[LUẬN VĂN THẠC SĨ] The effectiveness of using games in teaching english vocabulary to grade five students at Song Ngu primary school

Introduction

The rationale of the study

English is now widely spoken all over the world English has become an international language that is spoken practically everywhere English plays a vital function as a conversational language in a variety of fields, including business, politics, science, and technology There are over 160 countries where English is their official language English is also the official languages of European Free Trade Association and many other organizations There are about 1.5 billon people are speaking English and there are one billion people learning English English is now taught in lots of countries

In Indonesia English is the first foreign language, and it is a required subject in both secondary and primary schools English is an optional subject as well as a requirement for passing National Examination The quality of English instruction in Indonesia is constantly improving

English is known as an effective tool for the integration process Many people in the world communicate in English To keep up with the trend of global integrations, Vietnam’s education has increasingly integrated with the world Understanding the importance of modern education is to train people who can catch up with the global integration trend

English education is getting more and more important in Vietnam Recognizing the importance of English, Vietnam Ministry of Education and Training has focused on teaching and learning English at schools Vietnams’ education system has made English a compulsory subject on school since elementary years English is a compulsory subject from grades 3 to 12 English is also a compulsory graduation exam at all levels English helps students form and develop their ability to communicate in foreign language through practicing listening skill, reading, speaking, and writing

Nowadays, there are many universities and colleges training English as a major Almost every elementary school has English rooms with lots of modern equipment However, the implementation of teaching and learning English is still facing many difficulties Learning English at primary schools in general and Song Ngu Primary School in particularly still faces many difficulties, especially in learning and using vocabulary Therefore, teaching students how to learn and use English is to provide students with a treasure dictionary of words and sentence structures, an essential requirement of learning English especially with novice students with English subjects

To teach English for young learners effectively, teachers must be active and creative Teachers are not only patient and but also hard-working They must organize suitable activities which are suitable with the content of the lessons

English now is a required subject at primary school Students begin learning English in primary school Some students are interested in learning English Many of students do not like this subject but they ought to learn They find that it is difficult to remember new words With lack of vocabularyknowledge, students will not be successful in speaking, listening, reading, and writing English learners will be good at studying English if they feel relaxed and like studying English Therefore, it is critical for the teachers to make their young students to love learning English

With twelve years learning English at school and four years learning English at University However, they still cannot use the structures and vocabulary to express their ideas or communicate with the foreigners

Some teachers still teach English by giving structures and words to students, listening skill as well as speaking skill are not focused Most pupils do not like to learn vocabulary with passive ways such as reading and writing the words until they can remember the words This way makes them feel bored although they know the importance of vocabulary for learning English So, language teachers must consider how to successfully teach understand English vocabulary To solve this problem, teachers should support the good ways for learners to study to help them feel interested in learning English

Moreover, the most important thing for the teacher is finding the good teaching methods to help pupils at primary schools to love learning English as well as to remember vocabulary easily Young learners are always excited about playing games, but they cannot pay attention for a long time, so teachers must create fascinating games to help students learn vocabulary and recall new words simply and deeply In short, the teachers should help students more confident and interested in learning English when they are pupils at primary schools.

The Purposes of the study

The goal of this study is to examine the effectiveness of using games to teach English vocabulary to Grade five students at Song Ngu Primary School To achieve this goal, the study effort attempted to answer the following question The questions posed by the study are:

How effective is the use of games in teaching vocabulary to Grade Five students at Song Ngu primary school?

The following are the sub-questions that arise from this overarching question are:

1.To what extent do language games enhance student ability to memorize the words?

2 To what extent do language games develop positive interaction?

3 To what extent do language games enhance student motivation?

Answering these questions helps to examine the effectiveness of using games in teaching English vocabulary for children at primary school Moreover, this research also gives recommendations for using of games and choosing games that are suitable for young learners.

Significance and the scope of the study

1.3.1 Significance and the scope of the study

As mentioned in the section 1.2, the problem statement, learning vocabulary is one of very important factors for students who learn English Students struggle to remember new words, so teachers should devise effective strategies to help students to learn vocabulary effectively Nowadays, games are used in teaching vocabulary Whether or not this strategy is a good way to assist children learn vocabulary or a waste of time If this research is carefully conducted, it will provide teachers more knowledge of teaching vocabulary as well as choosing suitable activities for their teaching process

The main focus of this research is on the effectiveness of using games to teach vocabulary to Grade Five students Besides, it is an action research which takes place at Song Ngu Vung Tau primary school The participants are also the students and a teacher at this school.

Thesis outline

This study consists of five chapters:

Chapter 1- Introduction- presents the general background of the study, the context, purposes, research questions, significance, and the scope of the study

Chapter 2- Literature Review- provides the theoretical background to this research through reviewing the area of the study In addition, the chapter provides previous related studies, which play a role in seeking research gaps to situate the study

Chapter 3 - Research design- describes the methodology and research design employed in the study, research context, sampling, research instruments, participants, data collection and data analysis procedures

Chapter 4 – Findings and Discussion - provides a description of the findings collected through the research instruments and presents a detailed account of discussions based on the results of data analysis in the previous chapter

Chapter 5 –Recommendation and Conclusion – summarizes the key findings of the study, mentions the ethical issues and limitations of the study, reveals the recommendations for language teachers, students of English and then gives out suggestions for further research.

Literature Review

Teaching young learners

The phrase "young learners" is defined in this section, as are the factors that influence young learners' maturity This section also discusses the features of young learners The researcher also discusses teaching English to young learners and the benefits of teaching English at the primary level

Young learners, according to Sarah (2003), are youngsters aged five to twelve years old He also argued that several aspects such as culture, sex, parents and the environment (city or rural), influence children ‘maturity (city or rural) The development of children differs Some youngsters develop quickly, while others require more time As a result, teachers of young learners should be aware of all their differences in order to select appropriate activities to use in their teaching process (Greenwood, 1997)

According to Cameron (2001), young learners are youngsters in primary school who are between the ages of five and twelve They are frequently motivated by a desire to please their teachers Teachers should encourage them by complimenting them Teachers must provide a variety of entertaining activities to keep young students interested because they lose interest rapidly (Cameron, 2001)

Young learners are divided into two groups by H.Ytreberg (1990): those aged five to seven and those aged eight to ten They also said that youngsters between the ages of 10 and they had a juvenile and an adult side Children as young as ten can collaborate and learn from one another They are able to plan and coordinate events to the best of their abilities

Sarah (2003) defines young learners are youngsters ages to 15, and children of different ages have different mental and social traits They enjoy playing and having a good time In conclusion, there are numerous definitions for young learners We may determine young learners are students at primary school or secondary school based on the definitions above They are interested in playing and having fun even though their development is not the same The students in this study are ten years old and in Grade Five at Song Ngu primary school

Cameron (2001) states elementary school children are the ones who are physiologically and psychologically creating and developing They are slowly making their way into the world of all partnerships They are slowly making their way into the world of all partnerships As a result, elementary students are undereducated and unqualified to function as citizens in society, and they rely on adults, families, and schools for protection and assistance Elementary school students are adaptative and open to new experiences, but they lack concentration and memorizing skills (Sarah, 2003)

According to H.Ytreberg (1990), children have an extremely short attention and focus span Furthermore, young learners' attention spans are not short, and their capacity to alter their focus is limited As a result, engaging activities are critical for kids to organize their attention Teachers must create appealing strategies to engage and entice children since the urge for excitement can stimulate and retain unexpected attention (Thornbury, 2002)

Sarah (2003) emphasises elementary students do not always pay attention to their studies They lack high levels of focus and purposeful remembering Their ability to pay attention intentionally has not yet been formed Their high level of activity, both physically and mentally, is also evident Furthermore, hyperactivity and emotional easiness are plainly seen Children remember and forget things rapidly (H.Ytreberg, 1990)

Perception aids youngster in orienting themselves in the world more quickly and precisely Perception represents the intuitive, distinctive features of things for children of primary school, a phenomenon that occurs when they immediately touch the sense Perception also aids children in making reasonable adjustments to their activities Primary teachers shape children’s views through teaching them how to look, developing visual skills, and leading them to think and listen (Amsel, 2002)

