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Using Games on P.6 Students’ Vocabulary Learning
Pisut Tunchalearnpanih, Srinakharinwirot University (SWU), Thailand
Abstract : The objective of the research was to study the effects of using vocabulary games
for improving vocabulary knowledge of Prathom 6 students of Praram 9 Kanjanapisek School.
The pre-test and post-test examinations and self-reflection form were the instruments of the
study. The sample of the study was the 40 students from a room of five rooms which were
chosen by simple random sampling. The procedures began with the class orientation followed
by taking pre-test examination, teaching vocabulary through game, taking post-test
examination, writing self-reflection form by 3 most-developed, medium-developed and leastdeveloped students and finally analysing data. The experimental period of the study is 6
weeks, 3 periods a week, of the second semester of 2012 academic year, totalling 18 periods.
The findings were the post-test score of most students were higher than the pre-test score and
the self-reflection forms from the 9 students reflected in the same way. The game helped
them to remember more words. Therefore, the students’ vocabulary knowledge was improved
after they studied through games. The awareness came from students and teacher’s
experiences such as classroom management, clear instruction and motivation could be
mentioned as the tools of successful lessons.
Keywords: Games, Vocabulary.
Introduction
Vocabulary knowledge plays an important role in language learning. Language ability of
learners will be improved overall by vocabulary improvement (Linse, 2006). The vocabulary
is more important than grammar as the basic of language (Ghadessy, 1998; cited in
Sripramong 2004). The more vocabulary one knows or acquires, the better more sentences
they could create; otherwise, language learning won’t occur. So it is known that “word” is
the most common element in sentences because a language is a collection of words. The
complex materials need to be understood through the vocabulary knowledge as an important.
Sufficient English words can make learners efficiently communicate and fundamentally
comprehend on English articles and academic essays (Dickinson, 1987; cited in Sripramong
2004).
Unfortunately, vocabulary learning is one of the most common problems in L2 learning.
Limited knowledge of vocabulary and sentence structure is considered as the main problem
in learning language (Gunning, 2002; cited in Sripramong 2004). Learners are bored with
learning language without activities but listening (Huyen and Nga, 2003). Learners are
expected to learn at least 20 words in exact time (Alemi, 2010). Learners cannot use words
in contexts properly (Bogdan, 2009). Vocabulary memorisation and grammar learning are
mainly focused in learning language; therefore, motivation no longer exists in classroom
(Anyaegbu et al., 2012). Games are ignored by teachers as the unimportant part of teaching
language in classroom (Al-Nafisah, 2012).
According to the O-Net achievement report reference of 2011of Praram 9 Kanjanapisek
School, the elementary school as a subsidiary of Bangkok Metropolitan Administrator, Huai
Khwang district, in which the researcher works, the Prathomsuksa six students’ English
language achievement is lower than the school’s standard, specified by Bangkok
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Metropolitan Administrator. After interviewing English teachers, both native and non-native
speakers, the most common problems found in classroom are the lacking, misusing and
misunderstanding of vocabulary knowledge of students.
Vocabulary games are proposed to solve the problem. Games bring in relaxation and fun for
students, and they will learn and retain new words easily. Games create the motivation for
learners of English because of the competition between students. Vocabulary games bring
real world context into the classroom, and enhance students' use of English in a flexible,
communicative way (Huyen and Nga, 2003).
Therefore, the main propose of this study is to study of the effect of using vocabulary games
for improving vocabulary knowledge of Prathomsuksa six students of Praram 9 Kanjanapisek
School in order to improve the vocabulary knowledge of Prathomsuksa six students of
Praram 9 Kanjanapisek School.
Literature Review
The advantages of using games
Games play the important part of children’s development and learning language (Anyuegbu
et al., 2012, Gardner; cited in Al-Nafisah 2012). Instructional games can make the varieties
of learners’ benefits which range from cognitive aspects of language learning to the cooperative group dynamics (Gardner; cited in Al-Nafisah 2012).
Learning language through games is useful, meaningful, worthwhile and effective that causes
the motivation, relaxation and fun to learners in class. The learners can learn languages
fundamentally and easily through games (Anyuegbu et al, 2012; Alemi, 2010; Huyen & Nga,
2003; Kumar and Lightner, 2007; Obee, 2002; Piaget, 1967; Simpson, 2011; Jitmuad, 2005).
