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CHAPTER 1
RESEARCH PROBLEM
1.1 INTRODUCTION
This research attempts to investigate the effectiveness of using vocabulary
games in enhancing students vocabulary knowledge. It outlines the
background of the research, statement of the problem, purpose of the research,
significance of the research, limitations of the research and definition of terms.
1.2 BACKGROUND OF RESEARCH
Based on English Language Syllabus for Secondary Schools, English is taught
as a second language with the aim to equip students with the ability to
communicate accurately and effectively, both orally and in writing in various
situation in and out of school.
All the programmes planned are in accordance with the goals of the National
Education Philosophy. Students are hoped to develop the intellectual, spiritual
and emotional in contribution for a better society and nation. It is also
contributing in achieving the objectives of making Malaysia a fully developed
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nation. It is emphasized that the vocabulary taught should taking into account of
the students ability and rate of progress.
A list of words or vocabulary suggested are topic-based and have been drawn
from textbooks, grammatical structures and other references. Students should
be able to master all the vocabulary and teachers are encouraged to widen the
suggested word list to suit their students.
1.3 STATEMENT OF PROBLEM
The teaching and learning of vocabulary is a rather neglected area within
language testing. Scholars and educators are more interested in grammatical
competence, contrastive analysis, reading and writing. As for the vocabulary
teaching, there are times when words are taught in isolation and in this case, it
is often become meaningless for the learners as they face difficulties when
using the language. In learning foreign language, vocabulary plays an
important role. It is an element that links the four skills of speaking, listening,
reading and writing all together. In order to communicate well in foreign
language, students should acquire adequate number of words and should know
how to use them accurately. Most students learn passively due to several
factors. To help students find language classes, especially vocabulary lessons
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more interesting, and to achieve more from games, a research will be
conducted to investigate the effectiveness of using vocabulary game
1.4 CONCEPTUAL FRAMEWORK
The present research is an attempt to establish the effectiveness of using
vocabulary games in vocabulary learning compared to the traditional method of
teaching vocabulary. The conceptual framework of the research is shown in
Figure 1. The research will be carried out using an experimental design, in
which the subjects will be divided into the experimental group and control
group. The subjects in the experimental group will be using the vocabulary
games while those in the control group will be using the traditional method. The
outcomes of the research will be the students performance, preference
towards method, opinion on vocabulary games feedback and attitude and
motivation towards learning. It is hoped that this reseach will determine whether
the use of language games will be more successful in enhancing students
vocabulary knowledge than using the traditional method. Games are not only
fun but they but they are hoped to help students learn vocabulary faster and
better.
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Control Group
UsingTraditionalMethod
ExperimentalGroupTreatment
UsingVocabularyGames
OUTCOMES
Vocabulary learning
Students attitude
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1.5 PURPOSE OF RESEARCH
The main purpose of this research is to determine the effectiveness of using
vocabulary games in vocabulary learning.
1.5.1 Research Objectives
This research intends to meet the following objectives:
1. To examine whether vocabulary games can be effective means of
instruction.
2. To examine whether vocabulary games is preferable in teaching and
learning compared to traditional method.
3. To examine whether the feedback system in using vocabulary games
can contribute to the successful development of vocabulary learning.
4. To examine whether vocabulary games can solve attitude and
motivation problems of the students towards learning a language
specifically in vocabulary areas.
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1.5.2 Research Questions
The following research questions are formulated in order to meet the research
objectives:
1. Can teaching using vocabulary games be considered as an effective
means of instruction?
2. Which method (using vocabulary games or without vocabulary
games) is preferable in teaching and learning?
3. How and to what extent the feedback system using vocabulary
games can contribute to the successful development of vocabulary
learning.
4. How and to what extent can vocabulary games solve attitude and
motivation problems of the students towards learning a language
specifically in vocabulary area?
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1.5.3 Research Hypotheses
Four hypotheses are constructed to answer the research questions. They are:
1. The number vocabulary items learnt through the activities in
vocabulary games and without vocabulary games.
2. Using vocabulary games and traditional method will be given equal
preference in vocabulary teaching.
3. The feedback system in using vocabulary games will contribute more
to the development of vocabulary acquisition as compared to the
feedback system of the traditional method.
4. Vocabulary activities can retain students attention longer and create
more motivation towards learning a language as compared to the
traditional method.
