USING PICTURE BINGO TO ENHANCE ACQUISITION OF VOCABULARY

AMONG YEAR 3 PUPILS

PRISCA LIM LI JAN

This project is submitted in fulfilment of the requirements

for the degree of Bachelor in Education
Teaching of English as Second Language (TESL)

INSTITUT PENDIDIKAN GURU

KAMPUS PERLIS

OCTOBER 2017
 ABSTRAK

Kajian tindakan ini dilaksanakan dengan tujuan menggunakan permainan Picture Bingo'

dalam mengembangkan perbendaharaan kata murid murid. Ciptaan ini memberi tumpuan

kepada pelajar Tahun 3 dalam meningkatkan penguasaan perbendaharaan kata mereka.

Sebanyak 4 orang pelajar telah dipilih untuk kajian ini. Pemerhatian awal dan hasil mendapati

pelajar menghadapi penyumbatan dalam memahami pemahaman membaca dan membina

ayat kerana kekurangan perbendaharaan kata pada bahasa. Data dikumpulkan dan

triangulasi melalui tiga jenis kaedah iaitu pra dan pasca ujian, senarai semak pemerhatian dan

juga soal selidik. Keputusan yang diperoleh daripada kajian membuktikan bahawa

pelaksanaan permainan Bingo Gambar dalam penyelidikan tindakan ini telah berjaya

meningkatkan penguasaan kosa kata para pelajar.

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

i
 ABSTRACT

The purpose of this action research was to use Picture Bingo to improve pupils vocabulary

acquisition. This intervention was implemented on Year 3 students during the teaching and

learning session. A total of four pupils have been selected to take part in this research. During

the early observation and findings, it can be seen that the pupils were having difficulty in

understanding reading passages and also constructing sentences due to the lack of

vocabulary. A few data collection instruments such as pre and post-test, observation checklist

and also questionnaire have been used to observe and collect findings regarding the research.

The final result indicated that there have been a major improvement in pupils acquisition of

vocab words through the usage of Picture Bingo.

Keywords: vocabulary, game, widen , bingo , improvement

ii
 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 : WAHAB BIN ABDUL SULAIMAN

Date : 8th SEPTEMBER 2017

iii
 DECLARATION OF INTEGRITY

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

sources that are cited

Signature : .

Name : PRISCA LIM LI JAN .

Date : 8TH SEPTEMBER 2017

iv
 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.

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 ACKNOWLEDGEMENT

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

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

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

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

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

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

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.

vi
 TABLE OF CONTENT

ABSTRAK I

ABSTRACT II

DECLARATION OF SUPERVISOR III

DECLARATION OF INTEGRITY IV

DEDICATION V

ACKNOWLEDGEMENT VI

TABLE OF CONTENT VII-VIII

LIST OF TABLES IX

LIST OF FIGURES X

LIST OF APPENDICES XI

CHAPTER ONE: INTRODUCTION

1.0 INTRODUCTION 1-5

1.1 BACKGROUND OF THE STUDY

1.2 REFLECTION OF PAST EXPERIENCES
1.3 RELATED THEORY
CHAPTER TWO: LITERATURE REVIEW 6-11

2.0 INTRODUCTION
2.1 RELATED LITERATURE
2.2 RELATED RESEARCH
2.3 DEFINITION OF TERMS
2.4 SUMMARY
CHAPTER THREE: FOCUS OF INVESTIGATION 12-15

3.0 INTRODUCTION
3.1 RESEARCH ISSUE/ PROBLEM STATEMENT
3.2 CRITERIA OF SELECTION
3.3 PRELIMINARY INVESTIGATION
3.4 SUMMARY

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CHAPTER FOUR: RESEARCH OBJECTIVES AND QUESTIONS 16

4.0 INTRODUCTION
4.1 RESEARCH OBJECTIVES
4.2 RESEARCH QUESTIONS:
4.3 SUMMARY
CHAPTER FIVE: TARGET PARTICIPANTS 17-18

5.0 INTRODUCTION
5.1 TARGET GROUP / PARTICIPANTS
5.2 LIMITATION OF RESEARCH
CHAPTER SIX: ACTION PLAN 19-23

6.0 INTRODUCTION
6.1 PROCEDURES OF ACTION PLAN
6.2 IMPLEMENTATION OF ACTION PLAN
6.3 DATA COLLECTION METHOD
6.4 SUMMARY
CHAPTER SEVEN : ANALYSIS AND INTERPRETATION OF DATA 24-41

7.0 INTRODUCTION
7.1 RESEARCH INSTRUMENTS
7.2 DATA ANALYSIS METHODS
7.5 SUMMARY
CHAPTER EIGHT: CONCLUSION 42-43

8.0 INTRODUCTION
CHAPTER NINE : REFLECITON AND IMPLICATIONS 44-45

9.0 INTRODUCTION
9.1 REFLECTION OF ACTION TAKEN
9.2 SUMMARY
REFERENCES 46-47

APPENDICES 48-54

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 LIST OF TABLES

DESCRIPTION PAGE NO.

