Language games in learning vocabulary of students of grade 6 at thinh duc lower secondary school in thai nguyen city

ACKNOWLEDGEMENT The thesis on “Language games in learning vocabulary of students of grade 6 at Thinh Duc lower secondary school in Thai Nguyen City.” came to completion. First of all, I would like to express my deepest gratitude to my supervisors Dr Hoang Thi Nhung and Dr Phan Thi Hoa for their valuable guidance, critical feedback, and enormous encouragements. Without their support, this thesis could not have been completed. My thanks also go to all my lecturers from Thai Nguyen University, School of Foreign Languages Postgraduate Department for their valuable lectures which help me to orient the topic. I would like to express my thanks to all my classmates who were willing to help me in sharing materials and ideas when this thesis is worked on. My sincere acknowledgement of all English teachers and students at Thinh Duc Lower secondary school who have helped me to carry out the survey for my research. The study has been progressed with all my attempts but there have been still limitations and mistakes, Therefore, I look forward to receiving sincere comments from all of you

The writer fully declares that this research paper is composed by the writerherself, and it does not contain materials written or having been published by other people and that from other references

A THESIS

Language games in learning vocabulary of students of grade 6

at Thinh Duc lower secondary school in Thai Nguyen City

Submited by:

Pham Thuy Nga

Approved by Supervisor,

ACKNOWLEDGEMENT

The thesis on “Language games in learning vocabulary of students of grade 6

at Thinh Duc lower secondary school in Thai Nguyen City.” came to completion

First of all, I would like to express my deepest gratitude to my supervisors-

Dr Hoang Thi Nhung and Dr Phan Thi Hoa for their valuable guidance, critical feedback, and enormous encouragements Without their support, this thesis could not have been completed

My thanks also go to all my lecturers from Thai Nguyen University, School

of Foreign Languages- Postgraduate Department for their valuable lectures which help me to orient the topic

I would like to express my thanks to all my classmates who were willing to help me in sharing materials and ideas when this thesis is worked on

My sincere acknowledgement of all English teachers and students at Thinh Duc Lower secondary school who have helped me to carry out the survey for my research

The study has been progressed with all my attempts but there have been still limitations and mistakes, Therefore, I look forward to receiving sincere comments from all of you!

ABSTRACT

This study aims at improving secondary students’ vocabulary by using language games and find out the impact of using language games on young learners’ learning English vocabulary

It also describes students’ perceptions and feeling after experiencing language game method

This research is action research which was conducted in Thinh Duc Lower Secondary School in Thai Nguyen City in the second term of the academic year 2018-2019 It consists of planning, implementing the action, observing, reflecting The data were gained through tests, questionnaires, and observation sheets The data attained from those instruments were analyzed using the formula to calculate the mean, target of study, questionnaire percentage The data then were interpreted descriptively The result of the study showed that language games can improve young learners’ English vocabulary during the learning process In addition, it also improved students’ marks in the learning process Furthermore, according to students, this teaching method is considered as a fun, good, stress-less method that

helps them to memorize English words easily and makes their learning easier.Key

words: language game, vocabulary, young learners

TABLE OF CONTENTS

ACKNOWLEDGEMENT ii

ABSTRACT iii

TABLE OF CONTENTS iv

LIST OF TABLE vi

LIST OF CHART vii

CHAPTER 1 INTRODUCTION 1

1.1 Background of the study 1

1.2 Objectives of the study 2

1.3 Scope of the study 3

1.4 Limitation 3

1.5 The significance of the study 3

1.6 Organization of the study. 4

CHAPTER 2 LITERATURE REVIEW 5

2.1 Language games 5

2.1.1 Roles of language games 6

2.1.2 Main types of language games 7

2.1.3 Advantages of language games 9

2.1.4 The Use of Language games with elementary 10

2.2 Vocabulary 11

2.2.1 What is vocabulary? 11

2.2.2 Types of vocabulary 12

2.2.3 Importance of vocabulary 13

2.3 Teaching vocabulary 13

2.4 Learning vocabulary 14

2.4.1 Steps for Learning Vocabulary 15

2.4.2 Technique of learning vocabulary 16

2.5 The importance of language games in learning vocabulary 17

2.6 Characteristics of young learners 18

2.7 Previous studies on the use of language games in learning vocabulary 20

CHAPTER 3 RESEARCH METHODOLOGY 23

3.1 Research Questions 23

3.2 Method of the study 23

3.3 The study design 23

3.4 The participants. 24

3.5 Materials 24

3.6 Data collection instrument. 24

3.6.1 Tests 25

3.6.2 Observation 25

3.6.3 The questionnaires 25

3.7 Data collection procedure 26

3.8 Data analysis 27

3.8.1 Quantitative data 27

3.8.2 Qualitative data 28

CHAPTER 4 FINDINGS AND DISCUSSION 30

4.1 Findings 30

4.1.1 Student’s performance in the pre-test and post-test 30

4.1.2 Results from questionnaires and observation 35

4.2 Discussions 38

4.2.1 Are there any differences in the results between learning vocabulary use language games and learning vocabulary without language games? 38

