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‘TRICKY GUESS’ CARD GAME: A METHOD TO ENHANCE YEAR 3

PUPILS’ INTEREST TO UTILISE VOCABULARY IN ONE OF THE
SCHOOL AT BUKIT MERTAJAM.

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CHAPTER 1
INTRODUCTION
In this chapter, I will explain about the background of the issues that happen in most
particular primary schools. In the first part of this chapter, I will describe briefly
about the context of this research followed by the reflection of the past teaching
experience.
1.1 The Context Of The Research
In learning a foreign language, vocabulary plays an important role. It is a core
element that integrates the four skills which are speaking, listening, reading and
writing all together. In order to communicate well in a foreign language, students
should acquire an adequate number of words and should know how to use them
accurately. Vocabulary is the total number of words in a language. (Hornby, 1995, as
cited in Ali Sorayaie Azar, 2012) According to a definition provided by
Schnakenberg (2013), vocabulary is a list or collection of words or of words and
phrases usually alphabetically arranged and explained. He reviews the vocabulary
knowledge is the key to unlock the meaning of text.
For the pupils to utilize and apply English in their daily life, the pupils need
to have interest and motivation in order for them to learn English by heart. According
to Öztürk (2012), one of the key factors of the success of the students in learning
second language is the value that individual gives on the task or the activity.
Therefore, from the statement, it shows that when the pupils have interest and
passion towards certain activities that are conducted in the lesson, they can learn the
language better. Therefore, as the central of the class, the role of teacher is very
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crucial to stimulate and cultivate interest inside pupils to learn and utilise English
especially when they are still young.
In recent years, research has been carried out in developing teaching
strategies to teach vocabulary. Therefore, card game is one of the methods that have
been chosen by teachers from all over the world in enhancing pupils’ performance in
mastery vocabulary. There are many studies being carried out to prove card games
can

stimulate

pupils

interest

especially

in

learning

English.

Generally,

Tunchalearnpanih (2012), in his studies reviewed that games are proposed to solve
the problems. 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. Besides, Wright, Betteridge & Bucky (2005)
asserted that games add interest to what students might not find very interesting.
Sustaining interest can mean sustaining effort (as cited in Jacobs, 2010).
During my previous practicum, the schools that I went to are situated in
suburb areas where all of the pupils come from middle-class family background.
Their parents work as gardeners, government employees, factory workers, and also
running small business. Generally, the English proficiency level of the pupils in these
schools is low-intermediate level. Therefore, their progression in learning and
mastering the language is quite slow and weak. Through my observation in the
classroom, I found that the pupils had problems to understand the lesson. Due to lack
of vocabulary, they struggled to understand what the teacher taught in the class.
Pupils also did not participate well. They chose to be quite and passive rather than to
give their responses to the teacher. As I observed the pupils performance in the class,
I found that the main reasons that they did not have good understanding in learning
English is because of the lack of interest to learn and utilize the words. Therefore, the
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This school is situated around Bukit Mertajam suburb which can be classified as a rural school. Therefore. I was assigned to conduct my practicum session at one of the school around Bukit Mertajam area in Penang. based on the past result of the UPSR examination. I can conclude that most of the pupils in this school have problems in learning and acquiring English language. I found that the pupils’ performance especially in English was very low compared to the other subjects. Generally. 3 . factory workers. For last semester. and contract workers. The enrolment of pupils who came to this school is about 300 pupils who come from different family background. Most of the pupils come from average family social background where their father works as a farmer.problem that I would like to highlight from this research is how to increase pupils’ interest in utilising vocabulary through card games. rubber tapper.

for the purpose of this action research. As second language (L2) learners. They struggled to understand what the teacher said in the class. As a result. one of the critical problems faced by the pupils was their lack of vocabulary.2 Reflection of Past Teaching Experiences During the past practicum sessions which I underwent in semester 5. They chose to be quiet and passive rather than to respond to the teacher because they were not confident to speak in English. I asked some of the pupils why they choose to read Malay books rather than English books and their answer was that they did not understand the words in the story. and 7. Moreover. Apparently. I could sense that due to lack of vocabulary. I focused on the problems that the pupils faced in acquiring vocabulary. Koo & Hazita (2012). the pupils also had problems to understand the lesson. Another incident was when I brought the pupils to read books in the library. It was clearly depicted when the pupils were asked to read and explain what they understood about the text. the recent research which investigating the problems and the practice of English language teaching and 4 . However. I found that this incident did not only happen in my practicum school but it also happened in most of the schools around the country especially the schools that are situated in rural areas. I noticed that there were a lot of problems that were faced by the pupils as second language learners during English lesson. the pupils felt discourage to read English reading materials because they did not know the content of the text or story. pupils lost interest to learn English and they were passive during the lesson. I found that the main factor was because they did not know the meaning of the words. they could not give the explanation.1. 6. Here. According to Normazidah. the pupils tend to speak in Malay rather than using English to communicate even though it was an English lesson.

those who reside in the rural areas experience contacts with English language only during their English classes. From the past teaching experiences. 2010) Utilising vocabulary is the most crucial aspect that needs to be mastered by second language learners in order to learn effectively in the class.learning in Malaysia. I believe that teachers needed to nurture the interest of pupils to learn and utilise the vocabulary. they could not utilise the vocabulary that they had learnt in the right context. These kinds of activities were conducted in order to improve pupils’ achievement in learning English. it would be difficult for them to master the language. LincolnPorter. Despite all of the activities that had been conducted in order to increase pupils’ performance in English. As the pupils are not applying what they have learnt during the lesson. they review that most of the school children in particular. I could see that interest of the pupils in that school towards English subject were not very high. we would have English activities during the assembly for all the pupils for example text reading activities and spelling. If the pupils did not have intrinsic motivation to learn. According to the past teaching experiences during the past practicum session. I can sense that the pupils did not have confident to speak and use the vocabulary that they required during the lesson to respond to teacher’s questions or giving explanations. the effect that can lead to this situation is that the pupils will easily forget everything that they have gained in the class. Paninos. Pica. As pupils had less motivation to use English in the lessons. Every weekday. & Linnell (1996) asserted that it is a common belief that “participation in verbal interaction offers language learners the opportunity to follow up on new words and structures to which they have been ex-posed during language lessons and to practice them in context” (as cited in Tong. 5 .

6 . Through this research. I embarked on using ‘Tricky Guess’ card game to increase pupils’ interest in utilising vocabulary to pupils. I was able to find out whether using the card game is an effective method to increase pupils’ interest in utilising the vocabulary and also improve pupils’ participation in ESL classroom. in order to find out how to motivate pupils to l utilise vocabulary.Therefore.

Based on my observations. I found that almost half the pupils in the class could not answer the questions correctly about the types of clothes that they just had learned the day before correctly. However. 2. The main objective of the test was to identify whether the pupils were able to remember the name of clothes that I taught in the previous lessons.1 Problem Statement In this research. they would forget the facts easily. pupils easily forget the list of vocabulary that had been taught in the English lessons and they did not apply what they have learnt outside the classroom. 7 . According to Harmer (2007). pupils will lost it as soon the end of the learning lesson. The discussion of the main problem that leads to this research has been stated through this chapter as it relates to the past experience of researcher and pupils.CHAPTER 2 ISSUE OF CONCERN The focus of this chapter is to enlighten about the issue that is being highlighted in this research. one of the problems faced by the pupils is they do not have wide range of vocabulary. Therefore. I believe that when they did not applying the knowledge that they had learnt in the class. after learning new information. I also wanted to identify the effectiveness of the activities that I conducted in their English lessons. In 2013. I conducted a simple vocabulary test for Year 2 pupils.