Table 3.3.1 List of participants and their scores 14

Table 6.2.1 Schedule of Action Plan (summary) 20

Table 6.2.2 Schedule of Action Plan 20

Table 7.2.1 Analysis of Test 1 and Test 2 26

Table 7.2.2 Scores and percentage of increase for Test 1 and 2 27

Table 7.3.1 Frequency table for observation checklist

29
( Participant A)

Table 7.3.2 Frequency table for observation checklist

30
(Participant B)

Table 7.3.3 Frequency table for observation checklist

31
(Participant C)

Table 7.3.4 Frequency table for observation checklist

32
(Participant D)

Table 7.4.1 Analysis of questionnaire before intervention 33

Table 7.4.2 Analysis of questionnaire before intervention 34

Table 7.4.3 Frequency table for Item 1 35

Table 7.4.4 Frequency table for Item 2 36

Table 7.4.5 Frequency table for Item 3 37

Table 7.4.6 Frequency table for Item 4 39

Table 7.4.7 Frequency table for Item 5 40

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 LIST OF FIGURES

DESCRIPTION PAGES

Figure 1.3.1 Kemmis, S. & Mctaggart, R. (1988) 4

Figure 7.2.1 Test 1 and Test 2 scores 27

Figure 7.4.1 Comparison of Item 1 before and after

35
intervention

Figure 7.4.2 Comparison of Item before and after

36
intervention

Figure 7.4.3 Comparison of Item 3 before and after

38
intervention

Figure 7.4.4 Comparison of Item 4 before and after

39
intervention

Figure 7.4.5 Comparison of Item 5 before and after

41
intervention

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 LIST OF APPENDICES

APPENDIX DESCRIPTION PAGES

A List of participants 48

B Sample of Test 49-50

C Observation Checklist 1 51

D Questionnaire 1 52

E Questionnaire 2 53

F Sample of Bingo Grid 54

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 CHAPTER ONE: INTRODUCTION

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

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

develop pupils vocabulary. This action research project took place in SRK Stella

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.

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

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

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

can be burdensome and frustrated for learners because they have to force

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

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.

2
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

3
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.

Figure 1.3.1. Kemmis, S. & Mctaggart, R. (1988)

4
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 bingo game 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, pre and post-test 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 bingo

game 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.

5
The research 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 Bngo

game in their vocabulary learning in class.

6
 CHAPTER TWO: LITERATURE REVIEW

2.0 Introduction
In this chapter, the discussion revolves on the different related literature, research

and definition of terms regarding the Action research.

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 importance 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.

7
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.

2.1.3 The use 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

8
the teaching when the conventional method is not working with the pupils. Moving on,

Celce Murcia ( 1979) has also stated that in games, language use takes

precedence over langaueg practice, and in this sense games help to bring the

classroom to the real world, no matter how contrived they may be. Relatively,

Shaheen Ara ( 2009) has also staed that just like songs and rhymes, games provide

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 containing numbers

of hidden 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.

Therefore, the researcher had a strong belief that Bingo Game

could improve students vocabulary mastery when being implemented.

9
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.

10
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.

2.4 Summary
In the chapter, the researcher had considered several related research and

theories for her action research. All these theories had aid the researcher in improving

her research methods and also the development of the game in order to help in

developing and enrich pupils vocabulary.

11
 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.

12
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.

13
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. 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

List of participants and their scores

NO PARTICIPANTS SCORE (%)

1 A 45

2 B 50

3 C 35

4 D 40

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

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

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

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

14
with ideas on the most fitting intervention to overcome this problem which is through

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

the intervention to develop and enhance pupils vocabulary.

15
 CHAPTER FOUR: RESEARCH OBJECTIVES AND QUESTIONS

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

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

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

4.1 Research Objectives

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

and improve on their vocabulary mastery so that they will be able to comprehend

reading text and write with ease.