4.2.2 What is the attitude of learner when learning vocabularies through language game? 39

CHAPTER 5 CONCLUSIONS AND RECOMMENDATION 41

5.1 Conclusion 41

5.2 Suggestions 45

REFERENCES 46 APPENDIX 1 I APPENDIX 2 XVI APPENDIX 3 XVIII APPENDIX 4 XXII APPENDIX 5 XXV

LIST OF TABLE

Table 1: The students’ performance under traditional vocabulary instruction and

language games in the pre-test 30Table 2: Students’ vocabulary ability in pre-test 31Table 3: Students’ performance under the two methods in post-test 32Table 4: Comparison between the pre-test and post-test vocabulary ability of the

students taught under traditional vocabulary instruction 32Table 5: Comparison between the pre-test and post-test vocabulary ability of the

students taught with language games 34Table 6: Comparison between the post-test vocabulary ability of students taught

under the two methods 35Table 7: Pupil’s activities in the teaching-learning process 37

LIST OF CHART

CHAPTER 1 INTRODUCTION

This chapter presents the introduction of the study It is divided into five parts, including: the background of the study, the objectives of the study, the scope

of the study, limitation and significance of the study and organization of the study

1.1 Background of the study

Language is very important in social relationships It is a means of communication to help people interact, converse, and also share with others Each country has their mother tongues Among a large number of different languages in the world, English is considered as an international language or a second most popular language that is the reason why many people want to learn it The globalization has been motivating the demand for English It is necessary for everyone to use English to communicate with foreigners to set them free from language boundaries Being able to use English in conversation among people from different countries will bring them closer

Due to the importance of English, it has been taught in all levels of education systems in Vietnam To improve human resources, the Vietnam government makes policy by introducing English as early as possible to elementary school students In Vietnam’s schools, English is learned from the kindergarten level to university or even higher To bring English closer to students’ life, many familiar topics were designed for each level with the purpose of providing the necessary knowledge for students to help them have a good preparation for important skills, especially language skills, which is necessary for their future jobs

There are four skills in learning English, including listening, speaking, reading, and writing If students want to master these skills, it is extremely to have a good range of vocabulary However, in spite of highly appreciating the important role of learning vocabulary, many Vietnamese students learn vocabulary passively There are many reasons that could explain this First, they think that explanations for meaning or definition, spelling, grammatical functions, and pronunciation are boring and they are fed up with that In addition, with the traditional method, the student is not the learning center All that they have to do is to listen attentively to the teacher without any activities Second, students believe that learning vocabulary means knowing the meaning of the words only and they do not care about the other

functions of the words Third, students are not active, they just lean what they are given from textbooks or teachers For example, learners find many new words in a text and then ask the teacher to explain the meanings and usages Therefore, they can get trouble with other skills because they may recognize a word in a written, but they do not know when it is spoken Because of the passive learning habit, students will get bored during the lessons Teaching vocabulary is a challenge for all teachers at all levels, especially for young learners There remain so many requirements for the teachers to create an enjoyable and comfortable environment for the students to learn and make them an interest in learning vocabulary To stop these stressful things, language games are considered as one of the most suitable and effective methods

At Thinh Duc Lower secondary school, I am also given a responsibility to teach the sixth grade in Thinh Duc Lower secondary school As a teacher, I prepared the materials for the lesson The material was Basic English The basic one

is just they study the vocabularies to enrich their capabilities in learning English The most perfect way to make effective activity in learning vocabulary to the young learner is by using the game As a technique in learning vocabulary, using game is a must to get the main purpose of learning activity since students always like some fun activities

It is in this context that the researcher would like to conduct the study in the hope that language games may be effective in getting the students to get involved and to participate more in lesson activities, specifically in improving their vocabulary This research attempts finding the answer to the following questions:

1 Are there any differences in the results between learning vocabulary use language games and learning vocabulary without language games?