(Stewart. 2014) If teachers still hold the belief that chalk and talk method is still the best method to 8 . Chalk and Talk method were still being applied by some teachers in the schools during their lessons even though there were thousands of interactive card games that had been introduced to increase the effectiveness of teaching and learning activities in the classroom. they need to have positive attitude and mind-set so that they able acquire the language effectively.The interest of the pupils to utilise the vocabulary also is one of the main aspect that affect the performance of the pupils in mastering English. Most of the pupils chose Malay Language as their favourite subject and English as the least favourite subject. Some of the senior teachers still chose traditional methods to teach in class. they lack of interest to learn English and found that English lesson was boring. Professor Michael Fullan from University of Toronto claims that traditional chalk-and-talk methods of teaching no longer work in a world in which students’ expectations have been raised by 21st-century technology. pupils easily lost their interest and do not like English lesson because of the methods that are used by certain teachers to teach English are not fun and interesting. Most of the pupils in school consider English Language is a challenging subject to learn and master. This could be due to some teachers used drilling method to teach vocabulary to pupils and I believed pupils would easily get bored and less motivated to learn if teaching method was not diversified. I witnessed it during my previous practicum sessions. Besides. As pupils learn English as their second language. I believed that due to those negative thoughts. I also noted that most of the pupils in my practicum school viewed English as a killer subject and they believed that English was difficult to catch up. I asked a few Year 6 pupils about their favourite subject and what subject that they did disliked. from my point of view.

Moreover. I believe that pupils will not be able to express themselves confidently and develop critical thinking in the lessons. (as cited in Rajaletchumi Thaliah & Rosna Awang Hashim. 2008) From this statement. Patrick. 9 . activities that are conducted in the classroom also play an important role in enhancing vocabulary in the classroom. I am certain that by conducting interactive activities like card games can help pupils to enhance their vocabulary in English lessons.teach English. Some teachers tend to give more drilling and ask pupils to copy everything on the blackboard rather than plan interesting and enjoyable activities that would give meaningful experiences to the pupils. Ryan & Kaplan (2007) asserted that success in school depends on the extent to which students engage adaptively in classroom learning tasks.

I realised that the pupils demanded activities that were interesting in order for them to enjoy the lessons and take part actively during the activities. These problems raised due to the teaching methods that are being used by the teachers in the English lessons were not interesting and fun. I have mention about the Chalk and Talk method which is still being applied in the vocabulary lessons even though researchers had already stated that the method is unreliable to be practiced in today’s 10 . it shows that interesting and joyful activities is the key aspect that would increase pupils interest and promote intrinsic motivation in utilising vocabulary in ELS classroom. I also believed that the pupils in primary schools had difficulties in mastering English language learning because they did not attain a wide range of vocabulary and an inability to master the structures of the language. Every time I entered the class. and uninteresting. I am certain that in order to develop pupil’s interest to utilise the vocabulary. Focus of investigation Based on my observation from the past teaching.2. Thus. Reflection from the past practicum experiences. Meece (1991) claimed that teachers who motivate students to learn often develop intrinsic motivation in students to learn for the sake of knowledge (as cited in Yang. 2008). As pupils found out the activities that was conducted by the teacher were plain dull. they would be bored and not be interested to participate in the lessons. they would ask whether there were any game that would be conducted during the lesson. In the statement of problems. teacher need to prepare and conduct attractive activities during the lesson.2. the main issue that I would focused for this action research how to develop the interest of the pupils to utilise the vocabulary from the English lessons. From the statement of the pupils. I discovered that pupils were not participating well during the lessons. Hence.

According to Felder (2012). bring meaningful to the lesson. Nowadays. preparing numerous types of files and paper works as well as attending courses and meeting. Therefore. by applying active learning methods in the class can help pupils to engage with the lessons and encourage pupils to learn English meaningfully. the main reason for the teachers to use this method is because they did not have time to plan interesting vocabulary activities or preparing teaching kits in their lessons. Therefore. Thus. it is very important for the pupils to participate in the activities that can help them exploit the vocabulary that they have learnt in the lessons. the teachers could not really concentrated in planning interactive and effective lessons for the their pupils. Based on my observations. In the recent research of English teaching and learning process. encouraged pupils to utilise the vocabulary and also develop co-operative learning among the pupils. Thornbury (2002) reviewed that there is probably vocabulary learning method which more worthwhile than the use of card games. Based on discussions that I conducted with a few teachers from the previous schools. the activities that are conducted by the teachers in the class are the determinants of pupils’ success in acquiring and utilising the vocabulary. Card game is one of the popular methods that teachers can use to teach vocabulary. there are a lot of teachers around the world use this method to teach vocabulary because card game is an activity that can help to stimulate pupils’ critical thinking. it affected pupils’ interest to learn utilise the vocabulary as the lesson were conducted in unattractive ways. they did not have enough time to focus on their lesson because they were burdened with a lot of clerical works such as key in pupils’ data.lessons. There are a lot of attractive and remarkable activities that teacher can apply in vocabulary lessons. 11 . I believe that with all these heavy teaching loads.

Then. in order to overcome this problem. This game is also available to be conducted in any stages of the lesson. I did not have problems to conduct the game as the participants had already have the prior knowledge about a few types of card games that they had played in the previous English lessons as well. Therefore. for this research. By conducting the game in my lesson helped me to assess the ability of the pupils in utilising the vocabulary that they have acquired during the lessons. 12 .Based on that statement. I found that the use of Tricky Guess game is totally suitable for the Year 3 pupils because this game can be conducted either in large classes or the classes with small number of pupils. However. The action method that I carried out in this research was ‘Tricky Guess’ card game where this method was one of the guessing card game that I invented based on my pupils’ cognitive level and also my research objective. I am certain that the use of card game can help Year 3 pupils in utilising the vocabulary that they have learnt during English lessons. Furthermore. Besides that. the game also needed the pupils to think critically as they had to identify and analyse the contents of the cards. the pupils needed to choose which cards were written with the correct sentences in the suitable context. I had conducted an action research to help Year 3 pupils to acquire the vocabulary that they had learnt in English lessons and able to use them outside the classroom. In the practicality aspects. I had conducted this game during practice stage. This game is one of the method that can stimulate fun learning and active participation among the pupils in the classroom where they need to work together to identify the vocabulary that have been used in a suitable context and situation.

As they entered primary and secondary level. Fatimah Puteh & Ghazali Bunari (2009). Yang (2008) claimed that commonly. As they started to learn English in such young age. learning English as a second language especially for pupils who stay in a rural area where the language is hardly being spoken and its needs for everyday use is hardly available. According to Norazman Abdul Majid. pupils started to learn English since there were in pre-school. put the learners in a much disadvantaged situation.3 Review of literature related to research focus In order to investigate the importance of the teacher in developing the interest of the pupils to utilise vocabulary during English lesson. there were a lot of research that had been carried out by the researchers in education field. As the result. Based on Malaysia context. they did not know and understand why they needed to learn and competence in English. 13 .2. learners have no idea why English language is important to them and their interest in English relies on their teacher. Faruk Muhammad. most of the pupils felt that English was not important as their society did not use English as the main interaction language. the pupils did not have any interest and demotivated to learn English.