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

Bingo Game in the teaching and learning to enhance pupils vocabulary.

4.2 Research questions:

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

2. 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.

16
 CHAPTER FIVE: TARGET PARTICIPANTS

5.0 Introduction
This chapter revolves with the respondents background and also the

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

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

targeted group.

5.1 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 quite good in their

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

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

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

they failed to deliver their idea in their mind into words every time because they could

not find the suitable word to do so. Teacher has to always provide a list of words for

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

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

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,

17
besides from learning English in school, they were rarely being exposed to English

outside of school.

5.2 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 acquisition of vocabulary. The

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

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

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

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

in order to make the vocabulary learning more interesting and fun. The researcher

decided to use Bingo Game to improve the targeted pupils vocabulary acquisition in

3 Kamil. The researcher wanted to conduct the research under the following limitation.

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

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.

18
 CHAPTER SIX: 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, tests, questionnaires and also observation was studied, reviewed and analysed

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

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

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

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

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

was being put to an end at the last step.

19
6.2 Implementation of action plan

Table 6.2.1

Schedule of Action Plan ( Summary)

Day Activities
Pre- test
Week 1
Questionnaire
Week 2
Intervention First trial
Week 2 to week 4
Intervention second trial

Post test
Week 4
Questionnaire

Table 6.2.2

Schedule of Action Plan

Date Activities
1. Pre- test (Test 1)

(Week 1)
Pupils were given a test to be completed during the
5th August 2017
English lesson. From the results of the test, the targeted

group of pupils were selected.

1. Classroom observation

Researcher enters the class during the English lesson

(Week 2) done by the respective English teacher to observe pupils

8th August 2017 performance during the lesson before implementing the

intervention.

2. Questionnaires

20
 Pupils were given a set of questionnaire to be answered.

(Week 2 to week 4) 1. Implementation of Intervention First set

Word bingo game was being implemented on the

10th - 21th August 2017 targeted 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

(Week 2 to week 4)
2. Observation

22th August 2017 An observation checklist was being given to the

researchers 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
(Week 4)
after 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 shows the actual flow of the action research. This research took

approximately one month to complete which is from the 8th of August to 23th August

2017. On the first week of the research, the researcher has conducted a simple pre-

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

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 week which is 8th of August 2017, the researcher entered the

21
class once again during the lesson of the respective teacher in order to carry out an

observation (refer to appendix C for checklist) before implementing the intervention.

A set of questionnaires (refer to Appendix D and E) 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 week 2 to 4 which is the starting of 10th to 21th August 2017, the

intervention Bingo Game was implemented during the English lesson. The game

was conducted at the library. Pupils were given each a piece of paper consisting of

3x3 bingo grids (refer to Appendix F). On the board were different words and pupils

were required to copy the words down onto the grids in their paper. Then, the teacher

will start the game by showing pupils pictures which carries the meaning of the words.

After viewing the picture, pupils will have to use colour pencils or highlighter to choose

and cancel out the word on their paper which they think is the explanation for the

picture shown. The first pupil who is able to complete five grids horizontally, diagonally

or vertically in the bingo paper can raise their hands for their answer to be checked

by the teacher. If all the answers provided by the pupil is correct, he/she will be the

winner of that round. Relatively, if the teacher identified a wrong answer, the pupil will

have to continue playing the game until he gets 5 correct grid. The game can be

continued until all pupils were able to complete at least one horizontal grid.

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

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

words to carry out the game. The teacher will show pupils words and the pupils will

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

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

was given to the researchers partner to observe pupils behaviour during the activity.

22
 For the last day of the implementation of intervention which is 23th August

2017, the researcher conducted a post test on the pupils to see their after effect of

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.

23
 CHAPTER SEVEN : ANALYSIS AND INTERPRETATION OF DATA

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

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

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

7.1.1 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 B) . Both

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

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

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

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

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

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

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

24
given. Both tests consist of 20 questions with the same structure and purpose of

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

there were significant improvement in the master of vocabulary among the targeted

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

conducted on the fourth day so that the effectiveness of the intervention can be

observed.

7.1.2 Observation checklist

Observation during the research was done twice with the aim of collecting data

regarding pupils interest towards learning. Observation covers wide range of areas

therefore the researcher has prepared a checklist (refer to Appendix C) consisting of

criteria to be observed. The reason for observation to be done before and after was

to identify the changes of the participants attitude and behaviour in the classroom.

