PRISCA LIM LI JAN

941206-12-6632

TSL3133 ACTION RESEARCH 1 TESL (Methodology)

FOR THE DEGREE OF B. ED TESL (Hons)

ENGLISH LANGUAGE DEPARTMENT

INSTITUT PENDIDIKAN GURU KAMPUS PERLIS
PISMP TESL 7 (2017)
 DECLARATION OF SUPERVISOR

I declare that I have decipher this project report

and in my opinion this research fulfils

the quality and scope for the

Degree of Bachelor of Teaching

(Primary English Education)

Signature : .

Name : .

Date : .
 DECLARATION OF INTEGRITY

I declare that this research project is my own work except for the references and

sources that are cited

Signature : .

Name : .

Date : .
 DEDICATION

I dedicate this to

My mother Mrs Lim Mui Yong

Thank you for the love, support and guidance

since the beginning of my studies.

My supervisor Sir Wahab Bin Sulaiman

Who have been a great source of motivation and mentor.

My friends,

Thank you for always being there through the ups and downs,

surely all we have created together will remain engraved

In my mind forever.
 ACKNOWLEDGEMENT

First and foremost, I would like to thank god for enabling me to complete this

educational writing. Despite facing many obstacles, I still managed to accomplish this

educational writing successfully and on time. Moving on, I would also express my

bottomless gratitude to those who have aid in making this research possible. First of

all, my inspiring supervisor, Encik Wahab Bin Sulaiman, for his guidance and advices

not forgetting the support he has given me throughout the process of completing this

research paper. Next, I would like to express my greatest gratitude towards my beloved

mother whom has always been supportive with the decisions I make and never fail in

giving me words of encouragements when I am at my lowest point. Next, my gratitude

also goes to the principle and teachers of SRK Stella Maris for allowing me to conduct

this research in the school. Not forgetting the pupils of my class 3 Kamil for cooperating

with me throughout the whole research period. Last but not least, I would like to thank

everyone besides those I have mentioned above who have lend their hands toward

the completion of this research in one way or another.

 ABSTRAK

Kajian tindakan ini dilakukan dengan tujuan menggunakan permainan 'Word

Bingo' dalam mengembangkan perbendaharaan kata murid murid. Ciptaan ini
memberi tumpuan kepada pelajar Tahun 3 dalam meningkatkan penguasaan
perbendaharaan kata mereka. Sebanyak 5 orang pelajar telah dipilih untuk kajian ini.
Pemerhatian awal dan hasil mendapati pelajar menghadapi penyumbatan dalam
memahami pemahaman membaca dan menulis esei kerana kekurangan
perbendaharaan kata pada bahasa. Data dikumpulkan dan triangulasi melalui tiga
jenis kaedah iaitu pra dan pasca ujian, senarai semak pemerhatian dan juga soal
selidik. Keputusan yang diperoleh daripada kajian membuktikan bahawa pelaksanaan
permainan 'bingo kata' dalam penyelidikan tindakan ini telah berjaya meningkatkan
penguasaan kosa kata para pelajar.

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

 ABSTRACT

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

Keywords: vocabulary , game , widen , word bingo , improvement

 TABLE OF CONTENT

DECLARATION OF SUPERVISOR ................................................................................................. 2

DECLARATION OF INTEGRITY .................................................................................................... 3
DEDICATION .............................................................................................................................. 4
ACKNOWLEDGEMENT ............................................................................................................... 5
ABSTRAK .................................................................................................................................... 6
ABSTRACT .................................................................................................................................. 7
TABLE OF CONTENT ................................................................................................................... 8
LIST OF TABLES ........................................................................................................................ 10
LIST OF FIGURES ...................................................................................................................... 11
LIST OF APPENDICES ................................................................................................................ 12
CHAPTER ONE .......................................................................................................................... 13
1.0 INTRODUCTION ................................................................................................................. 13
1.1Background of the Study .................................................................................................... 13
1.2Reflection of past experiences ........................................................................................... 15
1.3 Related theory ................................................................................................................... 16
CHAPTER TWO ......................................................................................................................... 18
2.0 LITERATURE REVIEW.......................................................................................................... 18
2.1 Related literature .............................................................................................................. 18
2.2 Related research ................................................................................................................ 21
2.3 Definition of terms ............................................................................................................ 22
CHAPTER THREE....................................................................................................................... 23
FOCUS OF INVESTIGATION ...................................................................................................... 23
3.0 Introduction ....................................................................................................................... 23
3.1 Research issue/ Problem statement ................................................................................. 23
3.2 Criteria of Selection ........................................................................................................... 24
3.3 Preliminary investigation ................................................................................................... 25
CHAPTER FOUR ........................................................................................................................ 27
4.0 Introduction ....................................................................................................................... 27
4.1 Objective/ Resarch questions ............................................................................................ 27
4.2 Research questions: .......................................................................................................... 27
4.3 Summary............................................................................................................................ 28
CHAPTER FIVE .......................................................................................................................... 29
5.0 Introduction ....................................................................................................................... 29
This chapter revolves with the respondents background and also the explanation of details
regarding the targeted group in this action research. ............................................................ 29
5.0 TARGET GROUP / PARTICIPANTS....................................................................................... 29
5.1 Limitation of research ....................................................................................................... 30
CHAPTER SIX ............................................................................................................................ 30
6.0 ACTION PLAN ..................................................................................................................... 31
6.1 Implementation of action plan .......................................................................................... 32
6.2 Data collection method ..................................................................................................... 35
CHAPTER SEVEN ...................................................................................................................... 36
7.0 ANALYSIS AND INTERPRETATION OF DATA ....................................................................... 36
7.1 Research instruments ........................................................................................................ 36
7.2 Data analysis methods....................................................................................................... 39
7.3 Triangulation of findings.................................................................................................... 39
CHAPTER EIGHT ....................................................................................................................... 40
8.0 CONCLUSION ..................................................................................................................... 40
CHAPTER NINE ......................................................................................................................... 42
9.0 REFLECTION AND IMPLICATIONS ...................................................................................... 42
9.1 Reflection of action taken ................................................................................................. 42
REFERENCES ............................................................................................................................ 43
APPENDICES............................................................................................................................. 45
LIST OF TABLES
LIST OF FIGURES
LIST OF APPENDICES
 CHAPTER ONE