Moreover, positive feedbacks from instructors or learners can improve learning better by
learners’ participating within a group or class. These motivate them to the succeeded goal
(Alemi, 2010; Kumar and Lightner, 2007). In addition, word games can reflect the learners
themselves in their classroom and teachers can assess teaching process by themselves through
word games as well (Alemi, 2010).
Steps of teaching vocabularies through games
There are five steps in teaching vocabularies through game. First is making motivation by
greeting and doing warm-up activity. Strong motivation makes learners be interested in
language learning. Next, the presentation of vocabulary is presented through the variety of
materials such as pictures, songs or real object and situation. The various materials can
attract learners to language learning. Then, skill practice is used for evaluating learners’
memorisation and understanding. After that, the assessment is started for checking progress
of learners’ understanding. The assignment is provided to learners as the assessment for
checking progress of learners’ understanding. The assignment can be worksheet,
examination or presentation by learners. Finally, teacher and learners are participation of
reviewing the lesson they have learnt.
Suggestions for using games in vocabulary teaching
The various types of classroom activities can be applied suitably such as pair work, small or
large group work, collecting things around the room and finding partners. The activities must
not be the same (Obee, 1999). For example, a whispering game can be played into one large
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group first and then, the game can be changed into two groups and finally, the game can be
applied into small groups. Teacher can also add more word or sentence while playing game
or teacher can also applied the game into racing game.
Learners’ participation is necessary. Learners obtain more vocabularies and use them
confidently through the participation of the meaningful and different tasks based on real life
context (Huyen & Nga, 2003; Bogdan, 2009). For example, instead of teacher tell learners to
memorise words of fruits and vegetables, teacher can assign learners a task of making their
own Pictionary of fruits and vegetables from supermarket’s pamphlets. Pictionary by learners
let learner be participation of language learning and supermarket’s pamphlet is from learners’
real-life and meaningful context.
The different learners take different roles of games. They can reveal different words or
meaning differently from their perspective which the other learners can learns from those
perspectives as the suggestion, (Alemi, 2010). Also, personality is the most important factor
in teaching (Kumar and Lightner, 2007). For example, when teacher asks learners to make a
sentences with the word “useful”, a learner can create many sentences from their experience
such as “Electric drill is useful” from a learner which lives in factory. Teacher may also
notice learners some awareness from learner’s mistakes such as “Milk is useful”.
Teaching too many vocabularies to learners may not the suitable way of teaching. Teaching
many words to learners by memorising at the beginning of the lesson may not the suitable
way of teaching because learners can’t use language although they can memorise a lot of
words. The main purpose of language learning is to use language correctly. So learning
vocabulary in a form of sentences and/or pictures can be more effective (Jitmuad, 2005).
Classroom management can facilitate environment and conduct classroom to learning.
Clear rules at first, appropriate and inappropriate concept in class, reward offering and
enough activities are the elements of the classroom management which can control classroom
easier (Linse, 2006). For example, when the class begins, teacher asks learners to rearrange
their chairs into groups of four or five at first because the games need to be used a group of
four or five learners. Then, teacher tells and reviews the playing rules clearly before playing
game. After the game finishes, teacher give a reward appropriately to the winner. These can
facilitate your class and your game easier; otherwise, the game may not be successful.
The related research works of teaching vocabulary games.
From “the study of the effect vocabulary games on the retention in learning vocabulary of
Prathomsuksa five learners of Assumption College Rayong” (Sripramong, 2004), the purpose
was to study the effect of using vocabulary games on the retention in learning vocabulary of
Prathomsuksa five learners. The sample of the study was Prathomsuksa 5 learners in the
second semester of the 2003 academic year at Assumption College Rayong and the period of
the study was 24 class periods of 50 minutes each for 6 weeks. The instruments of the study
were 12 lesson plans, learning achievement test and questionnaire of learners’ opinions on
learning vocabulary games. The data of the study was statistically analysed by percentage,
mean, standard deviation and t-test for Dependent Samples. The findings of the study
revealed that the learners’ retention in learning English vocabulary games were in high level
at the statistical significant of 0.1 and the learners were satisfied with the vocabulary
activities in high level as well.