The checklist consists of five items regarding how participants act before and after

the intervention. This tool was also being used to answer the second research

question how will pupils respond towards the intervention. The observation checklist

prepared consist of five criteria to be observed during the intervention. The

observations were done by my internship partner during the intervention because the

researcher is unable to multitask two things at a time.

7.1.3 Questionnaires
Questionnaires were used during the collection of data throughout the

research and was given before and after the implementation of intervention. (Refer to

appendix D and E). The items in the questionnaire were prepared as simple as

possible considering that the participants were still primary scholars and are weak in

the language. The aspects in the questionnaires focused on the normal teaching and

learning method in comparison with the usage of game in the teaching and learning

session. The sets of questionnaires used fixed response questions because it was

the fastest way for participants to answer and also the quickest way to analyse the

25
data. Nominal type of response scale was used for the questionnaire which are Yes

or No. In the questionnaire, participants were required to tick Yes or No in the box

provided based on their views and feelings.

7.2 Data analysis methods

7.2. Pre-test and post-test

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.

Table 7.2.1

Analysis of Test 1 and 2

SCORE (%) SCORE (%)
NO PARTICIPANTS
TEST 1 TEST 2

1 A 45 80

2 B 50 85

3 C 35 75

4 D 40 95

Table 7.2.1 shows the analysis of results of the 4 pupils in both test. For test

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

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

participant B scored 50% , participant C scored 35% and participant D scored 40%.

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

category. However, there is one participant who scored the lowest 35% which falls

under the low proficiency category.

26
 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 7.2.1 Test 1 and Test 2 scores.

Moreover, Figure 7.2.1 also indicates the results of participants for the second

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

which is on the fifth day. Figure 7.2.1 shows the comparison of both pre-test (Test 1)

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

of intervention.

Table 7.2.2

Scores and percentage of increase for Test 1 and 2

SCORE (%) SCORE (%) Percentage of increase
NO PARTICIPANTS
TEST 1 TEST 2 (%)

1 A 45 80 45

2 B 50 85 35

3 C 35 75 40

4 D 40 95 55

27
 Figure 7.2.1 shows the average score of the pupils for Test 1 and 2 while Table

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

for both tests. Figure 7.2.1 serves as the summary for pupils achievement in both

tests. In distinction of table 7.2.2, it can be observed that there had been an

enormous improvement in the participants score before and after the implementation

of intervention. Based on the Table, participant A scored 45% in test 1 and 80 in test

2. It shows an increase of 45% from before and after the intervention. Participant B

scored 50% for the first test and 85% for the second test which shows an increase of

35%. Participant C scored 35% in the first test which is the lowest among the other

three participants but was able to obtain 75% in the second test, pulling her up to a

higher band good. Finally, participant D obtained 40% for test 1 and managed to

score 95% for the second test. She showed the highest percentage of increase from

the previous test as much as 55%.

Overall, there were significant improvements shown by all participants in the

post test. Before the intervention was used, despite only one participant (C) in the

band of low with the score of 35%, most participants (A, B, D) were on the intermediate

level of proficiency, with their scores in test 1 ranging from 45-48%. However, after

the intervention was being implemented, it can be seen that three participants were

able to achieve the excellent band with the scores ranging from 80-95 whereas one

participant achieving the band good with score of 75%.

7.3 Observation checklist

The observations were done twice, before and also during the intervention.

The data from the both before and after observations were collected using the

checklist provided. The results of both observations were analysed according to each

participant (A, B, C and D).

28
Participant A
Table 7.3.1

Frequency table for observation checklist

CRITERIA BEFORE INTERVENTION AFTER
INTERVENTION
1 /

2 /

3 / /

4 / /

5 /

Table 7.3.1. shows the results of observation done towards Participant A in

the research. From the results obtained, Participant A shows very less motivation and

participation towards the lesson before the implementation of intervention. Aspect 1,

2 and 5 was not showed by the participant before the intervention whereas criteria 3

and 4 were shown by the participant. Participant A was a well behaved pupil as

although he was not interested in the lesson, he still showed cooperation in

completing the activity and was also willing to follow the teachers instruction in

completing the activity conducted during the lesson.