Lightbown (2006) claims aside from perceptions development, primary children’ deliberate attention is weak and their ability to modify willpower is weak

As a result, using instructional aids is a vital way to keep kids’ attention Because the need for excitement can motivate and keep inadvertent attention, teachers must discover creative ways to make the lesson appealing to students Memory plays a crucial role in people’s lives and activities ; it is via memory that people amass life experience (Bauer, 2013)

The developmental image dominates the word memory -rationale for elementary pupils with visual memory New- school children’s thinking is very specialized, focused on the visual qualities of objects and the unique phenomenon (Howe, 2008) In fact, we know that language development is one of the characteristic one of cognitive growth The importance of language development should be understood by family member and teachers of young learners (Nixson, 2001)

H.Ytreberg (1990) states children have a good attention span at the age of

10 They can think more logically and comprehend the meanings of words with greater precision They appreciate memorizing and learning new things Teachers should engage kids in activities that allow them to interact with their peers and encourage them to work in groups Teachers can lead conversations or problem- solving exercise

The characteristics of primary students are described in greater detail below

2.1.2.1 Attention and cognitive development of elementary students

Children gradually develop organizational abilities and adapt their attention near the conclusion of elementary school (10 years old) The goal is for attention to grow and prevail over time In learning activities such as remembering a poem, a mathematical formula, or a long song, they try at will

Children's attention has begun to appear to be limited by time, and they have quantified the amount of time allotted to finish a task and attempted to do it inside the time restriction (Sarah, 2003) Knowing this, teachers should assign children tasks that need their full attention and are time limited Teachers also pay close attention to flexible application based on the child's primary age and personality, which is crucial and has a direct impact on the child's educational outcomes (Hyson, 2003)

2.1.2.2 Memory and cognitive development of elementary students

According to Amsel (2002), for primary kids, visual memory takes precedence over word memory – reasoning By the fifth grade, students' meaningful memorization and memorizing skills have improved, and their purposeful memory has grown

However, the impact of purposeful memorization is influenced by a variety of elements, including children's levels of positive intellectual attention, the attractiveness of lesson content, psychological considerations, and excitement (Hyson, 2003)

Teaching English vocabulary

A person’s vocabulary, according to Nation (2001), is a list of words that they are familiar with He also highlights the need of expanding one’s vocabulary in developing linguistic skills Language learners must build vocabulary acquisition techniques in order to comprehend the meaning of new words Learners should be provided with a choice of learning opportunities to aid in their overall language proficiency (Thornbury, 2002)

Barcroft (2015) states vocabulary is a list of words used to communicate in language Because language is made up of words, students should focus on growing their vocabularies because language is made up of words According to Richards (2002) and Schmitt (2000), vocabulary has an important role in how well children speak, listen, read, and write As a result, it is apparent that having a good vocabulary is advantageous

Thornbury (2002) argues the vocabulary of a language speaker is a list of terms that they might employ According to Ur (1999), The term

“vocabulary” is defined as “words” She does remind out that vocabulary can include words that are made up numerous words such as post office and mother- in-law She uses the term lexicon to refer to gramma on occasion

Scrivener (2005) states "vocabulary" normally refers to single words (for example, dog, green, wash), but it can also refer to two or three word combinations (e.g stock market, compact disc, go off) As a result, vocabulary is divided into two categories: individual words and word groups A person ‘s vocabulary, in a nutshell, is their collection of words The importance of vocabulary in learning English cannot be overstated

In short, vocabulary refers to a person's collection of words The importance of vocabulary in learning English cannot be overstated It is critical for kids to expand their vocabulary in order to improve their language skills If the students master vocabulary, their English learning will be successful

A crucial aspect in learning a foreign language is vocabulary knowledge Vocabulary information is fundamental to four language abilities (listening, speaking, reading, and writing), and a lack of vocabulary knowledge impacts all of these skills (Schmitt, 2000)

The importance of vocabulary know ledge, also kno wn as word kno wledge, in learning a foreign language cannot be overstated I t is necessary for all four language abi lit ies (hearing, speaking, reading, and writin g), and a lack of vocabulary knowledge impacts al l of them ( Schmi tt, 2 000)

Ur (1999) identifies the most important things students should know about a lexical item are its written and spoken forms, as well as its most common meaning Grammar, collocational linkages, appropriateness of use and relationships with other subjects in English and among students are among the other components to master, she explains

Nation (2009) considers one of the most essential aims of a vocabulary program is to put learners' vocabulary knowledge into communicative use when they are in a situation where they must apply what they know

According to Nation (1990), receptive and productive learning are the two types of vocabulary learning Receptive learning is the process of recognizing a word and memorizing it’s meaning when it is encountered In productive learning, receptive learning is linked with the practice of speaking and writing meaningful language at the proper times

Cameron (2001) states knowing a word entails comprehending its form (how it sounds, how it is spelled, and how the grammar changes), meaning, and its application He also stated that learning words is a cyclical process that begins with encountering new words and initial learning, and then continues with encountering those words several times, each time one’s grasp of the meanings of the words and how they are used in the foreign language improves (Thornbury, 2002)

Allen (2006) claims learning a word comprises knowing its definition and recognizing it in range of reading and listening setting, as well as employing it in speaking and writing Knowing a term, according to Thornbury (2002), entails understanding the contexts and applying them in speaking and writing

• The word’s pronunciation and writing form

• Whether the word is peculiar to a certain register or style

• The frequency of the word

Thornbury (2002) reveals knowing a word at its most fundamental level necessitates an understanding of both its structure and meaning To put it another way, the meaning of word must be learned before it can be utilized Furthermore, knowing the term in either its spoken or written form is required before it may be utilized in conversation communication (Schmitt, 2000).

2.2.3 Strategies in teaching vocabulary knowledge

According to Sarah (2003) young learners have the advantage of being excellent mimics They are fearless and eager to take part in the activities that the teacher has planned for them These elements demonstrate that it is simple to maintain the high level of motivation while also making English lesson an exciting and interesting experience for the students (Sarah, 2003) Here are a few things to keep in mind

- The activities should be easy enough for young leaners to comprehend

- The assignment should be appropriate for their abilities: it should be do able but also engaging enough for them to be satisfied with their effort

- The exercise should primarily be conducted orally in fact

Games, songs with actions, total physical reaction activities, colouring, cutting, and repetitive speaking activities with obvious meaningful communication are examples of activities that work effectively

Nation (2001) suggests the meaning of new terms, all of which can be implemented in the early learner classroom:

6) drawing or diagrams on the board

9) putting the new word in a defining context

Vocabulary is often supplied to study before the topic of session According to Thornbury (2002), making vocabulary an important component of language learning An important quality of vocabulary is that it supplies vital organs and flesh A broad of vocabulary is required for all abilities; consequently, in order to study language effectively, learners must be able to recall a large quantity of words

H.Hiebert (2005) states the vocabulary should be chosen based on the lesson

Teaching vocabulary using games

In recent years, many books teaching methodologies have been used in the teaching of foreign languages They are effective, simple to implement tactics that contribute to the overall quality of the course The use of games in teaching and learning English is the most effective of these strategies

According to Andrew Wright (2006), language games are a fun way to learn new words Not only can changing the ambiance in assist students in the classroom and making the session less stressful help students retain vocabulary and concepts

According to Deirdre Williams (1992), games can alleviate tension and make information acquisition simpler Teachers can help students acquire confidence and extend their vocabulary by utilizing games to teach vocabulary

Gordon (1999) indicates that games help children develop mental awareness, physical co-ordination, creativity, and social skills

Wyldeck (2007) confirms teaching vocabulary using games can assist teachers in creating situations that are both relevant and easy to understand for students The use of games in teaching and learning process can help learners participate in language acquisition The players must answer questions presented by the teacher or other students or groups in order to win the game To do so, students must be able to comprehend what the teacher or other say or write, as well as attempt to talk or write to present information or communicate their opinions Furthermore, teachers should also develop a variety of tasks for children to improve listening, speaking, and strengthening all skills to keep them engaged in the course