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2 Research Questions 1. 3. Does Tricky Guess card game able to enhance pupils’ interest in utilising vocabulary? 2. 2.CHAPTER 3 RESEARCH OBJECTIVES & RESEARCH QUESTIONS 3. How ‘Tricky Guess’ card game enhance pupils’ interest in utilising vocabulary in ESL classroom 15 . this research is undertaken to achieve the following objective: 1.1 Research Objectives Specifically. To identify how ‘Tricky Guess’ card game enhance pupils’ interest in utilising vocabulary in ESL classroom. To investigate whether ‘Tricky Guess’ card game can enhance pupils’ interest in utilising vocabulary in ESL classroom.

their voices were very slow and they kept looking at their friends asking for the answer.0 TARGET GROUP In this research. According to their proficiency level. From my opinion. 15 are female and 15 are male.CHAPTER 4 RESEARCH PARTICIPANTS 4.confidence was low and needed more guidance from the teacher. They were also able to complete their exercises worksheets and workbook in time. Their performances were average. and low level group. The pupils had appropriate behaviour in the classroom and they were more focus and listened to my instruction well. I had chosen one of the Year 3 classes in the school as my target group. They were very good in terms of mastery the lesson. their self. easy to understand teacher’s instructions and also active participation in the classroom. When I asked them to read or answer my questions. Some of them were very shy and not pro-active in the class. intermediate group. The second group was intermediate group. The last group was low proficiency group. they were still a little bit slow and needed guidance from the teacher. This class consisted of 30 pupils. There were nine pupils in this group. The first group was the advance group. This group 16 . Some of them were good and abled to participate well in the classroom but when it came to answer the questions in exercise sheets. There were about ten pupils in this group. Most of the pupils in this group were illiterate and have difficulties in reading and recognising words. the pupils were divided into three groups which are advance group. They had excellent performance during the lessons as they managed to act as the facilitators to the weak pupils especially in solving problems that had been given by the teacher.

Furthermore. around 20 of them were weak in acquire the vocabulary. colouring. most of the pupils came from low income group as stated in the background section. I found that the pupils were easily to lose focus. I had chosen all the pupils from that class to participate in my research where I had followed their progress in stimulating their interest to utilising vocabulary through card games as the intervention to enhance their performance in the classroom. some of the pupils from advance group were still struggling in utilising the vocabulary Due to the pupils’ environment. their English proficiency level was very low. Their behaviours in the classroom were not really good and sometime causing chaos during the lessons. I ensured that these pupils gain interest to acquired vocabulary and improved their performance in learning English. 17 . I could see that some pupils were improving in the aspect of utilising the vocabulary as the interest of the pupils increased. In additional. All 30 pupils in that class did not have English background at home. always doing other things like drawing. and chatting with their friends rather than listening to my explanation and attention. Based on my observation. their English learning environment is nil in order for them to apply all the vocabulary that they have learnt in the class.consisted of eleven pupils and they needed extra attention from the teachers. did not pay attention. Besides. After I conducted the action plan. They only get to learn English Language when they were in school and during English hours only. When this research was conducted. Therefore. Therefore. I would conclude that most of the pupils.

According to Koshy (2005).CHAPTER 5 RESEARCH METHODOLOGY In this chapter. I will explain about the steps and procedures that I carried out and how I conducted the action method. there are many theories that being proposed in order to show the right procedures in carrying out the inquiries.1 Action Plan In conducting action research. At the end. I will describe about the action plan that I took in conducting the action research. In the first part.1 Implementation of Action 5. he also agree that for researches who want to conduct the action research to follow the steps that being proposed in Kemmis and McTaggart’s Spiral Model because it offers the opportunity to visit a phenomenon at higher level each time. I will describe about the ethical concern that I took in conducting this action research. I found that the Spiral Model of action research that being developed by Kemmis and McTaggart (2000) was suitable to be applied in my action research (as cited in Denzin & Lincoln. and so to progress towards greater overall understanding. I will explain about the data collection methods that I carried ways in gathering the data for the research. Therefore. 18 .1. 5. 2007). Then. in order to carry out the research.

1. in order to carry out this action research. 5. I started my research by identifying the issues and problems that I faced during the lesson. inspired by its meaning. I realise that these steps are very practical to be applied in my action plan. act.1: the Kemmis model.Based on5. I named this game by combining the two words which was ‘Tricky Guess’ 19 . Kemmis and McTaggart proposed four basic steps Figure and McTaggart’s Spriral had Model of action research starting with planning. I analysed the data and reflected whether the action method that I carried out able to overcome the problems. Oxford vocabulary (2010) defined the word ‘Tricky’ as a set of task. Besides. Hence. the English proficiency level of the pupils also was taken into account when I adapted the game. The game was called ‘Tricky Guess’ Card Game. This game was based on Kim’s game but I had improvised it according to my research focus and objectives. Then. the method that I focused on is about card game. After that. Next.2 Action Method Hence. I planned the action that needed to be taken in order to overcome the issues. I conducted the action that I had planned in order to solve the issues and collected the data. problem or situation that required care and skills due to its difficulty or awkwardness while the word ‘Guess’ brought up the meaning of estimation or suppose about something without sufficient information to be sure of being correct. observe and lastly reflect. I came out with a card game as my action method and conducted in my reading lesson. Therefore.

and low level. they needed to put the card back to its original position and the next pupil would choose another card. by conducting task in mixed abilities groups able to encourage cooperation and participation between the pupils. The first step in this game. As the main goal of this study. the pupils took turns to own the card. The first group who were able to collect all the correct cards would be the winner. the purpose of setting up mixed abilities group to increase interaction across students with different abilities. In order for them to win game. intermediate. Then. Before the game was started. the game persuaded pupils’ interest to utilise vocabulary in the right context. Furthermore. they needed to cooperate and helped each other so that the game could be conducted smoothly. Each group consisted of five pupils with mix abilities. the words ‘Tricky Guess’ presented the characteristics of the game and what the pupils should do when playing the game. every group was given a set of cards which consists of eight to ten cards per group. advance. Every group would have at least one advance learner in order to help other group members who had low achievement when playing the game. This game was conducted into six groups. 20 . Besides. According to Evans (2013). Group leader rearranged the cards on the table without showing the content of the cards to their group members. They needed to read and identify the sentence on the cards whether its context was correct or wrong. the pupils needed to keep the card but if they took the wrong one. If the card was correct.to explain about how the game was about. I emphasised the role of every member in the group.

'Tricky Guess' Card Game in order to incresase pupils interest to utilise the vovabulary. Production: Distributing exercises based on the vocabulary that they have learn. Group leader rearranged the cards on the table The pupils numbered themselves and took turn to take the card Pupils indentified the correct cards. I chose to conduct the game in practice stage because usually. Presentation: Conducting Matching Game to identify whether pupils were able to match the pictures cards with the correct words Practice: Implement action plan. in the lesson. Figure 5. When they chose correct cards.3: Briefly explanation on the steps in implementation the action plan 21 . Closure: Discussion on the activity and moral values.Distributed a set of cards to every group. put it back on the table. The first group that collected all the correct cards would be the winner. Figure 5. I had implemented my action plan in practice stage.2: Steps how to play ‘Tricky Guess Card Game’ During the lesson. they needed to keep the card and when they chose the wrong card. teachers conducted games had planned the lesson according to the steps above: Set Induction: Teacher did spelling quiz with the pupils.

4: Allocation of the topic for the lessons 22 . I conducted my action method and collected the data. Topic 1: Unit 4 People around us Topic 2: Unit 5 Having Fun Lesson A: Conducted the lesson using traditional method Lesson A: Implement the Tricky Guess Card Game Lesson B: Implement the Tricky Guess Card Game Lesson B: Implement the Tricky Guess Card Game Figure 5. Figure 5. The second lesson which was ‘Lesson B’. I conducted two lessons for each topic. The first lesson which was ‘lesson A’ was the lesson that I carried out using traditional method without applying any effective approaches.1.2 shows the allocation of topics to be taught in each of the lessons.3 Schedule In order to implement the action plan. The period of each lesson was one hour and time needed to conduct the action plan was about 15 minutes and below.5.