Aspect 1 was not shown by the participant because he does not understand

what was being taught in the lesson. The teacher did not pay attention to those who

were unable to keep up with the lesson, thus causing the participant to lose interest

towards learning. Aspect 2 was also not shown by the participant throughout the

activity done by the teacher. This was because the participant was unable to

comprehend what was being taught during the lesson which made him felt detached

from the activity. Lastly, aspect 5 was also not shown by the participant due to the fact

he could not understand and comprehend throughout the whole lesson, he tends to

lose focus on listening and paying attention to what the teacher is trying to teach.

29
From what had being observed, the participant was constantly disturbing and

disrupting his neighbor classmate a lot of times during the lesson.

Following on, another observation was carried out during the intervention and

participant shows positive signs for all 5 aspects. Through the use of game, the

participant shows extreme interest in the activity. He was very excited to be able to

participate in the activity because it was something he was familiar with. Besides that,

due to the fact that the participant was interested in the activity, he shows full

willingness in engaging in the activity. Throughout the whole activity, the participant

was able to cooperate and follow instructions given by the teacher which is a boost

for him to obtain knowledge. Last but not least, the participant was able to give his full

attention regardless weather was it the lesson or the activity.

In conclusion, from the results shown, we can say that the aspects checked

before and after the intervention had increased. This proves that Participant A enjoyed

playing games during English Lesson and was able to gain input from time to time.

Participant B
Table 7.3.2

Frequency table for observation checklist

Criteria Before Intervention After intervention
/ /
1
/
2
/
3
/
4
/ /
5

Participants B results was tabulated into the above table. Before the

intervention, participant B showed aspect 1 and 5 during the lesson. From

observations, participant B is a very hardworking pupil, therefore although she had

30
problems in understanding and catching on what the teacher is teaching, she still

shows interest and pays attention throughout the lesson as the teacher teaches.

However, in the observation checklist, she failed to show aspect 2, 3 and 4. The

reason for that was because she does not like the activities being carried out where

the teacher only gives worksheets and exercises every time after the lesson. To

participant B, all those worksheets were boring thus making her unwilling to engage

in it. However, after the implementation of the intervention, her attitude and behaviour

changed and all aspects were shown by her. She was very keen and eager in

participating the game which was being conducted. She also helped the researcher

to explain the rules to the other participants who were slow in catching information.

Throughout the game, she cooperates and follow the instructions given by the

researcher and she was the first to get five grids matched.

Participant C
Table 7.3.3

Frequency table for observation checklist

Criteria Before Intervention After intervention
/
1
/ /
2
/
3
/
4

Table 7.3.3 shows the changes of behavior and attitude before and after intervention

being implemented. Before the intervention, only aspect 2 was shown by the

participant. From what the researcher had observed, participant C could not sit still

throughout the lesson and tends to always disturb his friends whenever he is bored.

He was not interested in learning English or even other subjects. However, he still

shows willingness in participating activities conducted by the teacher although his

31
attention span is short. He will only do halfway and then return to disrupt his friends.

Despite that, after the implementation of intervention, there were increase of ticks in

the checklist on aspect 1 , 2 , 3 and 4. Throughout the game conducted by the

researcher, participant c shows much interest in participating. Besides that, he was

also willing to stay put and listen to the teachers instructions in order to play the game.

However, aspect 5 was still not shown by the participant C. Though he shows interest

and was willing to cooperate and follow instructions to play the game, his behavior

was not consistent. There were times where he would still disrupt his friends during

the gameplay and also loses focus halfway through the game. The researcher noticed

that participant C tends to follow the lesson depending on his mood and motivation.

Participant D
Table 7.3.4

Frequency table for observation checklist

Criteria Before Intervention After intervention
/ /
1
/
2
/
3
/
4
/
5

Data of participant D was tabulated into table 7.3.4. From the data, we can

see that participant D only showed aspect 1 and 5 before the intervention which is

similar to participant B. From observations, participant D is also a hardworking pupil,

therefore although she had problems in understanding and catching on what the

teacher is teaching, she still shows interest and pays attention throughout the lesson

as the teacher teaches. However, in the observation checklist, she failed to show

aspect 2, 3 and 4. The reason for that was because she was unable to comprehend

the exercises given. She was always frustrated with the exercise given by the teacher

32
because she could not understand how to complete it. To participant D, all those

worksheets and exercises is not beneficial to her hence making her lose motivation

towards completing it. However, after the implementation of the intervention, her

attitude and behaviour changed and all aspects were shown by her. She was very

keen and eager in participating the game which was being conducted. Throughout

the game, she cooperates and follow the instructions given by the researcher and she

commented that she was able to understand the meaning of words through the usage

of pictures easily.

