form important
conceptual links between units of study or subject areas.
Word Learning Rote memorization does not help students retain vocabulary
knowledge over time, but activities that provide them with opportunities to work frequently
with words and concepts and connect them to other words and concepts do result in more
sustained learning. Teachers should create both direct and incidental word learning
opportunities by using and discussing words in casual interactions as well as providing
explicit vocabulary instruction. Word learning can be fun, engaging, and interesting when
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it involves games and hands-on strategies. Active learning strategies to support students
vocabulary growth include the following activities:
1. reading, ( sight words)
In Set Induction and Presentation stages, pupils sang a song which was one of
i-think elements. They pronounced and sang the words in the song (lyrics).
They were reading sight words, do the actions and look at the picture of the
verbs to understand the meaning immediately. Besides that, the pupils were
having fun, enjoy the lesson and participate actively. This part is mean for
pupils cognitive effect (remembering and understanding).
2. writing, ( write words)
In production stage, pupils wrote the words several times in a variety ways and
activities like dictation activity and filling words into BINGO boxes. Pupils
interacted with words several times, they were able to remember the words
longer and indirectly. There were two sets of game. The first set, pupils scored
lower than the second set, where the spelling improved. It showed that pupils
were learning vocabulary while playing game. In mind map activity, they did
an analysing activity ( i-think element) where they analysed the verbs for the
places given and apply the correct spelling for the words (verbs). They felt
happy, motivated, confident and had fun while doing it. This is mean for
affective and lokomotor effect.
3. listening,( listen to words)
By listening to the teacher pronunciation, the pupils were exposed the correct
pronunciation. Pupils listen and pronounced the words after the teacher, gave
the opportunity for teacher correcting their pronunciation immediately.
4. discussing words and language, ( Present Continuous Tense)
The pupils were learnt the vocabulary in context and only in one tense at a
time to make it easier and cater to their need and level. Teacher introduced
words in Present Continuous Tense not only adding ing but double lettersing. For example , shop- shopping and squat-squatting.
5. acting out words, ( understand the meaning)
By acting out words, pupils could move their bodies and had fun time and at
the same time, they could understand the meaning more and it help them to
memorise the words easily and faster.
6. visual imagery (visually representing a word and its meaning),
By using imagery, teacher were using less words and the class would not dull
and boring. It could safe time for a long explanation in order to make them
understand the meaning in context. Some pupils could memorise words faster
by using visual aids. A good teacher should use different way and materials to
help pupils with different ability, learning style and interest.
7. classifying words by meaning, pronunciation, endings, root, emotion, place
etc. By classifying the correct and suitable word ( verbs) of what the people
can do at the places given in their exercise ( evaluation), they were evaluating
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and creating a mind map for exact place and automatically they could recall
and use the words in context correctly.
6.0 THE STRATEGIES OF LEARNING VOCABULARY THROUGH
BINGO GAME
This research is an attempt to investigate how B.I.N.G.O game can increase the
pupils vocabulary. The research will be carried out using experimental design, in which the
subjects will be divided into two groups that are experimental group and control group. Both
of the groups will be exposed some vocabulary based on variety of situations. Teacher and
pupils will discuss the words they need to know. They will read and spell the words for
several times (frequently).
After that, the experimental group will play B.I.N.G.O game in which they will ask to
write the words that they have learnt in the B.I.N.G.O table randomly. The game will be
played for times (recycling the words). The next activity is listing (applying) the verbs that
describe what people are doing in the pictures by using the words that they have learnt
before. Referring to Blooms Taxonomy chart, the conceptual frameworks is designed as
below :
LEARNING
VOCABULARY
ENGLISH

IN

REMEMBERING AND

COGNITIVE

FREQUENTLY
PRACTICE THE
VOCABULARY IN
B.I.N.G.O GAME
APPLYING AND
ANALYSING

AFFECTIVE

LISTING
ACTIVITY USING
PICTURES
EVALUATING AND
CREATING

PSYCHOMOTOR

Diagram 1: Conceptual Framework of Research

After implementing the games and activities to practice vocabulary, and after
recycling words through the games every two weeks, it seems that pupils ability to memorize
the words has become more efficient. Through my observations of pupils, and especially
when they had their regular revision of the previous lessons, I noticed their increased ability
to recall the words. They show more understanding of the meaning and how to use Present
Continuous Tense.
By asking them to do Dictation Activity, the pupils were given cognitively demanding
task and it challenged them to recall the words with correct spelling which needed some
thinking skills to enable them to get all correct. By listing activity, they also were given an
opportunity to perform well in answering English UPSR format of paper two.
First week of the class I noticed that the class need to be more interesting and
challenging. It also needed more activity in order to achieve my objectives. I discussed with
my mentor and headmaster, we planned to add more i-think elements and used Smartboards. I
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started to create a powerpoint slides and replace BINGO flashcards to BINGO Song, add
more activity other than Dictation activity and BINGO games to make the lesson more
interesting that was mind map activity. I also used the pupils mark or score to have fast
evaluation of the pupils performance.