1.0 INTRODUCTION

In this chapter, the discussion revolves on pupils who face problem in the mastery

of vocabulary and how the researcher implements the use of game as a tool to develop

pupils vocabulary. This action research project took place in SRK Stella Maris, class

Year 3K.

1.1 Background of the Study

English is an important means of communication, which is used by almost all

countries around the globe. It plays an important role as an international language.

There are several language components involved in language learning; they are:

vocabulary, grammar, pronunciation, etc. Keith S. folse stated in his article, The

Underestimated Importance of Vocabulary in Foreign Language Classroom that

vocabulary is one of the most important components -if not the most important

component in learning a foreign language and foreign language curricula must reflect

this.

Words are tools we use to think, to express ideas and to learn about the world.

Because words are the stepping stone of learning, vocabulary knowledge plays a

significant role in language acquisition. Thornbury (2002) stated that lack of vocabulary

knowledge impedes language comprehension and production. Before wanting to learn

a foreign language, one has to master the vocabulary of that language because if

learners are unable to understand a sizeable portion of the vocabulary in the language

that they are trying to learn, then this language will clearly be unable to be

comprehensible thus cannot be used for acquisition. Wilkins (1972) stated that without

grammar very little can be conveyed; without vocabulary nothing can be conveyed.

These concludes that it is very important for learners to master vocabulary of a

language before mastering the language itself.

 Based on the study case I have read of, in most English language classroom, most

teachers used conventional teaching method in teaching vocabulary. Pupils are taught

vocabulary through using drilling and memorizing method. This type of learning can be

burdensome and frustrated for learners because they have to force themselves to

memorize lists of new words at once. . Learners are bored with learning language

without activities but listening. ( Huyen and Nga,2003). Vocabulary memorisation is

mainly focused in learning language; therefore, motivation no longer exists in a

classroom. ( Antaegbu et al.,2012). So, this kind of teaching method seems to be very

old fashioned and not very effective for learners of English language.

There are many approaches which can be used to teach vocabulary. One of the

most effective way in teaching and learning vocabulary is through games. Although

some teachers have the mentally that games are a waste of time thus preferring not to

use them in the classroom. However, among many strategies such as drama role

play, visual aids to improve pupils proficiency, games are another effective strategy to

promote pupils language proficiency. Games bring in relaxation and fun for pupils thus

enabling them to learn and retain new words easier.

Previous research has proved that language games bring a lot of benefits to

language learning. Games promote active , pupils centred learning (David and

Hollowen , 1977). Games are effective tools in learning because it can stimulate pupils

involvement in solving problems, enabling them to learn through own discovery or

interaction with others. In other words, games are a way of moving away from teacher

centred.
1.2 Reflection of past experiences

As the researcher for this research, based on the previous experiences during

practicum in a few schools, mastery of vocabulary was the most typical problem found

in pupils which causes the drawback of pupils capability in writing and also

understanding reading passages. This problem occurs due to the lack of exposure

towards using vocabulary in the teaching and learning. Most pupils in the schools are

Malay pupils, and sadly to say that majority of them are surrounded with no-use-of-

English environment and the only time where they are being expose to the use of

English language was during English lesson. However, the researcher noticed that

teachers in school who teaches English often uses their mother- tongue which is

Bahasa Malaysia to communicate and convey meanings during their lesson. In the

long run, this problem will result in less vocabulary exposure to the pupils and at the

same time, it will lead to the deterioration in mastering the other four skills in English.

Furthermore, problem in mastery of vocabulary is also a common occurrence among

teachers in schools.

Based on the researchers observation in an English lesson, reading is

considered the most boring skill to be taught. Relatively, there are three parts in a

reading lesson, doing the reading with the pupils, introducing the new vocabulary

words in the text and checking on pupils understanding of the context through

comprehension questions. However, the part where teachers are supposed to be

focusing on the most is ensuring that pupils are able to comprehend the meaning of

vocabularies in the text to enable them to decipher the content easier. Yet, it has been

observed that explanation and drilling of new vocabulary words has been given the

least emphasize on and this is an issue that has to be curb.

For the third practicum in SRK Stella Maris, the researcher has found out that

there are at least 5 pupils of Year 3 Kamil who have limited pool of vocabulary.

Nevertheless, this problem has been lowering their performance in writing skill. When
being asked to construct sentences, pupils tend to have ideas ready in their brain yet

unable to transfer them into written form due to the lacking of vocabularies to do so.

Therefore, the researcher hopes to introduce an invention which can aid pupils in their

mastery of vocabulary. The researcher felt that by incorporating this game-like method

into teaching and learning will be able to help pupils to grasp more vocabularies.