7.4 Questionnaire

A set of questionnaire was given to the participants to be answered, before

and after the intervention was carried out. Table 7.4.1 and 7.4.2 are the analysis of

the questionnaires.

Table 7.4.1

Analysis of questionnaire before intervention

Frequency / Percentage

Item Yes % No %

0 //// 100
1

/ 25 /// 75
2

/ 25 /// 75
3

/ 25 /// 75
4

0 //// 100
5

Table 7.4.2

33
Analysis of questionnaire after intervention
Frequency / Percentage

Item Yes % No %

//// 100 0
1

/// 75 / 25
2

/// 75 / 25
3

//// 100 0
4

//// 100 0
5

The results of the questionnaire before and after the implementation of

intervention was tabulated into the above tables, Table 7.4.1 Analysis of questionnaire

before intervention and table 7.4.2 Analysis of questionnaire after intervention. Before

the implementation of intervention, many participants answered No for most of the

items whereas for item 2, 3 and 4, there were 1 participant which answered Yes for

each item. However, as can be observed from the results of questionnaire after then

implementation of intervention, many pupils ticked Yes for item 1 to 5. For item 1, 2

and 5 , all four participants answered Yes which made it a 100%. On the other hand,

item 3 was ticked yes by 3 participants and No by 1 participant which made it 75:25%

from the total response and item 4 was also ticked yes by 3 participants and No by

one participant which made it 75:25% of total response.

34
Item 1 : English is a fun learning subject ( Before and after intervention)

Table 7.4.3

Frequency table for item 1

Frequency / Percentage (%)

No Response
Before Percentage (%) After Percentage(%)

Yes 0 //// 100

1

No //// 100 0
2

ITEM 1
Yes No

120
100
Percentage %

80
60
40
20
0
Before After
Response from before and after intervention

Figure 7.4.1. Comparison of Item 1 before and after intervention

Item 1 in both questionnaires were the same which was English is a fun

learning subject. From the results concluded in the questionnaire, all the participants

viewed English as a subject which was stressful and not enjoyable at all. Hence, all

of them ticked No for Item 1. However, after the implementation of the intervention,

35
their views changed to positive. All of them who had negative view on English felt that

English was a fun learning subject after undergoing the intervention Bingo Game.

As a conclusion, this can be concluded that all of the participants like to play games

during the English lesson rather than only listening and doing exercises given by the

teacher.

Item 2: I like doing English exercises (Before)

I love to play Bingo to learn English (After)

Table 7.4.4

Frequency table for item 2

Frequency / Percentage (%)

No Response
Before Percentage (%) After Percentage(%)

Yes / 25 /// 75
1

No /// 75 / 25
2

ITEM 2
Yes No

80
70
60
Percentage %

50
40
30
20
10
0
Before After
Response from before and after intervention

Figure 7.4.2. Comparison of item 2 before and after intervention

36
 Questionnaire given before intervention for item 2 was - I like doing English

exercises. Based on the data collected, 25% of the participant (1 out of 5) like doing

exercises given by the teacher whereas 75% (4 out of 5) participants dislike doing

exercises. The content for item 2 changed after the implementation of intervention

from I like doing English exercises to I love to play bingo to learn English. Three

participants answered yes for item 2 in the questionnaire which carried 75%. From

the results collected, it can be seen that participants loved playing bingo rather than

doing exercises. This can be proven with the increase of answer yes in the

questionnaire given after the intervention.

Item 3: I know more than 50 English words (before)

I learnt more than 20 new English words through the game (after)

Table 7.4.5

Frequency table for item 3

Frequency / Percentage (%)

No Response
Before Percentage (%) After Percentage(%)

Yes / 25 /// 75
1

No /// 75 / 25
2

37
 ITEM 3
Yes No

80
70
60
Percentage %

50
40
30
20
10
0
Before After
Response from before and after intervention

Figure 7.4.3. Comparison of item 3 before and after intervention

Table 7.4.5 and figure 7.4.3 show the response of participants for item 3.

Before the intervention, item 3 was I know more than 50 English words. Only 25%

of the participants which equals to 1 person answered yes. The other 75% (3

participants) answered No to this item. From the results, we can conclude that most

of the participants had very limited pool of vocabulary words. In order words, this also

means that they were unable to learn many new vocabularies through the teaching

and learning session conducted daily.