7.0 RESEARCH METHOLOGY

Action research is a process that aims to investigate issues in a variety of
contexts and tries out ideas to improve or overcome the issues. Richards and
Lockhart, cited in Troudi (2003), define action research as "teacher initiated
classroom investigation which seeks to increase the teacher's understanding of
classroom teaching and learning and to bring about change in classroom practice"
(p.186). Teachers can benefit from adapting action research in their classroom
context, because they can increase their professional development by encouraging
them to develop their teaching style and to refresh their knowledge about teaching
methodology (Cohen, Manion and Morrison, 2000).
In light of the importance in the literature of both active involvement of
learners in the learning of lexis in context, and the importance of recycling, my
teaching strategy for the purposes of this action research project was to try to use
games to teach and practice vocabulary in order to contextualize the words and to
recycle vocabulary.
Harry K. Wong (1998) said attitude problems is caused by the teacher herself.Most
behaviour problems in the classroom are caused by the teachers failure to teach students how
to follow procedures. By following every step I managed to implement the lesson based on
the plan and not many problems occurred and my reflection was wrote almost the same the
proposal. My headmaster asked me to insert some i-think elements like song, movement,
mind-map and others. I had to make some changes and improvement but still based on my
plan (strategies and methods). It needed a creative work and quite challenging for me to
prepare all at once while having a hectic time in school . That was my plan B if I could not do
it, I would use the previous plan but using powerpoint slides only. Lucky for me, my
headmaster gave me some space to do the preparation. Then, I made the second video with
more i-think elements, more attractive pictures and worksheets and the implementation was
smooth and link to what I have planned in my proposal.

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8.0 The method of Data Collection

Source of data would be based on two kinds of data that are primary and secondary
data. According to Mark Kelly (2007) in his article, Primary data was that collected
by the researcher using such method as :
a. Surveys
Written surveys will let the researcher collect considerable qualities of detailed
data. Teacher has to either trust the honesty of people surveyed or build in selfverifying questions (e.g. question set 1 and are asked basically the same thing but
using different words-different answers might indicate the surveyed person is
being inconsistent, dishonest or inattentive).
Collecting data is one step that will be used in a research since the data is
absolutely needed to verify the hypothesis. It will recognise that a research is
systematic attempt to provide answers to questions or problems, then to sort out
the issues; it is necessary to provide a number of data needed. Teacher herself
collected the data. This survey can help the teacher to make preparation to cater
the pupils needs or for choosing words.
5.3 The Method in Data Analysis
The data will be analysed in qualitative in which data collecting is same as
quantitative research. The data is taken by the researcher herself. The analysis of
this research is to find out on how strategic is the usage of implementing
B.I.N.G.O game in teaching and learning English language. The questionnaire and
written work in the listing activity based on picture of variety of situations will
support the teacher and pupils perception on the game. The data analysis will be
using :
1.1.1 Questionaire
There are questionnaires that will be used in this research. The first one is
on pupils background, their attitude towards the subject matter and their
performance in previous English language test. The second one is dealing
with learning process that will be implemented in the classroom (orally).
1.1.2

Pre-Test
Pre-test is listing the action verbs in Present Continuous Tense based on
picture. They will use their vocabulary and infer to the life experience to
finish their tasks. From the list, they will write five words related to a place
and this will help the teacher to know what are the current level of
achievements of the pupils. The data will be compared to Post-Test to
analyse their progress later.

1.1.3

Post-Test
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The test will be carried out after Pre-Test is done. From the result analysis
based on the comparison the Pre-Test, the researcher will know the
effectiveness of using game in the teaching vocabulary. (Creswell,
1994:153) Due to the data collection and the data analysis are interwined
in qualitative researcher, it will be analysed the data simultaneously with
data collection.

9.0 CONCLUSION
To summarize, my classroom research suggests that using games to practice
vocabulary improves pupils ability to memorize the words effectively. BINGO game
provides comprehensible input while learners interact in the group, allowing pupils to clarify
meanings of words in such contexts. The use of games also enhanced students motivation to
learn vocabulary. This might be because the pupils have experienced new methods of
teaching, as they have been used only to learning the new language through drilling the
vocabulary. The strategy I adopted also allows them to interact with words and using
powerpoints slides, which is also a new experience for them since they are used to traditional
methods for the whole of their learning experience. The game also provided a challenge,
where they need their concentration to get the tasks done which strengthens pupils mental
work. Such activities were also new to students experience, and they think carefully to get
the right answers.
The lesson that have been done have shown that the role of a teacher is very important
even using less words but the well planned lesson using powerpoint slide was very helpful
and attractive. I myself enjoy the lesson very much and I believed the pupils enjoyed the
classes.

10. APPENDICES

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