1.3 Related theory

An action research consists of cycle. According to Kemmis and McTaggart

(1988) there are four broad phases involves in the cycle of Action Research. The four

phases involves are planning, action, observation and reflection. The order of stages

can be seen in the figure below.

Kemmis, S. & Mctaggart, R. (1988)

i. Planning

- Determining the appropriate strategy/method to be used; using word search

puzzle game as the solution to solve pupils limited knowledge of

vocabulary.
- Designing the instructional media intended. The word search are prepared

using A4 papers for all pupils.

- To collect the data on the results of the pupils, the researcher designed

three instruments; an observation checklist , interview and questionnaire.

- To collect the quantitative data, to enable researcher to design a vocabulary

test.

ii. Acting

In this stage , the researcher will start the plan but still making the process

of teaching and learning natural. The teacher does teaching as usual

without changing the atmosphere among the pupils to ensure they would

not feel that they are being the subject of the research.

iii. Observing

There are two main aspects of the effect of implementing the word

search puzzle in vocabulary learning which will be observed. Firstly ,

vocabulary score which could be evaluated from the scores of tests. Secondly,

the progress of learning in the classroom.

iv. Reflecting

In this stage, researcher will analyse all the data from the tests,

observation and field note before comparing it with the criteria of

success.

The reseach will be considered a success when 80% of the pupils

achieve minimally 70 in their vocabulary test.

The research will be considered a success if pupils enjoyed and are

motivated to learn the English language through the usage of word

search puzzle in their vocabulary learning in class.

 CHAPTER TWO

2.0 LITERATURE REVIEW

Some related literature is presented to support the study:

2.1 Related literature

Burns (1972) describes vocabulary as the amount of words which is used by a

person, class or profession. Following on , Hornby (2006) defines vocabulary as

1. All words that a person is familiar with

2. All words used in a particular language

3. Words people in a conversation

4. List of words with their own meaning

Lastly, Merriam Webster stated that vocabulary is an alphabetical list of words used

in a book, often including their translation or definition. So, it can be concluded that

vocabulary is the total number of words that are needed by everyone to communicate

ideas and express meaning. That is the reason why it is crucial to master vocabulary.

2.1.2 The important of vocabulary in language learning

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

way of conveying messages. One of the factor that affects the process of conveying

messages is mastery of the language. Relatively, language skill consists of 4

components - reading, writing, listening and speaking whereas language aspects

consists of vocabulary, grammar and also punctuation. In learning English, vocabulary

plays an important role in the four English language skills. Schmite and Mc Carthy

(1997) stated that vocabulary plays vital role in language skills. In listening, vocabulary

can help pupils to comprehend what the other person speaks. While in speaking and

writing, vocabulary gives ways for the pupils to expand their ideas and last but not least,

in reading, vocabulary can help pupils to comprehend the text. Vocabulary must not

be neglected by anyone who learns a language. One of the greatest inhibitors to

communication in the target language is the lack of vocabulary. Indeed, vocabulary

should be a skill to be taught in the classroom (Carter and McGarthy, 1988).

2.1.2 Definition of Games

A game is or activity with rules, a goal, and element of fun, which is divided

into two kinds; competitive games, in which players or teams race to be the first

to reach the goal, and cooperative games, in which players or teams work

together towards a common goal

( Hadfield, 1998)

Language learning is a hard task which can sometimes be frustrating. Constant

effort is required to understand, produce, and manipulate the target language.

However, games have proven to have advantages and effectiveness in learning

vocabulary in various ways:

- Games bring in relaxation and fun for students, thus help them to keep

learning and retain words more easily.

- Games usually involve friendly competition, and they keep learners

interested.

- Vocabulary games bring real word context into the classroom and enhance

students use of English in a flexible, communicative way.

(Ghada S)

2.1.3 The used of games in language learning

Slattery and Willis (2001) believes that games will help children become familiar

with new vocabulary in an enjoyable way. Fun games that are challenging seem to be

most likely solution to providing cognitive exercise to the pupils. Furthermore, games

give pupils more opportunity to express their feeling and also are highly motivating.
According to Alemi (2010), she believes that games can replace the teaching when

the conventional method is not working with the pupils. Moving on, Celce Murcia

( 1979) has also stated that in games, language use takes precedence over langaueg

practice, and in this sense games help to bring the classroom to the real world, no

matter how contrived they may be. Relatively, Shaheen Ara ( 2009) has also staed

that just like songs and rhymes, games provide wonderful atmosphhere in the

childrens language class. With the implementation of games in the classroom , it helps

learning to be more effective and engaging. The participation of pupils is vital to ensure

that they are able to grasp the content that is being teach and also to ensure that they

understand what is being taught.

2.1.4 Bingo
A puzzle made up of letters arranged in a grid which contains a numberof hid

den words running in various directions

(Dictionary.com)

One of the appropriate game for teaching and learning in vocabulary process

was Bingo Game. According to Musmanno (2003:4) that bingo is a familiar game, and

bring the excitement of fun in the classroom is a great idea. Bingo Game can build

pupils word-recognition skills, develop their understanding of grammar concepts,,

strengthening their spelling skills and most importantly widening their pool of

vocabulary. Bingo is a traditional game played by people all across the globe. Basically ,

the most common rule to play this game is players get cards with numbers on the in

the desired grid corresponding to the five letter of the word B-I-N-G-O. The numbers

are randomly arranged in the grid until a player gets a BIINGO pattern, which is a line

whether vertical, horizontal or diagonal row on his card that completes the pattern.