2 What is the attitude of learner when learning vocabularies through language game?

1.2 Objectives of the study

The purposes of the study are to improve secondary students’ vocabulary by using languages game and find out the impact of using languages game on young learners learning English vocabulary

1.3 Scope of the study

In the school year 2018-2019, the researcher was designated to teach English

to the sixth-grade students at Thinh Duc Secondary School in Thai Nguyen City In fact, there are many techniques and methods used to improve students’ vocabulary and there are also a variety of ways of using language games in improving other skills However, regarding her mentioned- pre-observation of students and the limit

of the thesis, the researcher is going to focus on improving student’s vocabulary by using language games and describe the student’s perception and feeling after experiencing using the language game method This study will be conducted on 74 students in 2 classes 6A and 6B of grade 6 in the second term of the school year 2018- 2019 at Thinh Duc Lower secondary school in Thai Nguyen city

1.4 Limitation

The study will be conducted in the second term of the school year 2018-2019

at Thinh Duc lower secondary school- Thai Nguyen city Language games will be used in teaching 4 lessons (Getting started and A closer look 1 of Unit 8 & 9) in the English course book of grade 6

The samples of this study are 74 students of grade 6A & 6B at Thinh Duc lower secondary school

1.5 The significance of the study

The findings of the study will provide the effectiveness of using language to increase the sixth- grade students’ vocabulary in Thinh Duc Lower Secondary School It is also a strong base to carry out in other secondary schools in Thai Nguyen and other places in Viet Nam to enhance student’s vocabulary at a higher level by using language games

The study is important because of several reasons First and foremost, the finding will be able to provide English teachers with a better perception of the use

of a variety of language games in their classrooms It is also so that teachers are more motivated to use language games as a tool to improve their pupils’ linguistic abilities The use of language games in learning English is beneficial not only for teachers but for the pupils as well Language games are able to promote healthy competition among pupils in the classroom It also helps in creating a non-

threatening learning environment It also provides opportunities for pupils to use and practice the language in useful and meaningful ways

It also to change English teachers' minds and for them to not view language games in the classroom as burdensome because of all the many stages of preparation needed before they can be carried out effectively It is so as to shine a light on the many benefits that the teachers will get rather focus on the extra effort they need to put in compared to their usual lesson planning

1.6 Organization of the study

Chapter 1 is Introduction which consists of the background of the study, objectives

of the study, scope of the study, the significance of the study and organization of the study

Chapter 2 is Review of related literature which discusses teaching and learning foreign language in secondary school, characteristic of young learners, the importance of vocabulary in teaching and learning foreign languages, Language games in the classroom, Languages in teaching vocabulary

Chapter 3 is Research methodology which consists of research questions, the study design, participants, materials, and procedure, data collection instruments, techniques of data analysis and indicators of success

Chapter 4 describes the result of the study It consists of research findings and discussion Then, chapter 5 is the conclusion and suggestions of the research

CHAPTER 2 LITERATURE REVIEW

According to the study’s purpose, which focus on investigating the effectiveness of language games in learning vocabulary for sixth grade students at a lower secondary school in Thai Nguyen city, this part is divided into two sections

The first section is about language games, which consist of roles, main types, and language game in learning vocabulary, the use of language games in process teaching-learning vocabulary The second section is about vocabulary learning, steps for learning vocabulary

2.1 Language games

There are many ways to define the term game In the Oxford dictionary, the game is defined as “an activity or a sport with rules in which people or teams compete against each other”

Jones (1980) expressed that game means one or more players compete or cooperate following a set of rules Rogers (1981) also indicated that game is the goal – defined, rule-governed, and competitive that closure and engage the students

Language games lead students to be more self-confident and achieve better results The role of language games in teaching vocabulary cannot be denied; they bring real-world context into their classrooms They acquaint students with new items and help them consolidate lexical knowledge of words They can keep their minds active through playing with words and letters that help also developing their communicative competence

Language games refer to some pair or group activities which teachers use to motivate students to get involved in learning vocabulary in each period The idea of using games in teaching does not seem to be widely accepted and implemented although its profitability has been proposed and justified as early in the seventieth century There has been a misconception that all learning should be serious in nature Utilizing games is a vital tool that provides joy for the class They are particularly valuable for beginners as a source of cognition that helps them adapt sounds and rhythms and comprehend the foreign language Byrne (1995) argues that

a game is a form of play governed by rules They should be enjoyable and fun They are not just a diversion, a break from routine activities, but a way of getting the

learner to use the language in the course of the game El Shamy (2001, p.15) states a game as a “competitive activity played according to rules within a given context, where players meet a challenge to achieve an objective and win” Language games comprise many factors such as rules, competition, relaxation, and learning in particular Rules have to be clear, few, and well-explained so as no difficulty is faced They are designed in numerous levels and topics that are suitable for different students’ levels to make them enjoy and have the best results