In a nutshell, young students are quickly bored To pique their interest in lessons, make the class activities as entertaining, fascinating, and thrilling as possible by planning fun activities

Toth (1995) defines a game as an activity having rules, a goal, and a sense of enjoyment A board game is one form of game, while a video game is another The two sorts of games are competitive games, in which players or teams compete to be the first to reach the goal, and cooperative games, in which players or teams work to achieve a common goal The games place a greater focus on efficient communication than on expertise

The two sorts of games are competitive games, in which players or teams compete to be the first to reach the goal, and cooperative games, in which players or teams work to achieve a common goal The games place a greater focus on efficient communication than on expertise

According to Hadfield (1998), games have the following characteristics:

1 Games must be followed when paying games

2 The outcomes of games are varied and quantifiable

3 The outcome of games can be either favorable or negative

4 Games provide a level of challenge, requiring learners to exert effort to reach a certain goal

5 Students who participate in a game place a high value on the game’s result: they understand that if a favorable outcome occurs, a player will be the winner and excited, and if a negative event occurs, a player will be the loser and unhappy

6 Negotiable outcomes: the same game can be played with or without real world implication

In short, there are benefits and drawbacks to utilizing games to teach vocabulary, games can help young students learn the lesson while having fun and memorizing all the terminology Young learners enjoy games, but they should not be used excessively Games should be chosen based on the age and circumstances of students They must also be concerned about the future as well (Nixson, 2001)

2.3.3 Using games in teaching vocabulary

Toth (1995)claims young learners enjoy playing They also demonstrate that a game must be more than merely entertaining Games are not only entertaining, but they also require teachers to maintain the language component at the centre of their design They also demonstrate that playing games is a natural and important aspect of growing up and learning

Playing games to learn children can be engaged, learn and play with their classmates From lesson to lesson, teachers should let students play a variety of games (Lewis, 1999)

According to (Hadfield, 2007), playing games allows kids to practice their vocabulary Having a variety of learning options can assist learners enhance their general language abilities by expanding their vocabulary According to him, games increase motivation by providing a compelling incentive to use the target language

2.3.4 The advantages and disadvantages of using games in teaching vocabulary to young learners

Students can acquire language through games However, there are benefits and drawbacks to utilizing games to teach vocabulary to young learners

Firstly, games can help young learners learn their vocabulary more quickly Through games, children can interact, discover, and experiment with their surroundings Gordon (1999) The use of games boosts young learners’ enthusiasm while also giving an incentive and stimulus to use the language Children enjoy playing games, which is why they are so popular

Second, Wyldeck (2007) states games offer a joyful and relaxing environment in which children may learn quickly and retain information Caroline (2001) also claims that games are beneficial in the classroom since they emphasize the phrases that are required to achieve the game’s objectives

In addition, Hadfield (2007) also demonstrated that utilizing games to teach vocabulary to children is an effective method Young learners participate in activities and pay greater attention during and thereafter because they enjoy themselves and the classroom In conclusion, incorporating game into the teaching and learning process can make a major difference Many inputs are provided by vocabulary games

Furthermore, according to Wright (2006), games are an excellent teaching approach for young learners Teachers might create simple games for youngsters to repeat the same structures Games can be arranged to optimize English use in addition to being a fun additional Games can be a very efficient way to direct learning They also provide an opportunity for actual language use and processing

Various authors have many types of games According to Hadfield (1998) and Lewis (1999) identify some types of language learning games such as memorization games, matching games, communication games A language component can be added to any type of games.as a result, it is critical for teachers to select appropriate games that support the lesson’s objectives In this study, I use three different types of games

This kind of game is intended to help kids remember the meaning of words The game’s goal is for kids to recall and produce the correct words The game features activities such as spelling activity, guessing, and collecting

Players must match corresponding pairs of cards or pictures in this game

Factors affecting the effectiveness of using games in teaching vocabulary

Memory is a vital in language learning ( Schmitt,(2000) Short- term memory and long- term memory are the two types of memory While being processed, information is kept in short- term memory It has the ability to store data for a few second Long -term memory stored knowledge that will be used in the future but not right now Long -term memory, despite having a limitless store capacity, is slow The goal of vocabulary acquisition is to transfer lexical knowledge from short-term to long -term memory (Courage, 2008)

Word memorization is vital in language learning (Cameron, 2001) To teach vocabulary, appropriate activities are employed to offer learners with opportunity to efficiently memorize the terms

Interaction, according to Lightbown (2013), is a crucial aspect in language learning Learners need opportunities to collaborate with other speakers to acquire mutual understanding through meaning negotiation

Teacher, according to Moon (2000), play a critical influence in shaping how students connect with one another Teachers can establish an environment in the classroom where children can experiment with language without fear of making mistake Teachers should be kind and encouraging so that students can freely use language during discussions

According to Spada (2013), to learn a language, young learners must be motivated If the substance of the lesson is fascinating and the activities are appropriate for their age and level of competence, teachers can motivate students to learn In the classroom, a positive atmosphere is essential There are four different types of motivated behaviours

1 Teacher discourse: generating interest or curiosity, encouraging, and stating the communicative gold

2 Structure of participation: group / work in pairs

3 Activity design: individual and team competition

4 Promoting positive self-evaluation and activity design in the retrospective

Cameron (2001) proposes a three -level scale for measuring classroom observation engagement: very low (a few kids), low (one - third to two - thirds of students) and high (all students) (more than two thirds of students) The learners’ motivation was assessed based on their level of involvement, attentiveness, and participation in the learning activities.

Previous research

Many research on the use of games in the classroom to teach vocabulary have been conducted

Firstly, Grus (2016) performed a research The goal of this study was to create a Snake and Ladder game that could be used to teach primary pupils vocabulary In SDN Percodan I Malang, they analysed the fifth-grade elementary school syllabus for the second semester and conducted classroom observation and teacher interview A total of 42 fifth grade students took part in this investigation Because it incorporates physical movement and cooperative activity, the study found that the game is appropriate for learning vocabulary For students, playing games is a fun pastime They worked in small groups to answer the questions printed on the vocabulary cards Because students enjoy learning through games, the game could help them acquire language in a fun way

Secondly, Derakhshan (2015) conducted research The goal of this research is to show that games may be used to teach vocabulary and make it simpler to retain their meaning It examines the issues that teachers face while using games to teach language to young kids It discusses the advantages of using games to teach vocabulary Following that, it looks into the practical implication of using games in teaching vocabulary It also looks at the difficulties that teacher have when teaching vocabulary

Thirdly, Masri (2014) examined the impact of using word games on primary students' English vocabulary accomplishment in Jordan 158 first- graders, 76 boys and 82 girls took part in the study Tests were created to assess students’ English vocabulary levels Statistical methods were used to compare the control and experimental group, as well as the gender variable and analysis of variance were applied (male and female) The researcher concluded when word games were used to teach English vocabulary, young learners were more interested in learning

The finding of the study demonstrated that the discrepancy in accomplishment among primary school children was caused by the usage of word games for teaching English vocabulary In just eight weeks, the experimental group subjects were able to considerably improve their English vocabulary Moreover, the improvement in the control members was not statistically importance When the outcomes of the two groups are compared, the researcher concluded that the experimental group’s improvement could be attributed to the way he delivered instruction, which included word games

Next, Derakhshan (2015) studied how instructional games helped students learn language The goal of this study was to investigate the impact of games on children’s vocabulary development Seventy students aged 12 to 13 years old from two classrooms in an Iranian elementary school joined in the study At the start and end of the study, tests were carried out They analysed the data from the tests and discovered that games are crucial in teaching vocabulary They also discovered games help engage and encourage learners, particularly those who are quiet and inactive in the classroom