Nowadays, educators have brought forth this game into the education world.

Therefore, the researcher had a strong belief that Bingo Game

could improve students vocabulary mastery when being implemented.

2.2 Related research

There have being relatively many researches done related to vocabulary

mastery which proves that mastery of vocabulary is the second most important element

in learning English besides grammar. The study The use of Memory and guessing

games in teaching vocabulary to young learners by Haifa Rashed Al Zaabi with the

objectives of improving pupils mastery of vocabulary through implementation of

memory and guessing games. Another study the effect of using word games on

primary stage students achievement in Englsih Language Vocabulary in Jordan by

Dr. Amaal Al Masri and Mrs. Majeda Al Najar with the purpose of investigating the

effect of using word games towards pupils achievement in English language

vocabulary.

Moving on, another study entitled The effects of games to reinforce vocabulary

learning by Osha Saeed Al Neyadi ( 2007) aims to study the effect of using games to

practice vocabulary in the teaching of English Language to the young learners by using

UAE the grammar translation method and the audio-lingual method. The results of

the study came out positive as she stated that there was a significant improvement in

her pupils motivation In learning, interaction with other pupils, memorizing words and

most importantly enhances their mastery of vocabulary.

Based on the researches above, I concluded that teaching vocabulary using

games as a tool is very effective. In this study, I also incorporate the use of games in

the teaching of vocabulary. However, what differs with the previous studies above is, I

will be using Bingo Game as the medium to teaching vocabulary for year 3 Kamil pupils

of SRK Stella Maris who have problem in learning and retaining new vocabularies.
2.3 Definition of terms

Vocabulary :

A sum of words used in a particular language

Bingo :

A game which player marks off numbers on cards as the numbers are drawn randomly

by caller, the winner is the first person to mark off five numbers in a row or required

pattern.
 CHAPTER THREE

FOCUS OF INVESTIGATION

3.0 Introduction

This chapter focuses on the problem statement and the criteria of selection in

the researchers action research. Basically, it is related to the issue that the teacher

had come across during the teaching and learning process and how the teacher came

up with the intervention to overcome the issue or problem. The intervention created

was to use games in aiding the development of vocabulary in pupils.

3.1 Research issue/ Problem statement

From my observation of class 3K, I found that a few pupils had problems in

learning and retaining new vocabulary. This problem of the pupils having very limited

knowledge of vocabulary was identified by evaluating through oral and written test.

There are quite a number of pupils in the class who had showed dissatisfying results.

Besides that, through exercises given also indicates that the pupils were unable to

form their ideas into words because of the lacking of vocabulary to either comprehend

a reading text or writing sentences. During the writing exercise, most of them have the

creativity to express their ideas but failed to transfer the ideas into sentences. Some

even have problem comprehending what the teacher is trying to say during lesson.

This problem might have arisen due to the environment the pupils are in.

Influenced by their mother tongue, having less opportunity and exposure to use the

second language as a communication tool in school. Some pupils do not even use

English to communicate or watch English channels at home. In school, most English

teachers uses Bahasa to teach English because of the fear that pupils will not be able

to understand if they were to speak in English. This made pupils having less exposure

to hearing how the language is used therefore it also hinders pupils knowledge on

learning new words.

3.2 Criteria of Selection

It is crucial to have sufficient knowledge of vocabulary in order to be able to

understand information clearer, to communicate better and to express ideas easier. If

this problem of lacking of knowledge in vocabulary is not being treated in the early

phase of education, it may get serious and affect pupils ability in comprehending

information, communicating and also in their writing ability in their adulthood.

As what can be observed in a classroom during reading lesson where

vocabulary is being focused on, teachers often list down the vocabularies that have

been introduced and explained orally to the pupils and expecting pupils to memorize

the words and the meaning immediately. Some will also request pupils to write down

the words and look up for the meaning using dictionary, no explanation was given.

Therefore, this means that learners have nothing to do in a vocabulary learning but

only to listen to the teachers lecture (Nguyen Thi Thanh Huyen & Khuat Thi Thu Nga,

2003). Relatively, vocabulary is often integrated and vocabulary acquisition is being

left to the pupils themselves to acquire.

Aside from that, as Malaysia government encourages its citizen to be able to

speak and write in English and address English language as the second language, the

inability of using English effectively reflects in the citizens lack of fluency towards the

language. There will be communication barriers happening due to this problem of not

having sufficient knowledge in vocabulary. Thus, it is vital for the incorporation of

games in the teaching and learning in ensuring pupils are able to master vocabulary

effectively.

As mentioned in the points above, it can be concluded that the vocabulary

acquisition and mastery is vital to pupils and through observation, the researcher

noticed that very less emphasize have been given in the teaching of vocabulary skill.
3.3 Preliminary investigation

Before conducting the actual research, the researcher has observed and

analyse the pupils mastery of vocabulary through a test designed specially to evaluate

pupils mastery of vocabulary. (refer to Appendix ?? ). Relatively, the test has been

separated into three parts, which are part A , B and C , which were meant to test pupils

level of vocabulary. The researcher chose her participants for the research based on

the score of the test.