1 shows the list of words that being used in this research. all pupils needed to understand the meaning at least four out of the six words and use them correctly. six main concrete words would be highlighted based on the topics.1: List of words that was highlighted in the game Topic Words Unit 4People Around Us a) b) c) d) e) f) Football player Tailor Zookeeper Farmer Engineer Fire fighter Unit 5Having Fun a) b) c) d) e) f) Kite Spinning top Tennis Hopscotch Hide and seek Netball All the words that being listed in Table 5. implementation of action plan was very important in order to increase the effectiveness of the game in increasing pupils’ interest in learning and utilising the vocabulary in the lesson.1 was taken based on two topics in Year Three English syllabus which are Unit 4. In every topic. She assigned me to use the six words in my lesson and at the end of every topic.1. There were two lessons was conducted as being mentioned in Action Plan section. Table 5. 5. Table 5. People Around Us and Unit 5.Table 5.4 Lesson In this research. which were lesson A and B.2 and 23 . The list of words also was given to me by the English teacher of that class. Having Fun.

3. teacher asked the pupils to construct the sentences from the words given. Teacher conducted ‘Tricky Guess’ Card Game. In the same groups. the pupils were given another one set of cards which Practice 24 . Then.Table 5. 1. Teacher conducted Matching Card game. Presentation 1. cards with pictures and cards with words. Teacher read the words and sentences. 1. Teacher recalled pupils’ prior knowledge about the previous Lesson. 3. in groups and as individual. Teacher asked the pupils to write the words in their exercise book.3: Lesson plan for Lesson B Stage Set Induction Procedure 1. Teacher did spelling quiz with the pupils. 2. Table 5. 1. Teacher wrote the words under the pictures.3 show the lesson plans that were conducted before and during the implementation of the game. Teacher pasted pictures on the whiteboard and asked pupils to name the words that described the pictures. 2. Teacher wrote example of sentences for each word. pupils followed after teacher. Eg: a) football player b) farmer 2. Teacher asked the pupils to spell and read the words that they just learn out loud. Teacher discussed the answer with the pupils and determined which group had won the game. Teacher asked the pupils to sit in their groups and distributed two sets of cards. Teacher explained the steps of the game to the pupils and facilitated pupils achievement and participation during the activity. 2. 1. Teacher asked pupils to read the words as a class. 1. Table 5. Then.2: Lesson plan for Lesson A Stage Set Induction Presentation Practice Production Closure Procedure 1.

2. Teacher explained the steps of the game to the pupils and facilitated pupils achievement and participation during the activity. 1.Production Closure contain sentence in every card.1 Interview I chose interview as one of my sources of data in order to identify the thought and opinions of the pupils in the class. I applied three data sources: 5.2. People Around Us and Lesson B was conducted in two topics. The lesson A was conducted one time only which was in Unit 4. 1. Unit 4. . 3. I chose three pupils to be the 25 . I found that this method was suitable to get the data on the interest of the pupils because from the answer given by the pupils. I compared it with the responses from post-interview session which was conducted after Lesson B. Teacher discussed the answer with the pupils and determined which group had won the game. Teacher distributed exercise sheet to every pupils. Teacher discussed the exercises with pupils. I could see whether the interest of the pupils to utilise vocabulary was increase after they played ‘Tricky Guess’ Card game in the lesson. 5. Then. Teacher guided pupils in answering the questions. 3. I conducted Lesson A once in order to get some feedback from the pupils about the lesson during pre-interview session. Having Fun. Teacher asked the pupils what they have learnt in the lesson.2 Data Collection Method For this research. People Around Us and also Unit 5. 2.

Thus. as the discussion was on going.2 Observation In order to apply observation method. I added more questions that related to their interest to learn and utilise the vocabulary so that I would be able to get in depth information about the topic that we discussed on. Then. I had conducted my action method when teaching reading and vocabulary lessons to my pupils. 5. I used the same respondents so that the data would be more rigid and I could compare their responses before after the interview. Approximate time given to each respondent was about three to five minutes to respond towards the questions. the time period for each interview was quite long due to the discussions done in group. For both interview.respondents of the interview. Each interview was conducted around 8 to 15 minutes. Before I conducted the interview. Due to time constraint. high achiever. intermediate. Therefore. and low performance pupils. I conducted two interviews with the respondents before I implemented my action method (pre-interview) and after I implemented the method (post-interview). As I conducted the 26 . I conducted group interviews so that I would be able to manage the time and able to get the data and the information needed.2. two of them are female and one of them is male which every pupil represented their achievement level. The style of interview that I chose when conducting this method was semistructure interview. in order to get equal responses from each respondent. more time was needed. I had prepared a set of questions as a guide when conducting the interview.

and also what activities that they preferred when learning vocabulary. I conducted an initial survey in order to investigate about their experiences in learning English in previous lessons. Besides. I recorded the lessons that I conduct when I applied the intervention and after the lesson and took some photos when the pupils played the game. 5. I distributed some survey questions to identify whether the game was effective in increasing their interest to learn vocabulary in English lesson. the activity that they used to do when learning vocabulary.3 Survey In order the get the feedback from the pupils about the action method that I had implemented during the lesson. I asked my supervisor teacher and my friend to assess and fill up the observation sheets according to the aspect that I wanted to focus on. I conducted the survey in the form of open. Therefore. Before I implemented the action method in my lesson. the aspects that I wanted to highlight in this research was the effectiveness of the my action method which is the ‘Tricky Guess’ card game in enhancing pupils’ interest to utilise the vocabulary. In order to avoid bias. The questions that being stated in the observations checklist were specific for the aspect that I wanted to focus on during the lesson.ended discussion as I threw up some questions regarding on the 27 .2. I had prepared an observation checklist to get the data.lesson. I consulted my supervisor about the criteria that were needed in the checklist so that the data that I collected could answer my research questions. The questions that I prepared in the observation sheet helped me to identify whether the game was implemented effectively or vice versa. based on my research objectives. As I conducted my action method in two lessons.

1 Permission Before conducting any research in school. I always obtained the permission from my 28 . Then.3 Ethical Consideration Koshy (2005) stated that ethical concern is one of important aspects that every researcher need to follow and carried out when conducting action research because of the small. Hence. Concerning to this. There were eight questions that needed to be answered by the pupils according to what they felt and their own opinion about the ‘Tricky Guess’ Card Game. after I conducted the action method in my lessons.3. I distributed a set of survey questions for the pupils. 5. I also asked permission from their class teacher and my supervisor teacher who taught English in that class and explained to them about the activities that I would do with the pupils in order to complete my action research. As I implemented the action plan. These questions helped me in identifying pupils’ views about the action method.scale nature of projects located within the working situations of the researches.topics to all pupils in the class. there were a few ethical concerns that I had taken as I conducted this research. 5. I had asked permission from the school headmaster to conduct my action research with the Year 3 pupils in that school. I took around 10 to 15 minutes to conduct the discussion with the pupils. permission from the school administrators and the research participants is very important.