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Furthermore, from “Learning vocabulary through games the effectiveness of learning
vocabulary through games” (Huyen & Nga, 2003), the purpose was to explore how and
whether the game could help learners learn vocabulary effectively. The researchers began
applying games in their classes, observing others teachers’ class and interviewing teachers
and learners for their reactions and attitudes. The instruments were the post-game surveys
and the interview surveys. The findings were revealed in 3 groups, which are learners’
attitudes, learners’ progress and unanticipated problems. Learners’ attitudes were in the same
way that games could help them a lot in vocabulary learning. Learners could obtain more
words and applied them within relaxed and comfortable environment such as games.
Unclear instruction, lack of cooperation of learners and using L1 while playing games were
the problems, which were always found while playing games in classes. These problems
could cause unsuccessful learning languages unless they were managed in an appropriate way.
In conclusion, teaching vocabulary through games has many benefits. Game can
motivate learners to learn language easily and fundamentally. Teaching vocabulary through
games has five steps which are motivation strategy, presentation strategy, skill practice
strategy, the assessment and closing. Thinking about teaching foreign language to young
learners can be considered as an importance. Moreover, different learners, various and
meaningful activities, participation of activities and classroom management are the most
important factors of successful teaching through games. Researches, both local and abroad,
state that teaching vocabulary through games can motivate learners to learning language
easily and fundamentally by appropriate factors.
Methodology
Population and Sample
The population is the Prathomsuksa six learners of Praram 9 Kanjanapisek School, Bangkok
Metropolitan Administrator, Huai Khwang District, totaling 198 learners from five rooms.
The sample is the Prathomsuksa six learners of Praram 9 Kanjanapisek School, Bangkok
Metropolitan Administrator, Huai Khwang District. A room, totalling 40 learners, from five
rooms will be chosen by simple random sampling.
The instruments
Two instruments are used in this research consisting of the pre-test and post-test examination
and self-reflection form.
1. Pre-test and post-test examinations will be used before and after the experiment. The
examinations vocabularies are created by systematic random sampling every eighth of ten
words of 300 words from Clever English (2012) used in Prathom 6 of Phraram9
Kanjanapisek School. The IOC validity process is used for the validity of the examinations.
2. Self-reflection forms created for the feedback from 6 learners in a focus group chosen from
the 3 most-developed learners, the 3 medium-developed learners and the 3 least-developed
learners will be used after the experiment. The reflection form will be designed in the range
of attitude, difficulty of game, advantage and disadvantage of teaching and games.
Procedures
1.
Class orientation will be taken place on the first day of the experiment.
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2.
Pre-test will be used before the experiment begun.
3.
The experiment will be implemented for each period (60 minutes per each) as follows:
3.1 The teacher tells learners to arrange tables for games.
3.2 The teacher warms up learners with an activity.
3.3 The teacher teaches vocabulary to the learners.
3.4 The teacher starts the vocabulary games to the learners.
3.5 After the game, Teacher conclude what they learn with students.
4.
Post-test will be used after the experiment finished.
5.
Self-reflection forms will be provided after the post-test examination.
6.
The data of pre-test and post-test will be statistically analysed after the experiment
finished.
7.
The data from the self-reflection forms will be coded before calculated into
percentage and frequency.
The period of the study
The experimental period of the study is 6 weeks, 3 periods a week, of the second semester of
2012 academic year, totalling 18 periods.
Data analysis
The collected data will be analysed by a computer programme for:
1. Analysing mean of scores of pre-test and post-test.
2. Analysing Standard Deriviation ( S.D.) of scores of pre-test and post-test.
3. Dependent T-test will be used for comparing vocabulary skills from pre-test and post-test
examinations’ results.
Findings
Data analysis
Data analysis is presented as 3 parts:
1.
Compare the results of pre-test and post-test examination after the experiment
finished.
2.
Analyse the results of pre-test and post-test examination.
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3.
Analyse the self-reflection form after the experiment finished.
Table 1. Results of pre-test and post-test examination after the experiment finished.
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
Mean
Pre-test
score
8
4
5
14
6
25
4
8
14
4
4
4
1
3
7
1
2
2
9
4
3
1
8
5
4
19
4
7
2
6
9
4
8
2
2
6
4
1
9
2
5.875
Post-test score Difference
21
25
14
23
25
25
17
21
25
20
22
17
12
19
13
11
19
5
15
25
21
15
16
25
24
18
13
16
17
22
20
14
22
17
25
17
18
4
23
7
18.2
13
21
9
9
19
0
13
13
11
16
18
13
11
16
6
10
17
3
6
21
18
14
8
20
20
-1
9
9
15
16
11
10
14
15
23
11
14
3
14
5
-
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No.