Based on the result from the test (table 3.3.1), the researcher identified that

there were a total of 4 pupils who acquire the least marks in the test. The main aim of

the researcher was to choose 4 of the weakest pupil for her research. Therefore, by

using the test as a method for testing pupils level of vocabulary mastery, the

researcher was able to identify the four pupils who had problem with the language in

the aspect of vocabulary.

Table 3.3.1
NO PARTICIPANTS SCORE (%)

1 A 45

2 B 48

3 C 37

4 D 45
3.4 Summary

In the class of 3K, most pupils have good proficiency in the language. However,

during the preliminary investigation, the researcher was able to identify a few pupils

who had difficulty in mastery of vocabulary which relatively affects their proficiency in

using the language. After identifying the problem, the researcher starts coming up with

ideas on the most fitting intervention to overcome this problem which is through the

usage of games. So, the end discussion of this chapter is using game Bingo as the

intervention to develop and enhance pupils vocabulary.

 CHAPTER FOUR

4.0 Introduction

In this chapter, the discussion revolves on the objective and the research

questions. The main objective of the research is to enable pupils to improve on their

vocabulary mastery. Thus, the research questions will be related to the objectives.

4.1 Objective/ Research questions

The first objective of this study is to use Bingo game to help pupils develop and improve

on their vocabulary mastery.

The second objective of this study is to measure the effectiveness of using Bingo

Game in the teaching and learning to enhance pupils vocabulary.

The third objective of this study is to help pupils to master knowledge of vocabulary so

that they will be able to comprehend reading text and write with ease.

4.2 Research questions:

1. Is the usage of Bingo game able to help develop pupils vocabulary?

2. How will pupils respond towards the interventions used?

3. Are pupils motivated to learn through Bingo Game?

4.3 Summary

This chapter enables the researcher to lay out her objectives and also

questions which she wants to uncover. The research focuses on the development of

pupils vocabulary through this use of games in English. Relatively, it aims to view the

effectiveness of using the particular game Bingo as the intervention.

 CHAPTER FIVE

5.0 Introduction

This chapter revolves with the respondents background and also the

explanation of details regarding the targeted group in this action research. Besides

that, this chapter also discusses the limitations of the research in the selection of

targeted group.

5.0 TARGET GROUP / PARTICIPANTS

The targeted group of pupils are from SRK Stella Maris , Kangar, Perlis. They

are of Year 3 Kamil. 3 3 Kamil is the top class for Year 3. The class consists of 38

Malay pupils where 15 are girls and the other 23 are boys. Most pupils in the class

have intermediate proficiency in the English language. The researcher intends to

implement her intervention on pupils who are considered to be in the lower proficiency

group. However, even though most of the pupils in the class are good in their written

and spoken skill, some are still lacking in their pool of vocabulary as they have very

limit knowledge of words to use when being asked to construct sentences. Pupils have

been given tasks regarding constructing sentences multiple times and yet each they

failed to deliver their idea in their mind into words every time because they could not

find the suitable word to do so. Teacher has to always provide a list of words for the

pupils to help them. After undergoing the results from the preliminary test, the

researcher has identified a total of 4 pupils (refer to appendix) who are lacking in the

aspect of vocabulary mastery.

To further investigate the cause of their low vocabulary mastery, an interview

session has been done with the respective English teacher. Based on the interview,

the researcher found out that the family background and socioeconomically status of

those pupils were among the factors that hinders the pupils proficiency in the language.
Most of them came from family of low socioeconomic status. Their setting is that the

parents or siblings rarely or never use English in their daily life. Thus, besides from

learning English in school, they were rarely being exposed to English outside of school.

5.1 Limitation of research

Based on the background of the study and the identification of the problem

above, there are some problems related to teaching and learning process. It is

impossible for me to solve all those problems. So, this research is only limited

on improving the most significant issue which is the mastery of vocabulary. I

decided to overcome this problem by using Bingo Game because it was rarely

used to teach vocabulary. The teacher seemed to use monotonous technique so

that it influenced the pupils interest on the lesson. It can also be one of the

factors that influence the low level of pupils vocabulary mastery. Therefore,

in order to make the vocabulary learning more interesting and fun. I decided to

use Bingo Game to improve the targeted pupils vocabulary mastery in 3 Kamil. The

researcher wanted to conduct the research under the following limitation. Firstly, the

researcher focused on the use of games despite among other various well known

techniques of using games in teaching vocabulary.

There are a few reasons why the researcher chose Bingo Game to improve

pupils vocabulary mastery. First, like the other games, Bingo can be used in any part

of the lesson as an effective way of language teaching. Second, it can encourage the

students to work in pairs or groups. So it provides the opportunity for the

students to recognize and appreciate the contribution of others and use teambuilding

skills. Third, Bingo can increase students motivation to learn. Since it

is interesting and fun, the students do not feel bored to follow the lesson. Fourth,

Bingo is not only fun and interesting but it also gives an opportunity to face

challenge and to solve problems in the game. Finally, the students could also

learn to concentrate and to think carefully in order to win the game.