3. all pupils were willing to give their co-operation to me. I chose to use ‘Respondent 1.2 Confidentiality Confidentiality is one of the most important aspects that every researchers need to be taken into account on in order to protect the identities of the participants in the research. I made some explanation to the school administrators as well as other teachers regarding the research that I wanted to conduct with the Year Three pupils so that they were aware about the research that I was conducting in the school.2 Explanation It is important for the researchers to explain the aim and the objectives of their research to anyone who participated in the research. As I conducted the interviews with three respondents. 5. I informed the pupils about the researched that I would conduct and asked whether they were able to give their co-operation towards the research. and 3’ as the pseudo name for the pupils who I had picked for the interview. before I conducted the research in the school.3. in this research. I used pseudo name for every participants that took part in this research. 2. Therefore.research participants every time I conducted any activity that related to the research. Therefore. I also explained briefly about the activities 29 . the name and the place of the school also I kept it hidden due to protect the privacy of the school. 5. Besides. For this research. I would not force any pupils who were uninterested to involve with my research and fortunately.

30 .and the plan that I would conduct with them so that they were able to give cooperation and understand the intention of every activity that I did with them that associated with the research.

the aim on these interviews were to help me to answer my research question in greater depth as interview is one of the methods that can provide effective qualitative data to the researchers. 2 (R2). and thought of the pupils regarding the effectiveness of ‘Tricky Guess’ Card game in stimulating their interest in learning the vocabulary which had been implemented during reading lesson. qualitative and quantitative data collection methods had been applied in collecting the data. and 31 . Besides. I used two types of qualitative data collection methods which were interviews and observations. 6.1 ANALYSIS OF QUALITATIVE DATA In this study. Then. opinions.1 Interview Interviews were carried out in order to identify the views. I will explain about the analysis and the interpretation of every data that I have gathered from three different sources which are interview. and observation. These interviews were conducted with three respondents which were Respondent 1 (R1). proceed with the elucidation and the explanation of the data. The first part of this chapter is about the data analysis of every method that I have used in collecting the data. In this chapter. survey.1. 6.CHAPTER 6 ANALYSIS AND INTERPRETATION In this research.

after the action method was implemented in the classroom. interview analysis presented based on the theme that related to interview questions given to the respondents. The interviews were conducted in group due to the time constrain. a) Analysis and Interpretation The interviews were conducted in two sessions. pre and post interviews were conducted about 8 to 15 minutes and one respondent was given around five minutes to respond to the questions given.interview sessions. Then. in the following lesson. They were chosen based on their performance level in the class. Thus. there were around six questions that would be asked to the respondents related to the interest and the motivation of the respondents. i) Pre-interview analysis In pre. 32 . the post. Besides. pre and post interview. Approximately. Preinterview was conducted before ‘Tricky Guess’ Card game was implemented in the lesson right after I conducted Lesson A for Topic Two. Respondent 2 is one of the intermediate pupils in the class. Thus. in order for them to respond to the questions well.interview was conducted with the same respondents. I decided to conduct the interviews using their mother tongue so that they would be able to elaborate more about their opinion and thought. both of the interviews.Respondent 3 (R3). Respondent 1 represented the pupils from advance group. the maturity level of the respondents was low and it would be difficult for me to gain the efficient responses from the respondents if I conducted individual interview with them. and Respondent 3 is a slow leaner and has low proficiency in English. Having Fun. Both interviews were conducted in Malay Language due to the English fluency level of the respondents was very low.

) R2: Suka juga sebab ade game. 4. The following are based on responses given the by respondents : Question 1: Kamu semua suka tak belajar bahasa Inggeris?Kalau suka beritahu teacher kenapa. (I like to learn English because it is fun. I like it) Question 3: Tadi awak semua suka tak teacher ajar? (Do you like my lesson just now?) R1: Suka! 33 . (Yes. The questions were asked in order to identify whether the pupils enjoyed and were interested to utilise vocabulary using the traditional methods that I applied when conducting Lesson A. (Do you like to learn English? Why?) R1: suka! Sebab seronok.) R3: Saya pun suka jugak. most of the respondents liked to learn English and enjoyed the lesson despite using traditional approach in conducting the lesson. Question 1 and 3 highlighted the interest of the respondents in to learn English during the lesson.Questions 1. and 5 were being asked based on the pupil’s interest during the lesson. Based on the responses given by the respondents based on questions 1 and 3. I predicted that generally. 3. (Yes. Because it has enjoyable games. Tak tahu.

) It was supported with the responses given by respondents towards questions 4 and 5: Question 4: Kenapa awak bosan masa teacher ajar tadi? Sorang sorang bagitahu teacher kenapa.) R2: Sama suka jugak (I also like it.(Yes. (Sometime. Respondent 3 who is in low proficiency group felt that English was a difficult subject. Some of the respondents found that the lesson was quit boring and they were not really interested to learn and participate especially when Lesson A was conducted. Question 3: Tadi awak semua suka tak teacher ajar? (Do you like my lesson just now?) R 3: Boring sikit la teacher (A little bit boring. I like it.) 34 . ( Do you fell bored with the lesson just now? Why did you feel so?) R3: Tadi asyik teacher je yang cakap Teacher talks a lot! R2: Saya ada la rasa boring sikit masa teacher ajar tapi bile da last-last tu saya dah tak boring da. When teacher talk about the pictures I feel quite bored but not all the time.) However.

) Questions 2 were asked based on the motivation aspects of the respondents in utilising vocabulary using traditional approaches. I found that they would learn better if the activities were conducted in fun ways regarding on the responses given by respondents towards the question 6.) R2: Tak. ( Not difficult) R3: kadang-kadang susah (I feel difficult sometimes. (Not really but sometimes when the words are too many. Question 2: Awak ada rasa susah tak nak ingat ke nak belajar perkataan English? (Do you have any difficulty to learn or memorise the words in English?) R1: Takdalah susah tapi kalau teacher ajar perkataan banyak sangat susah sikit la nak ingat. Question 6: Kalau teacher ajar game kan awak suka tak?awak ada rasa boring ta? 35 .Question 5:Awak suka tak teacher cakap banyak dalam kelas? (Do you not like teacher to talk a lot in class?) R1: Tak suka! (No. I don’t like it. it will be a little bit difficult.) However. The respondents expressed that sometimes they had difficulty in memorising the vocabulary that they had learnt.

Because it has games. R1: Not really but sometimes when the words are too many. R2: Sometime.(Will you like or enjoy English lesson if I conduct language games during the class? Will you feel bored if we play games?) R1:Suka!. R3: I feel difficult sometimes. (No.1: Summary of pre-interview analysis Themes Interest Interview texts R1: I like to learn English because it is fun. I don’t like it. I won’t feel bored.) R3:Saya pun suka jugak sebab saya suka main game. Table 6. (Yes.1 which shows the summary of the pre-interview analysis. R3: It’s interesting and fun. R3: Not really because English is difficult. I like it. I won’t feel bored.. R2: I won’t feel bored. Tak rasa boring (Yes. Because it has game. it will be a bit difficult. R3: Teacher talks a lot! R 1: No. ) R2: Suka! Sebab ada game. Motivation R2: Yes. R2: There will be an enjoyment R3: No. R1: It will be interesting and fun. R3: A little bit boring. I like game 36 . R1: Yes. I like game) Table 6. When teacher talk about the pictures I feel quite bored but not all the time. I won’t feel bored.