However, item 3 in the questionnaire given after the implementation was I

learnt more than 20 new English words through the game. Data for the second set of

questionnaire showed that most of the participants were able to learnt more than 20

new English words through the game because 4 participant voted yes for this item

and only 1 participant voted No. Thus, this means that game is more beneficial for

most of the participants in regards on learning new English words compared to normal

learning activities conducted by the teacher.

38
Item 4 : I learn new English words everyday (Before)

Bingo game makes learning words easier ( After)

Table 7.4.6

Frequency table for item 4

Frequency / Percentage (%)

No Response
Before Percentage (%) After Percentage(%)

Yes / 25 //// 100

1

No /// 75 0
2

ITEM 4
Yes No

120

100
Percentage %

80

60

40

20

0
Before After
Response from before and after intervention

Figure 7.4.4. Comparison of item 4 before and after intervention

Table 7.4.6 and figure 7.4.4 illustrates the data collected for item 5. For the

first set of questionnaire item 4 was I learn new English words everyday. For this

item, there was only 1 participant who voted yes (25%) whereas 3 other participants

voted No (75%). From the data, we can see that most of the participants have less

39
exposure towards gaining knowledge on new English words daily even though

English classes were conducted 5 days in a week.

However, after the implementation of intervention, item 4 on the questionnaire

given was Bingo game makes learning words easier. This time round, 100% of

voted yes which means all 4 participants agreed on that aspect. From the

comparison, it can be observed that participants are able to learn vocabulary words

easier through games. Hence, this would eventually enable them to learn new English

words on a daily basis rather than through drilling/memorization methods and

exercises which they are not fond in doing.

Item 5: I use dictionary to search for words that I do not understand (before)

I hope games are played during English lessons (After)

Table 7.4.7

Frequency table for item 5

Frequency / Percentage (%)

No
Response
Before Percentage (%) After Percentage(%)

Yes 0 //// 100

1

No //// 100 0
2

40
 ITEM 5
Yes No

120
100
Percentage %

80
60
40
20
0
Before After
Response from before and after intervention

Figure 7.4.5. Comparison of item 5 before and after intervention

Response of the participants for item 5 were collected, analysed and

represented in Table 7.4.7 and figure 7.4.5. For the first set of questionnaire, item 5

I use dictionary to search for words that I do not understand, all participants voted No

(100%). This means that participants do not use dictionary to look up for vocabulary

words which they do not understand.

For the second set of questionnaire, item 5 I hope games are played during

English lessons, all participants voted yes (100%). Hence, no participants dislike the

usage of game being implemented in the teaching and learning session. Through the

usage of games, participants were able to learn words much effectively in a fun and

interactive environment and condition.

7.5 Summary
This chapter outlines the data analysis and interpretation of data result in this research.

For this research, the researcher used tests, observation and also questionnaires for

the collection and analysis of data.

41
 CHAPTER EIGHT: CONCLUSION

8.0 Introduction
This study was conducted to help year 3 Kamil pupils of SRK Stella Maris to

enrich their vocabulary. The instruments used to collect data were tests, observation

checklist and also questionnaires. Data collected using those instruments were

analysed to obtain the results thus determining whether it answers all the research

questions.

The data analysis for pre-test, post- test and questionnaires were aimed to

determine the answers for the research questions set in chapter 3. Based on the

results of the findings from the tests sat by the four participants, it has proven that

games can enrich pupils mastery of vocabulary. From the data analysis done based

on the scores of all four participants, three of them were placed under the category-

intermediate with their scores ranging 45 48% from whereas one of the participant

was placed under the category- low with the score of 37%. Moreover, findings of the

data before the intervention also shows that the participants were unable to fill in the

blanks using the correct vocabulary words given. Although most of the vocabulary

words were learnt before, yet they still could not comprehend the meaning of those

words correctly. Thus, the intervention of using Bingo Game to develop participants

mastery of vocabulary was implemented. During the lesson, the four participants have

tried their best in remembering the picture cards which conveys the meaning of each

vocabulary words directly and then complete the bingo game given to them.