 CHAPTER SIX

6.0 ACTION PLAN

6.0 Introduction

This chapter explains the plan of action, the flow of procedures of action and

the data gathering methods used for the research

6.1 Procedures of Action Plan

The researcher has started conducting the action research after undergoing

practicum in the Year 3K class of SRK Stella Maris. After months of teaching, the

researcher identified a very serious issue with the language proficiency of the pupils

especially in their mastery of vocabulary. Following on, information was collected

regarding the issue. After the collection of information, the researcher analyses the

data in order to seek for appropriate solution to resolve the issue through the use of

games. Analysation was done and an intervention was being implemented by the

researcher to aid in curbing the problem. Moving on, data collection through the use of

document analyse, tests and also observation was studied, reviewed and analysed

with the purpose of identifying how well the intervention was carried out and whether

it answers the research questions thus resolving the issue. The process of using the

intervention will continue until the targeted pupils are able to have a solid mastery of

vocabulary and shows positive improvements in their tests. In the end, the researcher

was able to resolve the problem using the intervention implemented, thus the process

was being put to an end at the last step.

6.2 Implementation of action plan

6.2.1 Schedule of Action Plan

Day Activities
Pre- test
Day 1
Questionnaire
Day 2
Intervention First trial
Day 3
Intervention second trial
Day 4
Post test
Day 5

Table 6.2.1: Schedule of Action Plan (Summary)

Date Activities
1. Pre- test (Test 1)

Day 1:

Pupils were given a test to be completed during the English

16th August 2017 lesson. From the results of the test, the targeted group of

pupils were selected.

1. Classroom observation

Researcher enters the class during the English lesson done by

Day 2: the respective English teacher to observe pupils

performance during the lesson before implementing the

18th August 2017 intervention.

2. Questionnaires

Pupils were given a set of questionnaire to be answered.

Day 3 1. Implementation of Intervention First set

Word bingo game was being implemented on the targeted

21th August 2017 pupils during the English Lesson

 1. Implementation of Intervention Second set

Second set of the word bingo game was being carried out on

the targeted pupils during the English Lesson

Day 4
2. Observation

An observation checklist was being given to the researchers

22th August 2017
partner during the intervention to observe pupils behavior

throughout the game.

1. Post- test (Test 2)

The same test done during Day 1 was being given again after
Day 5
the intervention has being completed.

2. Questionnaires
23th August 2017
A set of questionnaires were given to the pupils after the

completion of intervention.

Table 6.2.2: Schedule of Action Plan

Table 6.2.2 shows the actual flow of the action research. This research took

approximately 5 days to complete which is from the 16th of August to 23th August2017.

On the first day of the research, the researcher has conducted a simple pre-test (photo

refer to Appendix) to all pupils of 3K. The test was as a preliminary investigation to

collect information regarding pupils level of proficiency in the language. Besides that,

this test was also a form of medium to test pupils vocabulary mastery. On the second

day which is 17th of August 2017, the researcher entered the class once again during

the lesson of the respective teacher in order to carry out an observation (refer to

appendix for checklist) before implementing the intervention. A set of questionnaires

(refer to appendix) were given to pupils in order to identify their view and perception

towards the teaching and learning process. A total number of four pupils who were
among the weakest scorer during the test were chosen to participate in the action

research.

On the third day which is 21th August 2017, the intervention Bingo Game was

implemented during the English lesson. The game was conducted at the library. Pupils

were given each a piece of paper consisting of 3x3 bingo grids (refer to appendix). On

the board were different words and pupils were required to copy the words down onto

the grids in their paper. Then, the teacher will start the game by showing pupils

pictures which carries the meaning of the words. After viewing the picture, pupils will

have to use colour pencils or highlighter to choose and cancel out the word on their

paper which they think is the explanation for the picture shown. The first pupil who is

able to complete five grids horizontally, diagonally or vertically in the bingo paper can

raise their hands for their answer to be checked by the teacher. If all the answers

provided by the pupil is correct, he/she will be the winner of that round. Relatively, if

the teacher identified a wrong answer, the pupil will have to continue playing the game

until he gets 5 correct grid. The game can be continued until all pupils were able to

complete at least one horizontal grid.

On the fourth day which is 22th August 2017, the same intervention was being

implemented, however this time round, the researcher uses a different set of words to

carry out the game. (refer appendix) The teacher will show pupils words and the pupils

will have to highlight or colour the grid of picture which they feel is the answer to the

word shown to them. The same observation checklist which was used on the second

day was given to the researchers partner to observe pupils behaviour during the

activity.

For the last day of the implementation of intervention which is 23th August 2017,

the researcher conducted a post test (refer appendix) on the pupils to see their after

effect of using Bingo game as an intervention to improve their mastery of vocabulary.

The results obtain from the test will be the supporting evident on whether the
intervention has been effective towards pupils or the other way round. Besides post-

test, the researcher has also provided another set of questionnaire (to be filled by the

pupils. The aim of the questionnaire was to check on pupils view and opinions on the

Bingo Game conducted. Pupils response in the questionnaire before and after will be

made comparison on the different perception and view of pupils towards the different

teaching approach.

6.3 Data collection method

Throughout the period of carrying out the intervention, the researcher has used

methods such as observation, questionnaires and also pre and post-tests to collect

information and findings to support the study of this action research.

6.4 Summary

This chapter shows the outline and the flow the plan, procedure and also the

data gathering methods used by the researcher to conduct the research.

 CHAPTER SEVEN

7.0 ANALYSIS AND INTERPRETATION OF DATA

7.1 Introduction

This chapter will be explaning on how the research uses the research

instruments to anaylse the data collected. Besides, interpretation form of daya

collected will also be discussed in this chapter. Data analysis and interpretation is one

of the most important aspect in a research as it aids in identifying whether the

intervention was a success as well as whether it answers the research questions.