Alemi (2010) also investigated the using of games in helping learners develop their vocabulary The study included 60 students aged at the aged 13 to14 years-old who were chosen at random from third grade at a private school Two group students were formed such as experimental group and control group Students did a proficiency test to screen the subjects and homogenize them based on their competency level, as well as an accomplishment test to track and evaluate their progress Both groups were taught vocabulary using usual methods, the experimental group received a treatment of word games Finally, both groups were given a vocabulary exam to see if there was any difference between them The finding of the study demonstrated that word games have a useful impact on third-grade junior high school students’ vocabulary growth The findings also implying that employing word games encourages kids to compete

It can help shy and weak kids overcome their inhibitions and participate in games

Finally, research into the use of games to teach vocabulary was conducted The purpose of the research is to examine how games, songs, and stories may help and motivate primary school pupils to learn vocabulary

By presenting five well -known worldwide festival, the students were able to expand their vocabulary, to learn marker (or model) phrases, and broaden their cultural awareness through an intensive English course The kids were divided into four groups based on their grade levels, with 20 students (27.8%) in grade

2, 16 in grade3 (22.2%), 17 (23.6%) in grade 4, and 19(26.4%) in Grade 5

“Easter Holiday”, “Thanksgiving”, “Carnival Festival”, Halloween” and

“Christmas” were the five foreign festivals taught in class Six festival -related words were taught, as well as two marker phrases to show the students how to utilize the vocabulary sentences To put in another way, at the end of the semester, each student should have learned 30 words and 10 marker phrases Each festivals class was 100 minutes long, with a 10 –minute break in the middle

He employed a combination of way to get information Classroom observation and semi-structured interviews students’ pre-test and post-test result, as well as a self -assessment questionnaire was used to collect qualitative data The finding of the study showed that games can help students learn vocabulary when they are combined with a defined teaching and learning goal Pupils gained their awareness of foreign cultures while also expanding their vocabulary

In short, there are many previous studies about using games in teaching vocabulary The researchers found that games are useful for teaching vocabulary However, they did not show what extent were games useful for teaching vocabulary Therefore, I am doing this study to see if using games to teach the vocabulary to grade five students at Song Ngu primary school is beneficial.

Conceptual framework of the study

The aim of the was to see how successful games are at teaching English vocabulary During playing games, it is vital to implement games and assess elements such as memorization, interaction, and motivation The framework, as shown in figure 2.3, outlines the types of elements that influence the success of using games to teach vocabulary Memorization is evaluated using both short term memory and the long -term memory In terms of interaction, it is necessary to examine variable linked to the games such as pair works, group work, and the possibility to communicate with other speakers, according to it In addition, the numerous activities and the supportive environment in the classroom are taken into account while motivating students

Figure 1: The conceptual framework of the study

Types of vocabulary games Factors affecting the effectiveness of using games in teaching vocabulary memory

Opportunity to interact with other speakers Helpful co-participants Varying activities

Using co-operative than competitive goal

The effectiveness of using games in teaching vocabulary

Research Design

Methodology and research design

Qualitative approaches were utilized to the effectiveness of using games in teaching English vocabulary to Grade Five students Students’ attitudes about learning vocabulary using games were observed in the classroom The study also includes a semi- structured to gain in -depth information regarding students

‘perception about learning English vocabulary through games Photographs and tests were also employed to obtain data by the researcher

Two cycles of classroom action research were used to implement the use of games to teach vocabulary The researcher employed games to teach vocabulary with the topic jobs and places” in the first cycle The topic of the second cycle was

“weather and clothing” Implementing the action, observation’s consequences, and changing the plan were all part of each cycle

A pre-test was given to examine students' knowledge of the subject prior to therapy, and the findings were compared to the results of the post-test to see if the students' vocabulary had improved Following the completion of the acts, the students were given a post-test to evaluate their improvement Jobs, places, weather, and attire were the pre-test and post-test topics Each test is made up of matching, writing, and multiple-choice questions

The study is based on action research conducted in the classroom A study of actions that take place in a classroom to solve problems that develop during the teaching process is known as classroom action research The researcher gathers data on current educational programs and outcomes, analyse the data, gathers changes when a new plan is implemented, and develops a plan to improve their teaching and learning methods or develops conclusions for the improvements

According to Burn (2010), individual teacher research, collaborative action research, school- wide action research, and district-wide action research are all types of action research This research is being carried out as a joint action research project I worked with a teacher who has taught young learners for about ten years

I also asked her to observe my class and provide her feedback on my lesson I also had an interview with her

This study's methodology is based on Burns' action research methodologies (Table 1) The researcher gathers information from observations in the classroom, questionnaires, video recordings, photographs, and tests Classroom action research is the study of classroom occurrences in order to solve problems that develop during educational activities

The researcher conducts this study to gather data on current educational programs and outcomes, analyses the data, collect changes when a new plan is implemented, establish a strategy to improve their teaching and learning techniques, or draw conclusions about the improvements

Table 1: Methods for action research (Burns, 2010) Observation: What do I need to see?

Non-observation: What do I need to know

• Observation by teacher or colleague on aspects of classroom action

•Brief notes or recorded comments made by the teacher while the class is in progress

•Audio-or video -recordings of classroom interaction

Teachers use action research to investigate teaching and learning in order to improve their own teaching and their students learning According to Burns (1999), the practice of seeking solutions to problems in order to improve the quality of action through collaborating and cooperating between scholars and practitioners is known as action research Taggart (1998) explains a collection of actions and observations carried out by a teacher in her or his own classrooms to improve the teaching and learning process or increase the students' understanding of the lessons is referred to as action research

According to Burns (2010), rather than providing a solution to a problem action research is a quest for knowledge on how to better The purpose of action research is not gather all available information on a topic in order to find the correct answers Finding all available knowledge on a topic to discover the correct answers is not the goal of action research It is a group of people who are attempting to enhance their abilities, tactics, and strategies The instructor can use action research to identify and remedy problems during class With action research, a teacher can identify and fix problems that arise during instructional activities, as well as improve the teaching learning process and the environment in which the study is conducted

Action research, according to Taggart (1998), is a sort of self-reflective inquiry conducted by participants in a social environment to improve the logic and fairness of their educational practice, as well as their understanding of these practices, and the context in which they are carried out

According to Hopkins (2008), action research is a sort of study conducted in the classroom by teachers and researchers to understand more about how they teach and how their students learn Furthermore, according to Burn (2010), action research (AR) is a valuable tool for improving teaching abilities, and learning more about instructors, classrooms, and students

The goal of action research is to improve school-based educational programs The crucial goal of classroom action research is to improve the quality of learning and the success of school program implementation in general The purpose of action research is to find a solution to a problem and improve a teacher's teaching project in the classroom (Burn ,2010)

3.1.4 The characteristics of action research

Taggart (1998)shows that action research has three characteristic such as: a It is conducted by practitioners (classroom teachers) b It is cooperative c It is aimed and changing things

Burns (1999) confirms action research includes these characteristics a Action research is contextual, small scale and localized Action research identifies problem and examines them within a specific situation b The goal of the action research is to evaluate and reflect on practice in order to bring about change and progress c It allows for the exploration of a problem by groups of participants, and researchers working together d The practice can be altered depending on the gathering of data or knowledge, which provides the drive for change

In short, the following are the features of action research: Practitioners carry out action research The research findings are directly applied to a real-world problem The goal of action research is to improve the participants' practical situation and knowledge

This study was conducted as classroom action research to assess the usefulness of employing games in teaching English vocabulary and the development in vocabulary knowledge as well as students' attitudes, based on the characteristics of action research listed above

3.1.5 The procedure of action research

Qualitative research

Qualitative research is used for this study According to (Burns, 1999), qualitative data can be obtained in an action research through classroom observation, interview, video recording, photograph, and test

Qualitative data are analysed without using numbers Norton ( 2009) states qualitative research is a type of data collection method that includes observational methods, questionnaires, and focus groups

According to Hopkins (2008) , qualitative researchers are interested in learning about the meanings people have created, as well as how they make sense of the word and the experiences they have with it

In this study, qualitative data was gathered through classroom observation, questionnaires, video recording, photographs, and a test I chose the qualitative approach because it is simple to conduct.