2.1.1 Roles of language games

Language games are an important role in learning English, which makes a great contribution to raise students’ interest in learning Additionally, language games can motivate students to learn and provide a relaxed atmosphere in the class The importance of language games in English foreign language classrooms has been studied by many researchers in the world

Language games can be considered as a system to supply an important setting for language acquisition Constantinescu (2012) proved the role of language games in enhancing students’ understanding of writing and speaking skills Games help learners remember new words and structures easier Additionally, those games work effectively in correcting students’ mistakes

In recent years, teachers have to make the best use of language games to attract students and help them memorize words quickly and deeply It is undeniable that the game always attracts students a lot According to Mei & Yu – Jing (2000), all learners react positively to games, with the regardless of ages, genders, or characters These researchers also added games to motivate learners and remain their interest for the whole lesson Moreover, the game can be an effective thing to help students reduce stress after tired learning hours

Language games are alternative solutions to create a positive and successful environment In this way, students and their learning are central It is a fact that a large number of students are not interested in learning a foreign language; therefore, they do not focus on lessons More importantly, an ordinary and boring lesson will make students fed up with learning that subject To deal with this problem, using language games is essential

Language games differ from other activities (craft activities, songs, drills, etc.) in the idea that there is the presence of a visible set of rules which guide the students’ actions and that they are a strategy for which students apply the language skills Language games can be competitive Students can compete against one another or they can use their language skills strategically in cooperative games, where they form groups to work together and achieve a goal The use of language games helps students challenge their analytical thought since they must make their decision-making processes function But when working with beginners, the decision-making process is reduced to the substitution of a single word in a phrase For language games to be successful it is necessary to set the rules and to define the goal very clearly, but of course, the games must be fun

2.1.2 Main types of language games

 Due to the importance of language games in English foreign language (EFL) classrooms, teachers have to pay more attention to the kinds of games that they use in the class According to Hadfield (1984), there are two ways to classify language games, consisting of linguistic games and communicative games Further, composed of both linguistic and communicative types, games are divided in more details as following:

 Sorting, ordering on arranging games: students have a set of cards with different products, and what they have to do is to sort the cards into products found at a department store

 Guessing games: there is a variation on information gap games one of the best-known examples of a guessing game is 20 questions, in which one person thinks of a famous person, place, or thing The other participants can ask 20 yes/no question to find clues on other to guess

 Information gap games: in such games, one or more people have information that other people need to complete a task, for instance, one person might have a drawing and his friend’s duty is to create the same drawing by listening to the given information

 Search games: these games are a variant on two-way information gap games with everyone giving and seeking information Find someone who is a great example Students are given a grid The task is to fill in all the cells in the

grid with the game of a classmate who first that cell Someone who is a vegetarian student circulates, asking and answering the question to complete their grid and help classmates to complete the task

 Matching games: as the name implies, participants need to find a match for a word picture, or card, for example, students place 30-word cards, composed

of 15 pairs, face down in random order Each person turns over two cards at

a time, intending to turn over a matching pair, by using their memory

 Labeling games: these are a form of matching, in that participants match labels and pictures

 Exchanging games: in these games, students’ barter cards, other objects, or ideas similar are exchanging and collecting games Many card games fall into this category Such as the children’s card game go fish

 Board games: scrabble is one of the most popular board games that

specifically highlight language

 Roleplay games: Roleplay can involve students playing the role that they do not play in real life, such as a dentist While simulations can involve students performing roles that they already play in real life or might be likely to play, such as a customer at a restaurant Dramas are normally scripted

performances, and simulations, students come up with their own words although preparation is often useful.Language games may be also classified

as follows:

- Listening games: In class, listening is often carried out in a boring and uninteresting way what makes the lesson more stressful To make students enjoy listening, the teacher needs to bring it closer to them A good way is the use of listening games to maintain the students’ attention and interest

- Speaking games: They can be used at any time, especially as a follow-up to the previous listening to reinforce vocabulary and expressions heard earlier Their main aim is to make speaking and expressing ideas orally enjoyable and stress-free

- Kinetic games: They provide refreshments in the class, especially when students are getting tired and find it difficult to concentrate They need always to be joined with another activity of reading, listening, or speaking

- Experiential games: Their real aim is not to win or complete a language task but to experience the process and learn from it They may influence peoples‟ attitudes and teach them the understanding of themselves and the phenomenon around them as well

2.1.3 Advantages of language games

In English foreign language classrooms, games provide many benefits to improve students’ proficiency One of the most important advantages of language games is to reduce learners’ anxiety in learning the language Games help them have a more positive feeling, instead of negative feeling as normal Students will become more and more confident without the fear of criticism and punishment (Crookall, 1990)