7.1 Research instruments

Pre test ( Test 1) and post test (test 2)

One of the instruments which have being used for the collection of data was by

giving pupils Pre-test (Test 1) and Post-test (Test 2) (Refer to appendix) . Both tests

serve as a measurement of how much pupils have learnt during class and the

comparison between the knowlege pupils gain before and after the implementation of

the intervention. Both tests were also used to quantify the knowledge attaned in te

class from a group of pupils with diverse learning styles and educational backgrounds.

Test 1 was admistered at the time when pupils only have some revelant knowledge on

the topic. On the other hand, test 2 was admistered at the time when pupils have

already completed the intervention implemented which aims to enhance pupils

vocabulary mastery. In other words, test 1 has being given to the pupils before the

implementation of intervention in order to evaluate their proficiency in the language

and also their achievements in the aspect of vocabulary. Meanwhile, test 2 was given

after the intervention has being completed. By the time pupils were given test 2, they

would have enough mastery of vocabulary to answer the test. Test 2 serves as a

medium to investigate pupils achievement to be made comparison with Test 1 and also

to see whether the implementaton of intervention was a success or lose.

 Both tests were designed by the researcher considering pupils level and also

topic which they had covered. For both tests, pupils were required to circle the correct

answers, fill in the blanks and also to construct simple sentences using the words given.

Both tests consist of 20 questions with the same structure and purpose of preseriving

the reliability and validity of the test. Results from the tests indicates that there were

significant improvement in the master of vocabulary among the targeted pupils . Test

1 was being conducted on the second day whereas Test 2 was being conducted on

the fourth day so that the effectiveness of the intervention can be observed.

For this research, the marking for both test was marked based on this band;

0-39 = low, 40 59 = intermediate, 60-79 = good, 80- 100 = excellent.

SCORE (%) SCORE (%)

NO PARTICIPANTS
TEST 1 TEST 2

1 A 45 88

2 B 48 81

3 C 37 73

4 D 45 92

Table 7.1.1 Analysis of Test 1 and 2

Table 7.1.1 shows the analysis of results of the 4 pupils in both test. For test

1, it was being carried out during the first week of internship before implementing the

intervention. The total score for test 1 is 100%. Relatively, participant A scored 45% ,

participant B scored 48% , participant C scored 37% and participant D scored 45%.

Most of the participant scored between 45-48% which puts them in the intermediate

category. However, there is one participant who scored the lowest 37% which falls

under the category of low proficiency category.

 Moreover, Figure 7.1.1 also indicates the results of participants for the second

test. The second test was carried out after the implementation of the intervention which

is on the fifth day. Figure 7.1.1 shows the comparison of both pre-test (Test 1) and

post-test (Test 2) of all 4 participants score before and after the implementation of

intervention.

Score for Test 1 and 2

100
90
80
70
PERCENTAGE %

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

Figure 7.1.1 Test 1 and Test 2 scores

SCORE (%) SCORE (%) Percentage of increase

NO PARTICIPANTS
TEST 1 TEST 2 (%)

1 A 45 88 43

2 B 48 81 33

3 C 37 73 36

4 D 45 92 47

Table 7.1.2 Scores and percentage of increase for Test 1 and 2

Figure 7.1.1 shows the average score of the pupils for Test 1 and 2 while Table

7.1.2 indicates the scores together with the percentage of increase of each participant

for both tests. Table 7.1.2 serves as the summary for pupils achievement in both tests.
 In distinction of table 7.1.2, it can be observed that there had been an enormous

improvement in the participants score before and after the implementation of

intervention. Based on the Table, participant A scored 45% in test 1 and 88 in test 2.

It shows an increase of 43% from before and after the intervention. Participant B

scored 48% for the first test and 81% for the second test which shows an increase of

33%. Participant C scored 37% in the first test which is the lowest among the other

three participants but was able to obtain 73% in the second test, pulling her up to a

higher band good. Finally, participant D obtained 45% for test 1 and managed to

score 92% for the second test. She showed the highest percentage of increase from

the previous test as much as 47%.

7.2 Data analysis methods

7.3 Triangulation of findings

 CHAPTER EIGHT

8.0 CONCLUSION

There is a schedule to be implemented in order to carry out the recommended

intervention. The implementation of the intervention word search and spelling is

planned to be carried out as the schedule below:

Week Action

1st week Pre-test and observation

2nd week Intervention and post-test

3rd week Data collection and analysis

4th week Reflection and report writing

The data for the intervention of this action research will be analyzed based on

the types of data collection. In this research, four instruments is going to be used to

collect the data; document analysis which is , observation, pre-test and post-test, test

scores and also field note. The collected data will be analysed by comparing the result

for the pre-test and post-test. Plus, the bar chart will show the changes in the result

before and after the use of innovation. To confirm validity, I will check the marks for

the pre-test and post-test. The tests result will be recorded and shown in the graph.