Site participants

At Song Ngu Primary school, the researcher conducted a classroom action in Grade Five This is a high -quality primary school in Vung Tau city This is a private elementary school The pupils in this school begin learning learn English in the first grade Each class has between 25 to 30 students They study English for 3 times every week Each period is 35 minutes long

The study included 30 students in grade 5 (age 10), class 5.1 as well as a teacher who also teaches English to students in grade 5 at this primary school Pupils have learned English for four years, so they have basic vocabulary, as well as the ability to speak in English using simple sentences They can even compose simple sentences Students at this age, on the other hand, are notoriously misbehaving They are too young to pay attention for long periods of time They like learning and playing together.

Data collection

Classroom observation, questionnaires for students and an English teacher, video recording, and test analysis were some of data collection strategies used in this study In order to offer more accurate data, photographs were collected during the research process

In this study collaborative observation was used in The researcher observed herself and all of the students in her class for this study and she also invited a colleague to observe her and provide feedback

According to Burns (1999), observation is the practice of gathering knowledge by seeing what happens during the lessons The qualitative research approach is employed to acquire data in this study Researcher utilized observation to gather data in real time in a natural setting Teacher could use classroom observations to record the teaching methods and classroom activities that help to engage students and give opportunities for meaningful communication The data for this study was gathered through classroom observation, regarding real -life experience of teaching vocabulary to children in order to assess the efficiency of learning vocabulary using games in the classroom as well as the student attitudes

Hopkins (2008) states a planning meeting, a classroom observation, and a feedback session are three essential aspects of the classroom observation process According to him, the preparation meeting allows the observer and the teacher to discuss the proposed lesson, resulting in a joint choice to collect observational data on specific component of classroom practice During the classroom observation, the observer saw the teacher in action and gathered information about the teaching and learning process The information gathered during the observation and during the feedback exchanged was communicated between the observer and the teacher in order to determine appropriate steps, agree a record of discussion and prepare another observation All three phases of the process were gone through systematically

The course includes 48 periods of 35 minutes across eight weeks Each week, pupils studied 6 periods on Monday, Wednesday and Friday This class was observed in 8 weeks – a total of 48 teaching periods Five games were applied in these weeks One game is used in each period and lasts about 10minutes When students take part in games, the teacher observes the class and write the diary, she takes note about students’ attitude, their feeling, their ability in group working Furthermore, observational data is grouped based on students’ attention to the instruction, students participate toward teacher’s teaching, students are enthusiastic about the teaching learning process and participate actively in it In this research I used systematic observation According to Arikunto (2009), systematic observation is observation which done by researcher with guidance as instrument of and contained the list of activities that will observed The score of the checklist can be calculated with the formular:

Burns (1999) reveals questionnaires is the instrument to collect data when the researchers do not have time to interview Dorney (2003) confirms that three types of information can be got from questionnaires such as factual or

Figure 3 The three-phase observation cycle

Classroom observation demographic and attitudinal In this study, the researcher gives questionnaires to students and a teacher to get their opinions about using games in teaching English vocabulary Furthermore, Hopkins (2008) states that questionnaires allow teachers to obtain in-depth information that they would not be able to obtain using other data collection methods

In this study, the questionnaires were derived from Schmitt (2000) taxonomy of vocabulary learning techniques (VLS) and Lightbown (2006) ‘s motivation component The questionnaire’s goal is to determine to what extend language improve students’ ability to remember words, develop positive interaction as well as increase students’ motivation

There are two questionnaires: a questionnaire for students and a questionnaire for a teacher There are fifteen questions in each questionnaire Questions 1 through 5 are based on memory methods (MEM) When learning a word, memorize the spelling, visualize the word form, repeat new words out loud, and use physical action

Questions 6 through 10 are centred on social techniques (SOC) Interacting with other individuals improves language learning through social methods Sixth to tenth questions are based on motivation elements defined by (Lightbown, 2006)

For this study, a total of 11 people were chosen, including 10 students and a primary school teacher These people were thought to be able to provide a lot of information regarding the research issue In the study, 10 students were chosen at random to learn more about the practice and usefulness of games from their perspective

Video recordings also serve in ensuring the accuracy of the data obtained and preventing misreporting of what was stated in class Burns (2010) claims that recording the situation that teachers want to monitor has the advantage of capturing spoken discussions exactly as students expressed them

Video recording is required to avoid missing any occurrences of teaching communication-related knowledge that may occur at any point during the classes Teachers will be able to examine, analyse, evaluate, develop, and improve their own skills after viewing video recordings of practice

The actions in the classroom are video recorded, as are the activities of the students during the lessons, and the researcher views the film and takes notes from beginning to end for this observation According to Jewit (2012), video recordings have been used in education for the past three decades as a substitute for live classroom observation Video recording and the use of video have become part of teachable moments (Tenney, 2008)

Photographs can help the researcher remember where they were and what was going on According to Burns (2010), photographs are a great approach to enhance observation notes Researchers can record nonverbal features such as physical expression on body position, as well as capturing elements of people ‘s moods, thoughts, and ideas through facial expressions Furthermore, the researcher can use photos to determine who sits where in the classroom During the course of this study, I asked a co-worker to photograph the lessons Thanks to images, I can observe who participates in the learning activities, who collaborates and who doesn't collaborate, and gain a better knowledge of what's going on

Data analysis and interpretation

If students' vocabulary improves because of using games in the classroom, the study is considered a success The indicators are that students enjoy learning English in the classroom and that they perform well on assessments

To determine the study's outcome, this research examined classroom observations, questionnaires, video recordings, pictures, and tests Furthermore, based on the findings of the study and the teacher’s remark, the researcher discovered the effectiveness of using games to teach vocabulary

The researcher employed a qualitative method to evaluate the data in this study Classroom observation, questionnaires, photographs, video recordings, and test were all used in the qualitative data analysis The results of the pre-test and post-test mean scores were compared The test results were analysed to get additional information in order to improve the accuracy of the data

The mean score of the pre-test and the post-test were calculated with this formula:

M = the average of student score

Finally, the researcher can evaluate the hypothesis that employing games can increase students' vocabulary knowledge by analysing the classroom observation, interviews, photographs, and test data.

Trustworthiness

Ensuring trustworthiness is an important concern in qualitative research (Burns, 2010; Creswell, 2009) To enhance the trustworthiness of this study, three strategies were used: thick description, triangulation, and member check (Creswell, 2009)

The data were got from seven data collection methods- interview, classroom observation, photographs, diary, video recordings, and test to get a thick description of the effectiveness of employing games to teach vocabulary to five grade students at Song Ngu primary school

The data for this study were gathered using evidence from various interviewees, categories of data and collection methodologies In phase 1, various participants, including students and a teacher, were interviewed to determine the usefulness of using games to teach vocabulary

In phase 2, triangulation of various data collection methods such as interview, classroom observation, video recordings, photographs, and test were applied The researcher compared the finding from interviews, classroom observation, video recordings, photographs, and test to create a deep description of the efficiency with which games can be used to teach vocabulary.

Summary of the chapter

In a nutshell, the purpose of this study is to see how effective it is to teach English vocabulary to primary school students through games Research design for this study is action research This study lasted four months and was conducted at a primary school The data was gathered using a qualitative method Interviews, classroom observation, video recording, pictures, and tests were used to support the findings of this study.