1.6 SIGNIFICANCE OF THE RESEARCH
Vocabulary learning is one of the most important steps towards getting to know
and learn a second language. It also requires a very complex task. It has not
been given enough attention and emphasis to make the subject area the main
focus in language learning. This research hopefully will assist teachers to seek
ways in reducing the problem of learning English lexis among students and
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propose other alternative in teaching by using vocabulary games. This study
would also provide significant insight in explaining the promising role of
vocabulary games in language teaching and learning in the context of
Malaysian classroom.
1.7LIMITATIONS OF THE RESEARCH
Some problems might arise when the research is conducted. Whenever a
game is to be conducted, the number of students, proficiency level, cultural
context, timing, learning topic and the classroom settings are factors should be
taken into account.
1.8DEFINITION OF TERMS
The definition of some important terms used in this study is given below:
(a) Vocabulary Games
The term game is used whenever there is an element of competition between
individual students or teams in a language activity. It can contribute a healthy
competition providing an outlet for the creative use of the natural language in a
non-stressful situation. Teacher can get immediate feedback from the students.
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Vocabulary games are interesting activities, lively and motivating lesson and in
creating the opportunity for spontaneous, authentic language practice in the
classroom. It contains a number of ideas for games and activities which are
group together under themes, for example occupations, objects, people etc.
(b) The Traditional Method
It is a method that employs teaching aids in establishing the clear meanings of
words. They can appear in the forms of chalk and talk, chalkboard, pictorial and
non-pictorial materials, word cards etc. In other words, it refers to the
conventional method of teaching.
1.9SUMMARY
The present research was an attempt to investigate the effectiveness of using
vocabulary games in vocabulary teaching. The objectives of the research were
to determine whether vocabulary games can be an effective means of learning
vocabulary and also foster positive attitude while learning a language especially
in vocabulary learn
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CHAPTER 2
LITERATURE REVIEW
2.1 INTRODUCTION
This chapter presents the related literature and research in the used of vocabulary
games in language teaching and learning. It addresses the advantages of using
vocabulary games in teaching and learning and its contributions to learning
motivation.
2.2 THE IMPORTANCE OF VOCABULRY IN LANGUAGE LEARNING
The focus on vocabulary in language teaching has varied over the years. With
audio-lingualism, grammar was stressed and vocabulary was regarded as less
important. With the shift to communicative language teaching in the 1970s,
vocabulary teaching has become more important. Comprehension-based
approach such as Natural Approach have also emphasized the importance of
vocabulary in the early stages of language learning. Rivers ( in Nunan 1991: 117 )
notes that adequate vocabulary is essential for successful second language.
Without vocabulary, structures and functions cannot be used for comprehension
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and communication. This view that vocabulary is an important aspect of second
language learning is reflected in the Malaysian syllabi for English at both the
primary and secondary levels. A word list comprising key vocabulary items relevant
to specific topic areas forms part of the content recommendations in the syllabus.
2.3 VOCABULARY GAMES IN THE CLASSROOM
1. Vocabulary games are fun, highly motivating as they are amusing and
interesting. Students like to play them. Through games, students experiment,
discover and interact with their environment. (Lewis,1999)
2. Vocabulary games add variation to a lesson and increase motivation by
providing a plausible incentive to use the target language.
3. Vocabulary games context make the foreign language immediately useful
to the students. It brings the target to life. (Lewis,1999)
4. Vocabulary games make the reason for speaking plausible even to reluctant
students.
5. Through playing vocabulary games, students can learn English the way
they learn their mother tongue without being aware they are studying; thus without
stress, they can learn a lot. Even shy students can participate positively.
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2.4 VOCABULARY GAMES AND COMMUNICATIVE LANGUAGE TEACHING
(CLT)
In recent years (1970s), communicative language teaching ( CLT ) has been
applied in Malaysia. It has shown its effectiveness in teaching and learning
language. CLT is an approach that helps students be more active in real life
situations through the means of individual, pair and group work activities. It
encourages students to
practice the language they learn in meaningful ways. In a CLT classroom, playing
vocabulary games is one of the activities which require students to actively
communicate with their classmates, using their own language.
2.5 ADVANTAGES OF USING VOCABULARY GAMES
Some experts have figured out characteristics of games that make vocabulary
learning more effectively. Lee (1995:35) list several main advantages when games
are used in the classroom, including a welcome break from the usual routine of
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the language class, motivating and challenging, effort of learning and
language practice in the various skills. According to Richard Amato (1988 :
147),games can lower anxiety, thus making the acquisition of input more likely.