Hence, the result will determine whether or not the action research hypothesis

can be accepted or rejected. From the data gathered, I will decide if the innovation

needs to be modified as how far it helps the pupils to add on their vocabulary of places

in school.
The finding of this study shows that games can afford a valuable
technique in language classroom for students at intermediate level and
hence can be used to facilitate the process of vocabulary learning. The
exciting nature of playing games can facilitate the vocabulary learning
process. Language games are suitable evaluation tools in the hands of
teachers. They quickly reveal the depth of students understanding and
reinforce their previous knowledge. The teacher needs to argue that,
through games, learners are given opportunities to meet and explore new
vocabulary without direct teacher assistance. In this case, the results are especially of
great value to teachers who despite devoting much
time to vocabulary teaching encounter various problems in teaching
vocabulary to the learners. The finding of this study may also help syllabus
designers and textbook writers to embody sections related to pedagogical
games in the materials they develop.
 CHAPTER NINE

9.0 REFLECTION AND IMPLICATIONS

9.0 Introduction

9.1 Reflection of action taken

9.2 Summary
 REFERENCES

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

0974-8741. Retrieved 17 May, 2016, from
http://www.mjal.org/removedprofiles/2013/Educational%20Games%20as%20
a%20Vehicle%20to%20Teaching%20Vocabulary.pdf

Alqahtani, M. (2015). The Importance of Vocabulary in Language Learning and How

to be Taught. International Journal of Teaching and Education, 3(3), 24-
25. doi: 10.20472/TE.2015.3.3.002

Burns, A. (2009). Doing Action Research in English Language Teaching. New York:
Routledge.

Carter, R., & McCarthy, M.(1988). Vocabulary and language teaching. London:
Longman.

Fromkin, V. Rodman, R. Hyams, N. (2003). An Introduction to Language. United

States: Michael Rosenberg.

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New

York: BasicBooks.

Hadfield, Jill. 1998. Elementary Vocabulary Game. England: Longman.

N, A. (2012). Modul Teras Asas Bahasa Inggeris Year 2. Dokumen Standard
Kurikulum Standard Sekolah Rendah
(KSSR). Bahagian Pembangunan Kurikulum. Kementerian Pelajaran Malaysia.

Normazidah Che Musa, Hazita Azman, Yew, L. (2012). Exploring English Language
Learning And Teaching In Malaysia. 12(1). Retrieved May 17, 2016, from
http://journalarticle.ukm.my/3262/1/pp_35_51.pdf

Ray, K.W. (2010). In Pictures and In Words. Portsmouth: Candlewick Press.

Sazali Abdul Wahab, Raduan Che Rose and Suzana Idayu Wati Osman (2012).
Defining the Concepts of Technology and Technology Transfer: A Literature
Analysis. International Business Research, 5(1), 70. doi: 10.5539/ibr.v5n1p61

Schmitt, N., & McCarthy, M. (1997). Vocabulary: Description, acquisition, and

pedagogy. Cambridge: Cambridge University Press.

Slattery, M. & Willis, J. (2001). English for primary teachers: A handbook of

activities & classroom language. New York: Oxford University Press.

Stephen, C. (2006). Early Years Education: Perspectives From A Review Of The

International Literature. Edinburgh: Scottish Executive Education Department.

Taka, P., & Singleton, D. (2008). Vocabulary learning strategies and foreign
language acquisition.Canada: Multilingual Matters Ltd.
 APPENDICES

Questionnaire 1

Questions Yes No

English is a fun learning subject

I love to do word search puzzle to learn English words

I always do word search puzzle at home/school

Word search puzzle makes learning English easier

I enjoy doing word search puzzle with my friends

 Name
MUHAMMAD AMIRUL RAFIQUE BIN MOHAMMAD RADZUAN
MUHAMMAD MUAZ BIN MAJID
MUHAMMAD DAFI MIKAIL BIN ZULKARNAI
KHAULAH YASMIN BINTI MUHAMMAD KHALIL
QASEH MYA SHAQIERA BINTI CHAIRIEL ANUAR
DANIA RIESSYA HANNA BINTI RIO SOFIAN
HAZIM ANIQ BIN HAILMERIZAL
MUHAMMAD HASIF NAQIB BIN ROZISSHAM
NUR AWATIF BINTI NORHAFIZI
AINUL UMAIRAH BINTI ABD MOHSIN
AIN NURFATIHAH BINTI MOHD NIZAR
NURUL ADALIA SOFEA BINTI MOHAMAD RIZAL
DANIA MAISARAH BINTI ROHAIZAD
HASIF AMSYAR BIN HABIBOL RAHMAN
MUHAMMAD ANIQ NAZIEM BIN MOCHSEIN
MUHAMMAD AFIF BIN AHMAD POUZI
ADAM FARIS BIN IZWAL
MUHAMMAD AMMAR MUKHRIS BIN SHARIDAN
ASIF DARWISH BIN MOHD IKRAAM
MUHAMMAD QALEEF THAQIF BIN ABU SHAHRIM
MUHAMMAD NAQIUDDIN BIN MUHAMAD NASIR
MUHAMMAD NABIL NAQIB BIN BIMAZHAFESAL
AIN NUR ZAKINA BINTI AZEMI
ALYA BADRINA BINTI ANUAR
NURIN AINAA NADHIRAH BINTI HAIRUDI
NUR AFEEFA DAMIA BINTI ROSHIDI
MUHAMMAD AKIF AZFAR BIN MOHD ZAILANI
MUHAMMAD ABYAZ NURHAN BIN ZULHIZZAM
NUR HASANAH BINTI SILAHHUDDIN
ANIS SYAHIDAH BINTI AZLIMAN
NURUL HANI BALQIS BINTI MOHD KHALID
BALQIS BINTI MASTAN SAHIB
IQBAL DANISH BIN ALIAS
MUHAMMAD DANISH TASNIM BIN MUSYIR KHAIRI
NUR QURRATUAINI AQILAH BINTI MOHD RIDZUAN
FARISH ADAM BIN MOHD KHAIRUL AZUAR
FAQIF SYABIL BIN FARIZAL