Findings and Discussion

Research question one: To what extent do language games enhance students ability to

LANGUAGE GAMES ENHANCE STUDENTS’ ABILITY TO

To answer the research question number one” To what extent do language games enhance students’ ability to remember the words?”, the researcher combined the data of tests, classroom observation and interview to answer this question

4.1.1 The finding of the tests

In this research, the students did pre-test, post-test 1 and post-test 2 Before applying games in teaching, the teacher gave pre-test to students in order to know about their vocabulary As mentioned in Chapter 3, pre- test, post-test

1 and post- test 2 were conducted The tests were taken from Next Move textbook which is used to teach Grade Five students The topics for pre-test are jobs, places, weather, and clothes The topics for post-test 1 are jobs and places The topics for post- test 2 are weather and clothes

The scores of data as follow

Table 2: Students ‘scores of pre-tests

To know the mean of student scores, the formula is as follow

M = the average of students ‘score

According to the calculation, the mean score of students in pre-test was 5.5

After using games in teaching vocabulary for a month, the researcher wanted to know how much the result had improved from the pre-test to the post test, so she gave students post –test in circle I The mean score of the post-test was also calculated as follow

Table 3: Scores of the post-test in cycle I

M = the average of students ‘score

Based on that calculation the mean score of students in post- test 1 was 7.0 The researcher wanted students to get higher scores to make the research more successful so that she decided to carry the next circle

The researcher then delivered the scores and collected the data from the test after providing it to the students The scores were counted as follow:

Table 4: Scores of the post-test in cycle II

M = the average of students ‘score

Based on that calculation the mean scores of students in post-test 2 was 8.5

The researcher collected the data from observation class to combine with the result of the tests to answer the research question number one In the first cycle, the researcher did observation as below:

Table 5: The observation checklist of the cycle I

1 Students participate toward teacher’s teaching

2 Students respond to explained material

3 Students are interested in the teaching learning process

4 Students are active during teaching learning process

5 Students can write and produce words

Based on the data of the observation checklist above, it showed that there was difference after the researcher applied using games in teaching vocabulary

Most students took part in the learning activities enthusiastically although some of students were not interested in joining games, they still did their own things

Especially, the weak students who were not confident enough to join in the games Therefore, it was necessary to have an adaption for them

In the cycle II, the researcher continued using games in teaching vocabulary

This time the researcher paid more attention to weak students In the second cycle the research did the observation as below:

1 Students participate toward teacher’s teaching

2 Students respond to explained material

3 Students are interested in the teaching learning process

4 Students are active during teaching process

Table 6: The observation checklist of the cycle 2

In the cycle II, the researcher continued using games in teaching vocabulary

This time the researcher paid more attention to weak students In the second cycle the research did the observation as below:

According to the result of observation checklist above, the students are interested in learning process When carried out the games, the researcher gave the regulation which asked all members of each group to join in the activities

She also divided each group with good students and weak students so that the good students would help the weak students in working In addition, the teacher always gave the compliments to the students All these factors made students who took part in the learning activities excitedly and they were more active

4.1.3 The finding of the questionnaire

The researcher conducted the questionnaire to collect data for both teacher and students

The answers of the question number one “How often do students use picture cards?” the question number two “How often do students say new words

5 aloud?”, the question number three “How often do students study the spelling of the words?” and the question number four” How often do students repeat the words verbally?” were “always”

With the question “How often do students make wordlist?”, the answer was

The answers of the question number one “How often do you study the sound s of the words” and the question number two “How often do you use flash cards?” were “every lesson”

The answer of the question number three “How often do you remember the words initial?”, the question number four “How often do you use physical action when you learning a word?”, and the question number five “How often do you image word form? Were “always”

Students study the sounds of the words every lesson while playing games according to the results of the questionnaires They used flash cards or picture cards for every lesson, too Students sometimes remember the words’ initial and use physical action when learning words Students sometimes repeat the words verbally They sometimes make wordlist Applying MEM in learning words helps students get higher score in the test

4.1.4 The finding of the whole circle

Table 7: The comparison of student scores in the pre-test, cycle I, cycle II

The results above show that there was improvement in every cycle In the pre-test, the average of students’ score was 5.5 In the first cycle, the average of student scores was 7.0 and the percentage of observation checklist was 68% There was improvement after the researcher applied games in teaching vocabulary

The average students score in the second cycle was 8.5 and the percentage of observation checklist was 92% There was improvement and the result of the test was higher than the result in the first cycle In short, in the second cycle, the researcher was pleased with the result in the outcome

As mentioned in chapter two, in order to learn a language it is necessary to memorize words To find out to what extend do language games enhance students’ ability to memorize the words, the teacher combines the analysis of tests, classroom observation and questionnaire

Research question number two: “ To what extent do language games develop positive interaction?

LANGUAGE GAMES DEVELOP POSITIVE INTERACTION?

To answer the research question number two “To what extent do language games develop positive interaction?” the researcher combines the data from video recording and questionnaires

4.2.1 The finding of the video recordings

The researcher recorded a short part about 10 minutes while students playing games The researcher focused on students’ interactions with each other The result of the video recordings show that the students were very excited while they took part in the games

Students have opportunity to interact with others during games They shared their ideas and discussed excitedly The students were confident to communicate with their classmates and the teacher in English There were many activities were conducted in the class

The researcher discovered that students always had opportunities to interact with their classmate based on the video recording They often work in pairs, in groups, they always interact with their partners while playing games Students sometimes help their partners They were active during playing games They sometimes interact with their teacher, too In short, the result from video recordings shows the evidence that games can develop students’ positive interaction

4.2.2 The finding of the questionnaires

The researcher gave questionnaires to both the teacher and students ten students The aim of the questionnaires is to get teacher s’ comments about students’ interaction during the lessons Moreover, the researcher also wants to know students’ interaction through their ideas and emotion to the games The researcher hopes that the analyses of questionnaires would give many significant insights that would support the idea “language games develop positive interaction”

With the question number six “How often do students have opportunities to discuss with their classmates?” and the question number seven “How often does the teacher interact with students?” the answers were “always”

The answer for the questions number nine” How often do students help their partners during the games? was “sometimes” The answer for the question number eight “How were the students while playing games? was “active” The answer for the question number ten “What activities do the teacher often conduct in the classroom?” were pair work and group work

Most of the answers were “always” to the question number six “How often do you interact with your partners during the lessons?” and the question number seven “How often do you review words in groups or with others?”, this means games give students opportunities to interact with their classmates Games can be seen a useful technique in learning language Games can encourage students interact and communicate

For the question number eight “What kind of activity do you often join in while playing games?”, the most answer were “pair work and group work”, this mean that games give students opportunity to communicate and develop their language learning Playing games and competition enhance the motivation of the students Through games students can practice and remember vocabulary

Most of the answers were “sometimes” for the questions number nine” How often do you ask your classmates for the meaning of the words?” and the question number ten “How often do you ask your teacher for help?”

From the result of the questionnaires based on SOC and the video recording, the researcher discovered that students always had opportunities to communicate with their classmate They often work in pairs, in groups, they always interact with their partners while playing games Students sometimes help their partners They were active during playing games They sometimes interact with their teacher, too In short, the result from questionnaires and video recordings shows the evidence that games can develop students’ positive interaction This finding is the same with the result from Masri (2014) study He also investigated the using of games to teach English vocabulary He found that games improve students’ interaction.

Research question number three “ To what extent do language games enhance students’motivation?

To answer the research question number three: “To what extent do language games enhance students’ motivation?” the researcher combines the data from questionnaires and photographs

Lightbourn (2006) points out that the main way that teachers may impact learners' motivation is to provide a supportive environment in the classroom where pupils are stimulated and interested in activities During the learning process, the rivalry forces learners to concentrate and think hard, which improves unconscious input acquisition (Uberman, 1998) The various activities also play an important role to enhance students’ motivation

4.3.1 The finding of the questionnaires

The answers of the question number eleven” How do you feel while learning by game? were “excited” The answer of the question number twelve” What do you like doing during the lesson?” were “playing game” The answer of the question number thirteen “How often do you share your idea?” were “sometimes” The answers of the question number fourteen “How do you feel when you get any mistakes?” were “not worried” Most the answers for the question number fifteen “What kind of activities do you like best?” were “group work”

Most the answers of the question number eleven “How many percent of students take part in the activities?” were “100%” The answers of the questions number twelve “How often do students help their partners during the games?” were

“sometimes” The answers of the question number fourteen” How often does teacher create an atmosphere which is supportive to students learning language?” were “always”

The result of the questionnaires shows that teacher often conducts group work for students to practice Teacher always creates supportive atmosphere in the classroom to let students feel comfortable and confident to interact with their partners without fearing having errors Students feel excited while learning by games They often share their ideas with their classmates Students also interested in learning by playing games

4.3.2 The finding of the photographs

` During the lessons, the researcher also took photographs The researcher hopes that the data collected from photographs combines with the questionnaires can show whether language games enhance students’ motivation or not

The photographs show that students were happy and excited during the lessons, they were active to join in the classroom activities Most students were excited about the games Learners’ positive attitudes about language games demonstrate that using language games to motivate students to learn vocabulary is successful

The analysis of the photograph meets the point if teachers can contribute to students’ motivation to learn by creating classroom where students enjoy coming because of the interesting content that is relevant to their age and level of ability, where learning goals are challenging yet manageable and clear, and where the atmosphere is supportive and non-threatening ( Lightbown, 2006)

In short, through the above result from the photographs and the questionnaires, the researcher can confirm that games can help students enhance their motivation Students are more confident and interested in learning English by playing games This finding is the same with the result from Alemi (2014) study He showed that games engage learners, particularly who are quiet and inactive in the classroom.