S.D.
Pre-test
score
4.957
Post-test score Difference
5.538
-
From Table 1, mean of the pre-test score is 5.875 and mean of the post-score is 18.2.
Standard derivation (S.D.) of pre- score is 4.957 and post-test score is 5.538. The 3 most
different score between pre-test and post-test score are number 35, 2 and 20. The 3 medium
different score between pre-test and post-test score are number 1, 7 and 8. The lowest
different score between pre-test and post-test score are number 38, 6 and 26. The 9 learners
are chosen for completing the self-reflection form afterward.
Table 2. The paired Samples Correlations of pre-test and post-test scores by learning
vocabularies through games of P6 students of Praram 9 Kanjanapisek School.
N
Pair 1 pre & post
40
**The significant value at 0.05
Correlation
0.400
Sig.
0.011
From table 2, The paired Samples Correlations of pre-test and post-test scores by learning
vocabularies through games of P6 students of Praram 9 Kanjanapisek School is 0.400. The
pre-test and post-test scores have statistical significance at 0.011.
Table 3. the comparative table of pre-test and post-test scores by learning vocabularies
through games of P6 students of Praram 9 Kanjanapisek School.
The result
Mean
S.D.
The score between -1.232 5.770
pre-test and posttest
**The significant value at 0.05
Std. Error
Mean
0.91244
t
df
-13.508
39
Sig.
(2-tailed)
0.00
From table 3, the mean of the score between pre-test and post-test is -1.232, the S.D. is 5.770,
the t score is -13.508, df is 39 and the result of pre-test and post-test scores by learning
vocabularies through games of P6 students of Praram 9 Kanjanapisek School have statistical
significance at 0.00.
Some information and suggestions from the self-reflection forms are collected and can be
summarised as follow:
1.
Learners can remember more words after the games.
2.
Crossword and Jigsaw games are the most favorite for learners.
3.
Storytelling game and 20 questions game are the most difficult game for learners.
4.
Some games are not suitable for learners because it’s too difficult, limited time,
unclear instruction and cheated learners.
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5.
The interesting thing in the reflection forms is many learners use their English for the
examinations or extra classes after school instead of the English in daily life.
Conclusion and Discussion
According to the study, the result revealed that the paired Samples Correlations pre-test and
post-test scores have statistical significance at 0.011 and the pre-test and post-test scores have
statistical significance at 0.00. So the learners have improved their vocabulary knowledge
through vocabulary games. The result that supports the results is the research of Sripramong,
2004, the study of the effect of using vocabulary games on the retention in learning
vocabulary of Prathomsuksa five learners. The findings of the study revealed that the
learners’ retention in learning English vocabulary games were in high level at the statistical
significant of 0.1 and the results can be implicated in Anyuegbu et al (2012) and Al-Nafisah
(2012), Games play the important part of children’s development and learning language.
From the self-reflection form, Crossword and Jigsaw games are the most favorite games for
learners and some games such as storytelling game and 20 questions games are not suitable
for learners. The games which have clearly instruction, easy to understand, take a short time
to play can encourage learners to participate and learners can remember more words easily.
The games which have confusing instruction, take a long time to play and hard to understand
can’t let the learners participate the games and remember words. Cheating players, such as
using Thai language in class or breaking the rules, can discourage the other players and make
them not to learn appropriately. Strictly and clearly instructions and rewards can eliminate
this problem. This can be supported by Huyen & Nga (2003), and Linse,(2006), that is
unclear instruction, lack of cooperation of learners and using L1 while playing games were
the problems, which were always found while playing games in classes. Clear rules,
appropriate and inappropriate concept in class, reward offering can control classroom easier
and cause successful learning language in appropriate way.
The variety of vocabulary games is one of the factors which make the learners interested and
motivated. The vocabulary games can be verified and applied into a new game by changing
something of the old games for example from individual game into small group or large
group or from personal sheet into big sheet on board. The learners are motivated and
interested which causes learning effectively. This can be supported by Obee, (1999), that is
the various types of classroom activities can be applied suitably and the activities must not be
the same.
Suggestions for Further Studies
1.
The research should be done with the different classes and ages
2.
The research should be done with the other skills such as listening, speaking or
reading for the individual result.
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