Games are highly motivating and entertaining, and they can give shy students
more opportunity to express their opinions and feelings. (Hansen 1994 :118).
Zdybiewska believes that games is one of a good way of practising language, for
they provide a model of what learners will use the language for in real life in the
future.(1994:6). It is possible to learn language as well as enjoy oneself at the
same time. Students wont remember everything, but they will be interested to hear
the correct answers. They are hoped to remember many new things which will help
them to improve their English vocabulary knowledge.
There are many advantages of using games in the classroom:
1. Games are a welcome break from the usual routine of the language
class.
2. Games are motivating and challenging.
3. Learning a language requires a great deal of effort. Games help students
to make and sustain the effort of learning.
4. Games provide language practice in the various skills-speaking, writing,
listening and reading.
5. Games encourage students to interact and communicate.
6. They create a meaningful context for language use.
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2.6 THE TEACHER
Vocabulary games are often used as short warm-up activities or when there is
some time left at the end of the lesson. Yet, as Lee observes, a game should not
be regarded as a marginal activity filling in odd moments when the teacher and
class have nothing better to do (1979:3). Rixon suggests that games be used at
all stages of the lesson, provided that they are suitable and carefully chosen. At
different stages of the lesson, the teachers aims connected with a vocabulary
game may vary:
1. Presentation. Provide a good model making its clear;
2. Controlled practice. Elicit good imitation of new language and
appropriate responses.
3. Communicative practice. Give students a chance to use the language
(1981:70)
Silvers says many teachers are enthusiastic about using games as a break from
monotony of drilling or frivolous activities. He also claims that many teachers often
overlook the fact that in a relaxed atmosphere, real learning takes place and the
students use the language they have been exposed to and have practiced earlier
(1982:29)
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2.7 THE STUDENTS
In the easy , relaxed atmosphere which is created by using games, students
remember things faster and better ( Wierus and Wierus 1994:218 ). Games also
lend the students well to revision exercises helping learners recall material in a
pleasant, entertaining way. Even if games resulted only in noise and entertained
students, they are still worth paying attention to and implementing in the classroom
since they motivate students, promote communicative competence and generate
fluency.
2.8 SUMMARY
Recently, using vocabulary games has become a popular technique exercised by
many educators in the classrooms and recommended by methodologists. Many
sources, including the one quoted in this work, list the advantages of the use of
vocabulary games in foreign language classrooms. In this case, it is usually found
students who practiced vocabulary activity with games felt more motivated and
interested in what they were doing.
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CHAPTER 3
RESEARCH METHODOLOGY
3.1 INTRODUCTION
The present research attempts to investigate the effectiveness of vocabulary
games, an innovative and sophisticated mode of instruction. This chapter outlines
the methodology employed in the research which includes the research design,
population and sample, research instruments, procedure for data collection and
the procedure for data analyses.
3.2 RESEARCH DESIGN
In this experimental research, the researcher will first observe an on-going English
language teaching session in the classroom. After completing the classroom
observation, a set of questionnaire will be given to all the students involved in the
research. Its main purpose of the questionnaire is to obtain students background
information and their learning process will take place in the language classroom.
Later, the researcher will administer the pre-test to both the control and the
experimental groups. The main purpose for its administration is to check for
students word knowledge. Then, both groups will carry out the activities prepared
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by the researcher. After accomplishing the task, a post-test will be given to both
groups to determine their progress. Finally, the questionnaire forms will be
distributed to the students in the experimental group to obtain information
regarding the effectiveness of vocabulary games.
3.3 POPULATION AND SAMPLE
The subjects of this research will be drawn from Form One classes of Sekolah
Menengah Batu 5, Jalan Jeniang, Gurun, Kedah. As for the experimental group,
students will be randomly chosen from the two classrooms consisting of high and
average achievers. The ability levels of the students and the type of school chosen
are simply to fulfill the requirements of the research that is to see the effectiveness
of using vocabulary games. For the average achievers, they need to be exposed to
the new techniques that will facilitate their learning. The high achievers are
included in the research for the purpose of observing the effects of using
vocabulary games on them.