Recommendation and Conclusion

Recommendation

Based on the research finding, the researcher would like to give some suggestions to improve the pupils’ vocabulary master

Cameron (2001) proposes that English teachers select appropriate techniques to assist students in becoming active learners Pupils learn best when they are enthusiastic about what they are learning The teacher must provide rules for the games and motivate students to absorb the teachings Students will become active learners if they are enthusiastic about the lesson When students take an interest in studying English, a positive atmosphere develops in the classroom, allowing students to learn more easily and pleasantly

The most significant factor to consider in attracting students' attention to studying is enjoyment When teaching English to young learners, the teacher should create as pleasurable, exciting environment The initial goal should be fun, which has a positive impact on schooling Teachers should use games to create a fun, engaging environment in which students will be more engaged in studying English in primary school If students do not enjoy learning, they will drop out as soon as feasible

According to Hadfield (2007), students can not only have fun when playing games, but they can also expand their vocabulary in an entertaining way When teachers utilize games to introduce new vocabulary, students are more likely to learn the words and remember them for longer (Gordon, 1999)

Because the resources do not always entice students, teachers must come up with fun ways to present the lessons Teachers should select appropriate activities for their students and blend action games and word games in vocabulary instruction to help students learn new terms more efficiently The researcher believes that students will always find learning English to be fascinating She also expects that this study would help students increase their English vocabulary

The purpose of this study is to see how games might help students enhance their vocabulary mastery The researcher believed that the study's findings may be utilized as a foundation for future research that would aid in the teaching of English to children.

Limitation

The participant in this study is limited (thirty students in a class and a teacher) For further research, the researcher should collect data from more classes and more teacher

Although games can help students enhance their vocabulary, they do have some drawbacks when used in the classroom A game takes a long time to play, and the classroom is very noisy during games Some students dislike playing games and prefer to do their own thing rather than participate in a game with their classmates Therefore, teachers must select appropriate and engaging games for their classes, as well as organize games and maintain effective classroom discipline.

Conclusion

In conclusion, the goal of the study was to see how beneficial it was to use games to teach English vocabulary to grade five children at Song Ngu primary school Data was gathered using a qualitative method Qualitative method employed in this study includes classroom observation, questionnaires, video recording, pictures, and tests The conclusion of the study is based on the data analysis The following is the research's conclusion based on the data analysis

First, this study demonstrates that the games improve pupils' ability to memorize words According to data from classroom observation, questionnaires, and testing, students may quickly memorize new words through games The results of the examinations from each cycle show that students' vocabulary has improved because of learning through games The mean score of pre-tests is 5.5 The mean score of the tests in the cycle one is 7.0 and the mean score of the test in cycle two is 8.5 Moreover, the result of the observation is increased The first cycle’s observation checklist result was 68% while the second cycle ‘s result was 92%

Second, the study shows that playing games develop positive interaction The data from video recording and questionnaires shows that students usually took part in pair work, group work while playing games They had opportunity to communicate in English while playing game Therefore, games can develop their positive interaction

Third, the results of the study suggest that language games improve students' motivation According to the data gather through questionnaires and images, pupils loved and were enthusiastic about playing games The environment in the classroom was supportive Furthermore, when weak kids get the opportunity to collaborate with their classmates, they can become more confident and engaged

When they are assigned to help the weak students, the good students get better and better because they can develop their language skills

To summarize, employing games to learn vocabulary improves students' ability to retain words while also encouraging interaction and increasing motivation

Students paid attention and participated in the learning process when they used games to acquire vocabulary They grew more engaged and self- assured in their learning activities The test results also suggest that the average of the pupils' scores has improved As a result, it can be concluded that employing games to teach vocabulary can assist students in learning more words

Majori ty (70%- 100%) tota l Sco re

1 Students participate toward teacher’s teaching

2 Students respond to explained material

3 Students are interested in the teaching learning process

4 Students are active during teaching learning process

5 Students can write and produce words

1 How often do you study the sounds of the words? a Every lesson b sometimes c never

2 How often do you use flash cards? a Every lesson b sometimes c never

3 How often do you remember the words’ initial? a Always b sometimes c never

4 How often do you use physical action when you learning a word? a Always b sometimes c never

5 How often do you image word form? a Always b sometimes c never

6 How often do you review words in group or with others? a Always b sometimes c never

7 How often do you interact with your partner by playing game? a Always b sometimes c never

8 What kind of activities do you often join in while playing games? a Group work b pair work c individua

9 How often do you ask your classmate for the meaning of the words? a Always b sometimes c never

10 How often do you ask your teacher for help? a Always b sometimes c never

11 What do you feel while learning through games? a excited b happy c bored

12 What do you like to do during the lesson? a Playing games b reading c writing

13 How often do you share your idea? a Every lesson b sometimes c never

14 How do you feel when you get any mistakes? a Not worried b worried c very worried

15 What kind of activities do you often join in while playing games? a Group work b pair work c individual

1 How often do students use picture cards? a Always b sometimes c never

2 How often do students say new words aloud? a Always b sometimes c never

3 How often do students study the spelling of the words? a Always b sometimes c never

4 How often do students repeat the words verbally? a Always b sometimes c never

5 How often do students make wordlist? a Always b sometimes c never

6 How often do students have opportunity to discuss with their classmate? a Always b sometimes c never

7 How often does teacher interact with the students? a Always b sometimes c never

8 How are the students while playing games? a Active b unactive c bored

9 How often does the students help their partners during the games? a Always b sometimes c never

10 What activity did teacher often conduct in the classroom? a Group work b pair work c individual

11 How many percent of students take part in the activities? a 100% b 50% c under 50%

12 How often help their partners during the games? a Always b sometimes c never

13 How often was the classroom environment? a supportive b unsupportive c boring

14.How often did the teacher give full attention to the students? a Always b sometimes c never

15.How often did teacher create an atmosphere which is supportive to students learning language? a Always b sometimes c never

Strategies for discovery of a new word’s meaning (Schmitt, 1997)

DET Analyse part of speech

DET Analyse affixes and roots

DET Analyse any available pictures or gestures

DET Guess meaning from textual context

DET Use dictionary (bilingual or monolingual)

SOC Ask teacher for a synonym, paraphrase, or L1 translation of new word

SOC Ask classmates for meaning

Strategies for consolidating a word once it has been encountered

SOC Study and practice meaning in a group

SOC Interact with native speakers

MEM Connect word to a previous personal experience

MEM Associate the word with its coordinates

MEM Connect the word to its synonyms and antonyms

MEM Group work together to study then

MEM Study the spelling of the words

MEM Say new words aloud when study

MEM Use physical action when learning a word

COG Put English labels on physical objects

MET Use English language media (song, movies, newscasts…)

MET Use spaced word practice (expanding rehearsal)