After the intervention, all four participants were once again given the same test

to be answered. The data collected from the tests shows massive improvements in

the answers provided by the participants. All participants were able to reach to the

category of good and excellent. From the findings also, the participants were able to

describe the words based on the pictures which they have seen during the bingo

game. Moving on, the attitudes and behaviour of participants before and after the

42
intervention has also given a positive impact. During the research, an observation

checklist and also questionnaire was being used to check on participants interest and

attitude towards learning English. Before the intervention was implemented, results

obtained using the observation checklist and questionnaires were unsatisfying. Most

pupils were uninterested in learning English and they fail to pay attention during

English lesson. Besides that, the findings also show that many pupils rarely gives

cooperation and followed the teachers instruction while doing activities.

However, after the implementation of the intervention, data collection from

both instruments shows positive changes in pupils attitude and also behaviour.

Following on, pupils also shows changes as they will start to pay attention during

lesson and also were willing to follow instructions set by the teachers. They show

interest and also eagerness in participating and engaging themselves in the game

conducted as they prefer to learn in a much interactive and fun way rather than the

old and conventional way of teaching chalk and talk which kills their interest in the

lesson. Besides that, the findings from the questionnaires also shows changes where

before the intervention was being implemented, pupils have no motivation and interest

in learning English, however after the implementation of the intervention, most of them

changed their opinions towards learning English. Many of them started liking English

after being exposed towards learning through games. Most importantly, the findings

from the questionnaire proved that pupils prefer to learn through games during English

lesson in the future.

43
 CHAPTER NINE : REFLECITON AND IMPLICATIONS

9.0 Introduction
This chapter includes the researchers reflection after conducting this research

and also suggestions for further research.

9.1 Reflection of action taken

The finding of this study shows that games can afford a valuable

technique in language classroom for students from low to excellent level and

hence can be used to facilitate the process of vocabulary learning. This research aims

to develop pupils mastery of vocabulary through the usage of games in the teaching

and learning session rather than through memorization of meaning and exercises.

Games are one of the effective tool which can make the teaching and learning session

fun and interactive. Therefore, planning more interesting and interactive activities is

highly recommended for further actions. A fun and enjoyable environment can attract

pupils attention and help to achieve the desired aim of the lesson. When pupils pay

attention toward the lesson, surely by the end of the lesson, they will benefit from it.

Another way of making learning more engaging is for teacher to have the lesson

outside of the classroom. By having the teaching and learning session outside the

classroom, pupils are exposed to something new which will arouse their interest and

also attention towards learning.

Following on, pupils motivation towards learning plays a significant role in

improving their performance in English. In other words, it means that using interesting

methods to teach English such as using ICT and reward system may aid in increasing

pupils motivation towards learning. In this research, the bingo game was conducted

using the traditional way which is through the use of paper and pencil, however to

make it more interesting and in line with the 21st century teaching and learning, the

method can be enhanced into using technology, for example preparing pictures using

PowerPoint slides and also enabling the game to be played using computers. Pupils
44
enthusiasm in the classroom will definitely increase with the support of ICT usage

while playing games during the teaching and learning session.

9.2 Summary
There are many other possible alternatives which can be used to enhance

pupils vocabulary, depending on the teachers initiative and also determination in

ensuring pupils are able to successfully develop the mastery of vocabulary.

45
 REFERENCES

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0a%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.
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Burns, A. (2009). Doing Action Research in English Language Teaching. New York:
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Carter, R., & McCarthy, M.(1988). Vocabulary and language teaching. London:
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Fromkin, V. Rodman, R. Hyams, N. (2003). An Introduction to Language. United

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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
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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.

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

pedagogy. Cambridge: Cambridge University Press.

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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

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47
 APPENDICES

APPENDIX A

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

48
APPENDIX B

Sample of test

49
50
Appendix C

Observation checklist 1

No Characteristics/Criteria Yes No

1 Pupil shows interest in the lesson.

Pupil was willing to engage in the

2
activity

Pupil cooperates with the teacher

3
during the activity

Pupil follows instructions given by the

4
teacher.

Pupil pays attention throughout the

5
lesson

51
APPENDIX D

Questionnaire 1

Questions Yes No

English is a fun learning subject

I like doing English exercises

I know more than 50 English words

I learn new English word everyday

I use dictionary to search for words that I do not

understand

52
Appendix E

Questionnaire 2

Questions Yes No

English is a fun learning subject

I love to play bingo to learn English words

I learnt more than 20 new English words through the game

Bingo game makes learning words easier

I hope games are played during English lessons

53
APPENDIX F

Bingo Grid

54