3.4 RESEARCH INSTRUMENTS
Several instruments will be employed in this research, namely, observation, pre-
test, post-test, and questionnaires The first instrument to be used in the study is
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the questionnaire. The purpose is to gather their background information and to
seek out details on how they go about learning the language, especially in
vocabulary area. The final set of questionnaire is designed for the experimental
group to seek out some information about the effectiveness of using vocabulary
games.The next instrument to be used is the test. There are two tests designed,
pre-test and post-test. The aim of the pre-test is to determine students word
knowledge in the relation to the lesson designed for this research. Later,
vocabulary games will be used for the experimental group. The purpose is to
determine students reaction towards vocabulary games activities. Finally, the
instrument to be used in the data collection is observation which to observe the
students attitudes and behaviour.
3.5 PROCEDURE FOR DATA COLLECTION
As mentioned earlier, questionnaire, pretest, post-test observation and interview
techniques will be used to collect the data for this research. The details of the
procedures will be further explained in this section.
There are three types of questionnaire to be used in the research. The first set will
be given on the first day when the research is carried out.
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The second set will be given to the experimental group, after they have gone
through the experiment.
The pre-test will take 30 minutes and will be administered in the two classes on the
same day. Then, a post-test will be given to the students both in the control and
experimental group.
3.6 PROCEDURE FOR DATA ANALYSES
The researcher needs five sets of information that will be used for writing the final
report of the research. The first set of information is required to describe the profile
of respondents and the other four sets are required to answer the four research
questions. The researcher will make sure that all students answer all items in the
questionnaire forms and in the test and the data from interviews and observations
are well recorded.
3.7 SUMMARY
This research is carefully devised to motivate the students to learn English in a fun
way. Therefore, opportunities for vocabulary learning occur in practically every
language lesson. It is hoped that the data obtained would allow the researcher to
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examine the effectiveness of using vocabulary games, which the researcher
considers it as an innovative form of language learning.
REFERENCES
Hansen, M.(1994). Grajmy w jezyku francuskim. Jezyki Obce w Szkole. March-
April, pp.118-121.
Lee, W.R. (1979). Language Teaching Games and Contests. Oxford: Oxford
University Press.
Nunan, D. (1991). Second Language Teaching and Learning. New York : Prentice
Hall.
Richard-Amato, P.A. (1988). Making it Happen: Interaction in the Second
Language Classroom : From Theory to Practice. New York : Longman.
Rixon, S. (1981). How To Use Games in Language Teaching. London: Macmillan
Publishers Ltd.
Silvers, S.M. (1982). Games For The Classroom and The English Speaking Club.
English Teaching Forum, 20, pp. 29-33.
Wierus, B. and Wierus, A. (1994). Zagraj razem a nami. Czesc I. Jezyki obce w
szkole. May- June : pp. 218-222.
Zdybiewska, M. (ed.). (1975). One Hundred Language Games. Warszawa : WsiP.
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APPENDIX 1
QUESTIONNAIRE 1
This set of questionnaire is to obtain information regarding your background.
Your full cooperation is needed to answer the questions designed. Please write all
the information required in the blank spaces.
SUBJECTS PROFILE
Name : ................
Age : .
Form : ..
Gender:
Race : ..
Latest English Result :...
Fathers Occupation :
Mothers Occupation :
Spoken Language at home :
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Language Preference : .
THANK YOU
APPENDIX 2
QUESTIONNAIRE 2
This set of questionnaire is distributed in order to obtain information regarding your
responses toward the application of vocabulay games. Your full cooperation is
needed in answering all the questions designed. Please circle your choices in the
options provided and write your response in the space given below.
THE EXPERIMENTAL GROUP OF STUDENTS
1. Have you been introduced to vocabulary games before ?
A. Yes
B. No
2. Do vocabulary games help you in remembering certain words better?
A. Yes
B. No
3. What do you think of vocabulary games ?
A. Interesting and useful
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B. Boring
4. Do you find vocabulary games contribute successfully in enhancing
your vocabulary knowledge ?
A. A lot
B. A little
THANK YOU
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APPENDIX 3
PRE TEST / POST TEST
BUILDING BLOCKS for ENGLISH
Match these syllables correctly. It can be
a two or a three syllables word. Write
down as many vocabulary as you can in
the spaces provided.
Car e guese en zil
po na ter doc key
el ga ball gi roo
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ba a raffe bas na
kan ta tor com phant
mon gi lice Por to
Bra ket rot
It pu ly
po tu neer
My Vocabulary
1. 9..
2. 10.
3. 11.
4. 12.
5. 13.
6. 14.
7. 15.
8. 16.
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GOOD LUCK !
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