MET Test oneself with word tests

MET Skip or pass new wor

I Write the jobs under the pictures

II Write the words under the pictures

Cold hot warm cloudy foggy Windy sunny rainy snowy stormy

III Circle the correct answer

1 Let’s play soccer The weather is _ a snowy b sunny c rainy

2 It is _ in the winter a windy b snowy c sunny

3 Let’s take an umbrella It is _ a sunny b cloudy c rainy

4 What is the weather like? It is a windy b foggy c sunny

5 I like It is cool a winter b summer c autumn

6 I don’t like _ It is very cold a winter b summer c autumn

7 I wear _ in the winter a sweater b T-shirt c shorts

8 I wear in the summer a dress b socks c T-shirt

9 This morning I am wearing my T –shirt and _ a shirt b hat c jeans

10 My sister is wearing a a blouse b dress c scarf

11 He is wearing a t- shirt and a boots b shorts c pants

12 My father is wearing _ a shoes b sandals c boots

13 When it is cold, I wear _ a shirt b dress c socks

14 Don’t forget to bring _ in the dry season a jacket b gloves c hat

15 My mother is wearing a a dress b shirt c scarf

I Match the following pictures and the words below

1 You need an umbrella when it’s

2 When it’s I like eating ice-cream

3 I can see the sun today It is a day

4 You can make snowman It is

5 Gray, weather makes you feel a little sad I prefer sunny weather

The schedule of the research

Tests Topics Cycles Meetings Types of games

Doctor, chef, teacher, Farmer, actor

To remember the jobs Job picture cards 15’

Hospital, restaurant, school Farm, theater

To remember the places Place picture cards 15’

Doctor, chef, teacher, Farmer, actor

Hospital, restaurant, school Farm, police station

-To remember the jobs and places

-Job picture cards -Place picture cards

Engineer, librarian, policeman, firefighter, receptionist

To remember the jobs Job picture cards 15’

Factory, library, police station, fire station, hotel

To remember the places Place picture card 15’

Engineer, librarian, policeman, firefighter, receptionist, factory, library, police station, fire station, hotel

To remember the jobs and places

-Job picture cards -Place picture cards

7 -Job search Doctor, chef, teacher, - To communicate - Job picture cards 15’

- Group work Farmer, actor, engineer, librarian, policeman, firefighter, receptionist

- To find out which students do the jobs in the four pictures

Doctor, chef, teacher, farmer, actor, engineer, librarian, policeman, firefighter, receptionist, factory, library, police station, fire station, hotel, Hospital, restaurant, school Farm, police station

Cold, hot, warm, sunny, cloudy

-Spelling the words Weather pictures 15’

Sweater, hat, t-shirt, dress, scarf

- Memorizing -To place all cards to the correct pictures

Cold, hot, warm, sunny, cloudy, Sweater, hat, t- shirt, dress, scarf

Rainy, snowy, windy, foggy, stormy

Shorts, pants, jeans, socks, trousers

Cold, hot, warm, sunny, cloudy, rainy, snowy, windy, foggy, stormy.,

Shorts, pants, jeans, socks, trousers, sweater, hat, t- shirt, dress, scarf

-Review words Pictures of people 15’

Cold, hot, warm, sunny, cloudy, rainy, snowy, windy, foggy, stormy, Shorts, pants, jeans, socks, trousers, sweater, hat, t- shirt, dress, scarf

- Communicating -To find the right clothes for the weather

Ahmad Naharuddin, F M (2018) Snakes And Ladders Games For Enhancing Young Learners'

Vocabulary International Journal on Intergrated Education, 1(I)

Alemi, M (2010) The Impact of Word Games on Expanding Learner's Vocabulary Knowledge

European Conference on Games Based Learning

Allen, J (2006) Words, Words, Words Teaching Vocabulary in graden 4- 12: Stenhouse

Amsel, E (2002) Language, Literacy, and Cognitive Development: The Development and

Andrew Wright, D B., Michael Buckby (2006) Games for Language Learning, 3rd Edition

(Cambridge Handbooks for Language Teachers)

Bakhsh, S A (2016) Using Games as a Tool in Teaching Vocabulary to Young Learners English

Barcroft, J (2015) Vocabulary in Language Teaching: Joe Barcroft

Bauer, P (2013) The Wiley Handbook on the Development of children 's memory: Wiley-

Burn, A (2010) Doing Action Research in English Language Teaching , A guide for Practitioners

Burns, A (1999) Collaborative Action Reaseach for English Language Teachers Cambridge:

Burns, A (2010) Doing Action Research in English Language Teaching A guide for practitioners

Cameron, L (2001) Teaching language to young learners New York: Cambridge University

Caroline Nixon, M T (2001) Primary Activity Box: Games and Activities for Younger Learners:

Courage, M (2008) The Development of Memory in Infancy and Chilhood ( Studies in

Creswell, J W (2009) Research Design: Qualitative, Quantitative,and Mixed Methods

Deirdre Howard-Williams, C H (1992) Word Games with English Plus: Macmillan Education Derakhshan, A (2015) The effects of Using Games on English Vocabulary Learning Journal of

Applied Linguistics and Language Research, 2(3)

Eric Amsel, J P B (2002) Language, Literacy, and Cognitive Development: The Development and Consequences of Symbolic Communication (Jean Piaget Symposium Series)

Greenwood (1997) Activity Box: A Resource Book for Teachers of Young students (Cambridge

Copy Collection): Cambridge University press

H.Hiebert, E (2005) Teaching abd Learning Vocabulary: Bringing Research to Practice:

H.Ytreberg, W A S a L (1990) Teaching English to Children New York: Longman

Hadfield, J (1998) Elementary Vocabulary Games: Addison-Wesley

Hadfield, J (2007) Elementary Communication Games (Teachers Resource Materials):

Hopkins, D (2008) A Teacher ' Guide to Classroom Action Research Open University

Howe, M L (2008) Stress, Trauma, and Children 's Memory Development: Neurobiological,

Cognitive, Clinical, and Legal Perspectives

Hyson, M C (2003) The Emotional Development of Young Children: Building an Emotion-

Centered Curriculum (Early Childhood Education Series (Teachers College Pr))

Jack C Richards, W A R (2002) Methodology in Language Teaching: An Anthology of Current

Jewit, C (2012) An introduction to using video for research

Lewis, G (1999) Games for children: Oxford Ubiversity Press, USA

Lewis Gordon, G B (1999) Games for Children: Oxford University Press, USA

Lightbown, P M (2006) How languages are learned USA: Oxford University Press

Lightbown, P M (2013) How language are learned Oxford University Press

Masri, D A A (2014) The Effect of Using Word Games on Primary Stage Students Achievement in English Language Vocabulary in Jordan American International Journal of

Moon, J (2000) Children Learning English: Macmillan Education

Mu-hsuan (2014) Assessing English vocabulary and enhancing young English as a Foreign

Laguage (EFL) learners'motivation through games, somgs, and stories International

Journal of Primary, Elementary and Early Years Education, 42 doi:

Nation, I S P (2001) Learning Vocabulary in another language: Cambridge University Press Nixson, C (2001) Primary Activity box: Games and Activites for Younger Learner: Cambridge

Norton, L S (2009) Action Research in Teaching and Learning: A Practical Guide to Conducting

Pedagogical Research in University: Routledge

Patsy M Lightbown, N S (2006) How Languages Are Learned USA: Oxford University Press Paul Nation, F C (2009) 4000 Essential English Words, Book 3: Compass Publishing,

Piaget, J (1998) Language and Thought of the Child

Sarah, P (2003) Young Learners Oxford University Press

Schmitt, N (2000) Vocabulary in Language Teaching ( Cambridge Language Education) United

States of America: Cambridge University Press

Scrivener, J (2005) Learning Teaching: A Guidebook for English Language Teachers

Spada, P M L N (2013) How language are learned Oxford University Press

Sugar, S S K K (2002) Primary Games: Experiential Learning Activities for Teaching Children K-

Taggart, S K.-R M (1998) The Action Reseach Planner Victoria, Autralia: Deakin university Tenney, M J D J a L J (2008) Video Vision: Changing the Culture of Social Science Research

Thornbury, S (2002) How to teach vocabulary England: Pearson Education Limited

Toth, M (1995) Children's Games Oxford: Heinemann English Language Teaching

Ur, P (1999) A Course in Language Teaching: Cambridge University Press

Wyldeck, K (2007) Grammar and Vocabulary Games for Children TheU nited StatesofAm erica: Lulu.com.