Both of them stated that they enjoyed my lesson very much based on the following question: Question: Tadi awak semua suka tak teacher ajar? Do you like my lesson just now? R 1: Suka! (Yes. Question: Kenapa awak bosan masa teacher ajar tadi? Sorang sorang bagitahu teacher kenapa. Respondent 1 and 2 who were advance and intermediate learners gave opposite reaction from Respondent 3. I like it.interview gave me a rigid data on pupils’ needs in the lessons. I found that all the respondents demanded to learn English in fun and joyful way so that they would be able to engage with the lesson better especially for low performance pupils.) 37 . This statement is supported based on the response from Respondents 3. The following is an answer that she gave for this question.Pre. (Do you fell bored with the lesson just now? Why did you feel so?) R 3: Tadi asyik teacher je yang cakap (Teacher talks a lot!) However. She stated that the lesson which I conducted using traditional approach was boring and uninteresting due to I talked a lot during the lesson without giving much chances for the pupils to express their thought. The pupils liked the lesson even though the lesson was conducted without any fun element.

R 2: Saya pun suka.
(I also like it.)
Thus, from the answer given by Respondent 1 and 2, I found that the pupils
enjoyed the lesson because they liked and were interested to learn English. Thus,
they had intrinsic motivation and passion in learning and utilising the language in
any approaches was applied by the English teacher during the lesson. This statement
could be proved from their answers based on following questions:
Question: Apa subjek kegemaran awak?
(What is your favourite subject?)
R 1: English.
(English)
Question: Okay, kenapa awak suka belajar English?
(Okay, Do you like to learn English? Why?)
R1:Sebab seronok.
(I like to learn English because it is fun.)
R 2: Suka. Sebab ada game.
(Yes. Because it has games.)
Based on the responses from Respondent 3, what I can interpret is that the
respondent found that the lesson was boring because she needed some extrinsic

38

motivation to push her interest to learn English. Referring to Respondent 3 answers,
she stated that she was struggling to learn English as she found that English was a
difficult subject.
Question: Kenapa awak suka belajar English?
(Do you like to learn English? Why?)
R 3: Tak suka sebab susah.
(Not really because English is difficult.)
Based on the responses, it could be assumed that respondent 3 needed fun and
interesting lesson in order to generate her interest to utilise the vocabulary and
participate well in the English lesson.
The result of the pre-interview may be explained that by the facts that the
approaches and the activities that were conducted by the teachers influence pupils’
interest to utilise the vocabulary and participation of the pupils during the lesson.
ii) Post- Interview Analysis
In post-interview session, there were 16 questions that being asked in order to
get the respondents’ opinion about ‘Tricky Guess’ Card Game which I had
implemented during Lesson B. The interview analysis presented based theme that
related to interview questions that were given to the respondents. As the interview
went on using semi-structure techniques, the questions given were not really
followed the topics accordingly. Thus, based on the transcription of the post
interview, questions 1, 3, 5, 6, 10, 15, and 16 were related to the interest of the pupils
to learn vocabulary when they played ‘Tricky Guess’ Card Game during the lesson.

39

Those questions also showed that whether the respondents were interested to play the
game and what they expressed their thought about the game itself. Therefore, from
the responses of the respondent, I found that they liked and enjoyed playing the
game.
Question 3: Kalau game yang nombor tu macam mana plak?Awak suka tak main?
(How about the second game? ‘Tricky Guess’ Card Game? Did you enjoy the game?)
R 1:Suka!
Yes!
R2: Mula-mula seronok pastu diorang asik nak gaduh je saya malas da nak main
teacher.
(I enjoy the game but when our group fights then I don’t feel good.)
R3: Seronok tapi saya suka game yang satu lagi.
(I enjoy the game but I prefer matching game.)
Question 6: Kenapa awak suka main game Tricky Guess tu?
Why do you like to play Tricky Guess Card Game?
R1: sebab mencabar minda
(Because it challenges my mind.)
R2: seronok
(I like it because it was fun.)

40

I found that all the respondents liked to play game during English lesson and I realised that the respondents participated more actively when they played the game.Sebab salah pilih kad.) Question:Bila group awak menang atau kalah. In the aspects of motivation. (I enjoy the game but when our group fights then I don’t feel good. Thus. apa awak rasa? What do you feel when your group win or lose? R3: Saya rasa sedih sebab kitaorang tak menang. 41 .R3: Suka tapi game tu susah nak main (I like it but the game is difficult to play. it could be assumed that most of the respondents prefer to utilise the vocabulary in the fun way. I could deduce that most of the respondents were more motivated to play the game when their group was able to co-operate well without getting any conflict among them. Based on their responses. Question: Kalau game yang nombor tu macam mana plak?Awak suka tak main? (How about the second game? ‘Tricky Guess’ Card Game? Did you enjoy the game?) R2: Mula-mula seronok pastu diorang asik nak gaduh je saya malas da nak main teacher.) From their responses also. regarding on what respondents had stated in the interview. I could see that their intrinsic motivation affected when their group encounter with some arguments when they play the game.

Sebab bila saya tak tahu ada kawan tolong. my friends will help me. (Yes because I can play with my group members. (Yes! I choose the correct card and I help Nabil to choose the correct card.) Question: Awak tolong tak ahli group awak masa main tadi? Tolong bacakan ayat ke?tolong dieorng pilih kad yang betul ke? Ada ta? Did you help your group to choose the correct cards? R1: Ada! Masa saya. I found that respondent would enjoy the game when their group members were able to co-operate well and played the game together without getting any arguments or problems. Question: Awak rasa bila awak main permainan ‘Tricky Guess’ ni awak da rasa tak semakin minat nak bejar perkataan English? ( Does this game increase your interest to learn English words?) R3: Ada sebab seronok main dengan group saya. When I do not know the answer.(I feel sad when we do not get the first place because we have chosen wrong cards.) Question: Awak suka main game ni dengan kawan-kawan ke sorng-sorang?Kenapa? (Do you like to play the game with your friends? Or do prefer to play it individually?Why?) R1: main dengan kawan. the aspect of collaboration in playing the game was important in stimulating their interest to utilise vocabulary.) Based on the answers given by the respondents. (Play with friends. saya pilih kad yang betul pastu saya tolong Nabil pulak.) 42 .

Lagi seronok. R3: I enjoy the game but I prefer matching game. R2: Because it challenges my mind. Table 6. (Play with friends. R1: Because it’s fun.) The reason for this is not clear but it might be something to do with the characteristic and attitude of the pupils themselves when they were playing the game. R2: Because it was fun! R3: I like it but the game is difficult to play. R1: Yes. R2: I enjoyed the lesson.R3: Dengan kawan. I like game so I will remember the words in long period. R3: More fun. R2: Because I like to play game. The data provided some positive feedback on the effectiveness of ‘Tricky Guess’ Card Game in enhancing pupils’ interest in utilising the vocabulary Table 6.2 below shows the summary of result for post-interview session.2: Summary of post-interview analysis Themes Interest Interview texts R1: Yes. They tend to lead the group and also had strong personalities which sometimes brought unfavourable situation in the group. 43 . R2: I enjoy the game but when our group fights then I don’t feel good. I had fun during the lesson. R1: I like it because it was fun. I found that some of the pupils did have domain qualities inside them. R2: Yes because it was fun. More fun. Different personalities among the pupils might contribute towards the conflict that happened in certain groups.

44 . R2: Play individually. R3: Yes because I can play with my group members. R3: I feel sad when we did not get first place because we choose wrong cards. my friends will help me. I am happy because we win. Positive R1: Our group did not fight. R3: Yes. R1: Play with friends R3: When I did not know the answer. R2: I don’t like when they were fighting. R2: My group got last place. Negative Collaboration R2: I enjoy the game but when our group fights then I don’t feel good. I feel sad because they did not know which cards are wrong R2: I don’t like when they were fighting. Negative R3: Our group fight a bit when Juni choose the wrong card.R3: Because it’s fun. Motivation Positive R1: Our group got second place. My group members help me to read the sentence and choose the correct cards.

Therefore. teachers and curriculum aspects. 6.Overall result from pre and post interviews impart some dissimilarity especially on the pupils’ views about both of the lessons. it seems impossible that the results from pre and post interviews were affected from the action method that was implemented in this study. learners. The focus of the observation was to identify the effectiveness of the action method in various aspects and also to analyse the implementation of the action method whether it was suitable to be practice in the lesson in stimulating the interest of Year Three pupils in learning and utilising the vocabulary. Therefore. content. Before the lesson was conducted. Hence. In order to avoid any biasness. two different observers were employed to analyse and fulfil the checklist on what they could see and interpreted about the effectiveness of the game. As the observations were conducted.1. there were a few aspects that were assessed by the observer in order to analyse the suitability of the action method as the activities that can attract pupils’ attention and interest to learn vocabulary in reading lesson. two observers were given a short brief regarding their roles and how they needed to fulfil the checklist based on the questions listed.2 Observation Observation was conducted as I implemented the ‘Tricky Guess’ Card Game during reading lesson. an observation checklist was provided to the every observer in order to rate the effectiveness of the ‘Tricky Guess’ Card Game in in different aspect and perspective. there were two observations that were conducted for this research. Lesson A and B. based on the checklist. 45 .

Throughout the whole observation data. Table 6. Pupils actively participate in the lesson. Pupils able to identify the correct vocabulary in the right context. Based on the aspect of content. From the aspect of curriculum. From the aspect of the learner. Pupils enjoy the lesson. 4. I found that there were some behaviour changes after the action method was implemented which could be categorised into three aspects which are the content. Pupils able to work together as a group. learners. I could interpret that the game suited with the pupils’ level and most of the pupils actively participated with the game. The last aspect that was highlighted in the observation was the curriculum aspect. and also teachers. both observers agreed that the game was followed according to the content of the lesson and helped to achieve the objective of the lesson.3 shows summary of the analysis of the behaviour that change at the end of the action. 46 . Both observers approved that the role of the teacher in implemented the action method in the lesson was important as they stated that teacher was able to facilitate pupils’ performance while playing the game. 3. the observers stated that the game was effective to be implemented during practice stage due to the enjoyment of the pupils when they played the game and the game did not require much time to play.3: The behaviour that change at the end of the action Criteria Pupils 1. Table 6.a) Analysis and finding From the data collected from the two observations. 2. I was able to interpret that both observers come to the agreement that ‘Tricky Guess’ Card Game was able to fulfil the curriculum requirement as well as curriculum syllabus.

6. There were two types of survey that I had conducted with the pupils.2 ANALYSIS OF QUANTITATIVE DATA In this research.Content: 1. The pupils liked to play games and they 47 . From the answers that were given by the pupils. Teacher able to develop effective teaching and learning environment during the lesson. The first survey was the initial survey in order to get some ideas about pupils’ problems and interest in learning English. 2. Every pupil in the class took part in the survey. Teacher able to apply varieties teaching methods during the lesson Teacher: 1. I was able to identify that the pupils preferred to learn English in fun and enjoyable environment. This survey was also very important where it helped me in planning the actions that needed to be taken and also to identify whether the problem of the pupils suited with my research concern.1 Survey Survey was conducted in order to get the feedback of the pupils about the action plan that was implemented during the reading lessons.2. 6. Lesson becomes more interesting. I used survey as one types of quantitative data collection method. I conducted the initial survey in the form of open-ended discussion where I threw some questions that related to pupils interest and difficulties in learning English.

To answer the survey items. a) Analysis and finding Based on the survey questions. the pupils needed to tick on ‘Yes’ or ‘No’ column based on their though about the game. As the survey went on. I distributed one survey form for every pupil in order to acquire every pupil’s opinions regarding the game. In the survey form.7 3 Do you like to play ‘Tricky Guess’ Card Game? Do you think ‘Tricky Guess’ Card Game is interesting to play? 25 83.wanted the teacher to conduct language games as many as possible especially during English lesson.7 23 76.3 4 5 48 .3 2 6.7 1 3.3 Is your interest to learn vocabulary increase after you play ‘Tricky Guess’ Card Game? 29 96. Table 6.7 7 23. I assisted the pupils to answer every item in the survey form. The second survey which I conducted with the pupils was after I implemented the action method.4: Survey result Items Yes Percentage No Percentage 1 Do you like English? 30 100 0 0 2 Do you like to play games during English lesson? 28 93. I had analysed the result of the data and presented it in the form of table and graph.3 5 16. there were eight items that the pupils had to respond to. I provided Malay translation for every item so that the pupils were able to understand the items well.

0 6 20. I could interpret that most of the pupils in the class preferred to play the game as one of the activities in utilising vocabulary.3 % of the pupils liked to play Tricky Guess Card Game and felt that the game was interesting to play.1 and 6.3%) who did not agree with the statement. the figure 6. Therefore. Therefore.7 % of them found that the game was interesting and wanted to play it in the future. it determine the effectiveness of the game in enhancing pupils interest. 49 .0 20 66.7 % of pupils agreed that the game stimulated their interest in learning vocabulary and only one pupil (3.2 below show the total results and the percentage of the survey. based on the analysis of the result of the survey.7 10 33.3 Do you want to play ‘Tricky Guess’ Card Game in the future? 20 66. it showed that 96. About 20 pupils who represented 66.3 Based on Table 6. With the high number of pupils who found that ‘Tricky Guess’ Card Game able to fulfil their requirement for utilising the vocabulary.4. the result of the survey show that all the pupils in the class liked to learn English and most of them preferred to play game during English lesson. Due to the interest of the pupils in utilising vocabulary through ‘Tricky Guess’ Card Game which was highlighted in item number 5.6 7 8 Is your vocabulary increase after you play Tricky Guess Card Game? Are you having fun playing ‘Tricky Guess’ Card with your friends? 24 80. It point that up to 83.7 10 33.

35 30 25 20 Result 15 Yes 10 No 5 0 Items 50 .

2 explained the responses that given by all pupils in the classroom towards the interest and the operational of the action method in the 51 .1: Analysis of total result of survey Ite m 8 Ite m 7 Ite m 6 Ite m 5 Items Ite m 4 Yes (%) No (%) Ite m 3 Ite m 2 Ite m 1 0 20 40 60 80 100 120 Percentage Figure 6.Figure 6.1 and 6.2: Analysis of percentage of the survey Graphs in figure 6.

7 out of 30 pupils found that ‘Tricky Guess’ Card Game unable to attract their interest in utilising the vocabulary that they had learnt before. it could be one of the factors that affected their interest towards the game. Thus.lesson. 52 . It encouraged positive attitude and development of pupils where pupils became more actively participated and learnt to collaborate during the lessons. it shows that Tricky Guess Card Game provided positive reinforcement in enhancing pupils’ interest to utilise vocabulary. it is apparent from these tables. Based on the overall result of the survey. It might be difficult for them to understand the meaning of the sentence in the cards due to lack of vocabulary. However. The reason of this result was not clear but it might be something to do with the proficiency level of the pupils itself where I found that some of the slow learners struggled when playing the game.

7. I found that all respondents agreed that Tricky Guess Card Game enhanced their interest in utilising vocabulary. It helped pupils in bursting their motivation to learn and embarked their interest in utilising the vocabulary. Question: Does this game increase your interest to learn English words? Answer: 53 . From aspect of stimulating pupils’ interest. The data given from pre and post interviews showed positive feedback towards the effectiveness of ‘Tricky Guess’ Card Game. I will explain about the finding of this research in order to answer the research questions. Following questions show that interest of pupils to learn the vocabulary upsurge during the reading lesson.1 Findings In order to answer the first research question which is ‘Does Tricky Guess card game able to enhance pupils’ interest in learning vocabulary?’ there were several data that could provide some elucidation to answer this question.CHAPTER 7 FINDINGS In this chapter.

from the explanation above. Therefore. Based on the result of the survey. It could be seen from the change of pupils’ behaviour at the end of action method. The responses given from the pupils showed that any argument that happened when the action method was implemented totally influenced their motivation and excitement to participate in the activity. The observation data supported the statement from the respondents in the interview where ‘Tricky Guess’ Card game helped to enhance their interest in utilising vocabulary. Besides. The first aspect that marked their interest was collaboration. Thus. the results of this study indicated two main aspects that affected the increasing of pupils’ interest the in utilising the vocabulary. The second research question discussed about how ‘Tricky Guess’ card game enhanced pupils’ interest in learning vocabulary in ESL classroom. I like game so I will remember the words in long period. it proved that ‘Tricky Guess’ Card Game able to enhance Year 3 pupils’ interest in utilising the vocabulary. I could see that the pupils actively participated in the activity and able to work together as a group. One of the respondents expressed their belief that 54 .Respondent 1: Yes.0 %) admitted that their vocabulary level increased when they played the game. Respondent 3: Yes because I can play with my group members. 29 pupils (96. collaboration and co-operation among the group members played importance role to embark interest inside pupils. From the analysis of the data. the survey also prove that the game able to boost their participation and interest in utilising the vocabulary during the lesson. Respondent 2: Yes because it was fun. Both observers agreed that the game was able to create fun and joyful learning environment in the lesson.7 %) agreed that the Tricky Guess Card Game able to enhance their interest and 24 pupils (80.

‘Tricky Guess’ Card Game? Did you 55 . collaboration and co-operation among the group members were very important so that they could play the game without feeling stress or uncomfortable. Therefore. By referring to the survey data. Questions: Do you like to play the game with your friends? Or do prefer to play it individually? Why? Respondent 2: Play individually…I don’t like when they were fighting. Based on the overall data from three different sources. Question: How about the second game? ‘Tricky Guess’ Card Game? Did you enjoy the game? Respondent 3: I enjoy the game but when our group fight then I don’t’ feel good.3%) who did not enjoy playing the game with their friends. it stated that ‘Tricky Guess’ Card game required fun and joyful learning that made the pupils excited to participate in the activity. It could be due to miscommunication or different personalities among the group members that lead to the misunderstanding between them. Question: How about the second game.conflict that happened between his group members demotivated him from enjoying the game . The feedback from the post-interview session showed that the action method generated respondents’ motivation to take part in the lessons due to fun and joyful element inside the game. Fun and joyful element in the game was the second aspect which I found very significant to enhance pupils’ interest in utilising vocabulary in ESL classroom. there were 10 pupils (33.

56 .enjoy the game? Why? Answer: Respondent 1: Yes! Because it challenges my mind. Hence. Based on the statements from the respondents. I believe that implementation of the game in the lesson in order to enhance pupils’ vocabulary utilisation gave positive result towards pupils’ participations and attitudes in the class. Respondent 2: I enjoy the game… because it was fun Question: Does this game increase your interest to learn English words? Respondent 2: Yes because it was fun. the result of this study indicated ‘Tricky Guess’ Card game able to enhance Year 3 pupils’ interest in utilising vocabulary in ESL classroom. From explanation and the triangulation data that was presented above provide strong evidence that support the effectiveness of the action method in generating pupils’ interest in utilising vocabulary and encouraged them in engaging to the lessons.

8. Due to lack of time in school. I found that Tricky Guess card Game was a suitable vocabulary game that helped in enhancing my pupils’ interest in utilising vocabulary during English lessons. I did not have much time to collect more data that could give me more rigid evidences towards the effectiveness of the ‘Tricky Guess’ Card Game in enhancing pupils’ interest in utilising the vocabulary. The other limitation of this research was in the aspect of pupils’ proficiency level. this result would not be the same with other pupils in different schools who had different learning style and background. Therefore. One of the limitations was the time constraint. I was unable to conduct many lessons to implement the game. Based on the overall result from this research. I could not claim that pupils’ proficiency level in utilising the vocabulary 57 . However. The suggestion of the further research will be elucidate at the end of the chapter.CHAPTER 8 SUGGESTION FOR FURTHER RESEARCH In this chapter.1 Limitation of Studies It has to be acknowledging that this study had several limitations. I will describe about the limitation of this study with some explanation about the evaluation on the action taken.

they still enjoying the game. Besides from time to time. Hence. First. for this research. the pupils gave fully co-operation as they participated well during the lessons. During this research was conducted.3 Suggestion based on the evaluation of action taken Further research should be done in order to improve the quality of the action method and the research procedures. I realised that my classroom management was quite poor. 8. I could see that pupils more encouraged participating in the lessons. I realise that the game was not 58 . I found that the implementation of the action method was well conducted and received positive responses from many parties. 8. I admit that not all pupils gave their fully attention during the lesson. there are several improvements can be done.2 Evaluation on the action taken Based on the actions taken in this research. Even though some of the pupils were having hard time to deal with their group members. This might be happened due to lack of experience and not really prepared for the lesson.would increase because this study was focusing on enhancing pupils’ interest and motivated them to actively engage in the activity. the steps of the Tricky Guess Card Game can be improvise so that it can give more challenges to the pupils and able to stimulate higher order thinking skill (HOTS) among the pupils. it helped pupils to change their mind-set about English subject. Nevertheless. I could not really control the pupils’ behaviour well. not only from the Year Three pupils but teachers and school administrators also gave good feedback about this research.

I believe it is my role to assist the pupils’ movement in the class so that they can play the game without facing any problem and the action method can be done smoothly. I believe that by providing support to the pupils.really encouraged pupils to think critically about the vocabulary that they had learnt. it is important for me to raise concern among the pupils to work together as group and encourage them to have good communication among the group members in order to avoid any internal conflict in the group itself. I believe if the pupils able to use and apply their thinking skills in solving the game. Thus. before the game start. I found that it is important to improve pupils’ collaboration among the group members in order to increase the effectiveness of the action method. As the action method being implemented. 59 . I will always highlight the value of togetherness and co-operation among the pupils. In this research. it will increase their competitiveness in positive way. Thus. they will enjoy and feel more excited to play the game. in the next cycle. I will provide more encouragement and reinforcement among the pupils to improve their communication and social skill with their colleagues.

60 . the basic objectives of this research study were achieved. majority of pupils in the class were able to participate well especially during vocabulary lesson. Tricky Guess Card Game might helped in enhancing Year 3 pupils’ interest in utilising vocabulary in ESL classroom. to certain extant. Based on the data that was collected using the three main data sources. Generally speaking. which interview. Therefore.1 Conclusion This study aimed at enhancing Year 3 pupils’ interest in utilising vocabulary using ‘Tricky Guess’ card game in ESL classroom in order to increase pupils’ English language learning. I conclude that using Tricky Guess Card Game able to enhance Year 3 pupils in utilising vocabulary in ESL classroom.CHAPTER 9 CONCLUSION 9. They became more active and showed interest to learn and took part in the lesson. and survey. According to the research finding in the chapter 7. observation. it provided evidences and explanation in answering all research questions. After the implementation of the game.