Apart from the above benefits of language games in EFL classrooms, in 2012, Constantinescu listed some other advantages as followings:

- “Games build-up learners’ English repertoire in a familiar and comfortable environment (even for students who may have special needs”, where they feel confident More than this, English is widely used with computers

- Games increase motivation and desire for self – improvement

- Challenge and competition are key factors for any game and students pay more attention to completing the task

- Interdisciplinary approach Students use knowledge from other classes, too

- Games develop students’ ability to observe

- Games have clear rules and objectives

- Games develop critical thinking, problem-solving, and imagination

- Games offer new and dynamic forms of teaching/ practicing that replace the traditional worksheets

- Games are adaptable for different levels of knowledge

- Educational games are easy to understand and use

- Educational games do not take a long time to be played in the class

- There are many online educational games that are free of charge

- Immediate feedback both for the students and the teacher

- The results are more visible (sometimes both visual and acoustic) and have a stronger impact

- The working time is usually known from the beginning and it is respected

- The game facilitates collaborative learning but, at the same time, students may learn

at their own speed and cognitive level

- Games may be used in the classroom as rewards for students”

In short, language games have gained popularity in the education field, which is beneficial for both teachers and English learners Besides, it is also an effective way to reinforce language skills

2.1.4 The Use of Language games with elementary

Using games in language teaching is not obligatory, but it is useful for every lesson with them regardless of the topics

According to Nalasco and Arthur (1991, p.76), “in addition to the personal challenge, younger students also enjoy competing with their peers, and introducing

a game element is a way of livening up any material” Game is not the most important part of teaching languages, but it is a helpful tip to keep students focusing

on learning The difficulty that all teachers have to face is how to make their learners engaged in lessons Therefore, using different games is the best solution

Lee illustrated that using games “should not be regarded as a marginal activity filling in odd moments when the teacher and class have nothing better to do.” (1979: 3) Using a game can bring many advantages for both learners and teachers,

 When teachers have extra time after the planned work and do not know what

to do, a language game can be a saver to avoid wasting time

 If students need to review what they have learnt before, but the teachers are lack of ideas for activities, a language game is a better choice

 If students lack the vocabulary knowledge which the game requires Ø When there is not much time available because it may create an anxious feeling if it has to be done in a limited time

 If students are misbehaving, they need to calm down to reach the game’s purpose

 If there is no co-operation with the teacher

2.2 Vocabulary

2.2.1 What is vocabulary?

Hornby (1995) defined vocabulary as the total number of words in every language Aside from this definition, the Oxford dictionary noted vocabulary as the body of words used in a particular sphere and as the total number of words that make up a language (2007) In Longan Dictionary (1995), vocabulary is defined as all the words that someone knows, learns, or uses

Vocabulary refers to a new word or phrase that students are exposed to and learn to use during and after each period Since vocabulary is one element that links the four skills of speaking, listening, reading, and writing altogether, its definition relates to various views about its nature and its use Vocabulary is the total number

of words in a language (Hornby, 1995) The Oxford dictionary defines vocabulary

as the body of words used in a particular sphere and as the total number of words that make up a language (2007) In Longman Dictionary (1995), vocabulary is defined as all the words that someone knows, learns, or uses

Todd (1987) argues that there are four aspects of the word; the orthographic word has a space on both sides of it A morphological word considers the form only

A lexical word considers all the forms a word can take and which are clearly related

by meaning A semantic word considers the distinction between items that may be morphologically identical but differ in meaning

Vocabulary comes into oral and print forms; the former refers to words used and recognized in speaking and listening, and the latter denotes all words recognized in reading and writing

This paper refers to the learning of vocabulary in English, and the word Lexis is also used For a better comprehension of this work, we will define the terms Vocabulary, Lexis, and Lexicon Vocabulary and Lexis refer to all the words in a particular language, and in the dictionary, we can find the same definition for both

of them; According to the Longman Dictionary of Contemporary English (2009)21, vocabulary and lexis refer to “all the words in a particular language.” However,

Vocabulary is used most commonly when we want to refer to the words used in a particular context or known to a particular person On the other side, we also have the term Lexicon, which differs from the two previous words, refers to all the words and phrases used in a language or that a particular person knows; this means that not only words are considered but also the knowledge and comprehension of the person who uses it Therefore vocabulary is words

Learning vocabulary is likely to be one of the biggest challenges that students will face in their studies Among all language skills, vocabulary learning is

as significant in language learning as it's challenging As Wilkins puts it without grammar very little can be conveyed; without vocabulary, nothing can be conveyed (Wilkins, 1972) Vocabulary is central to language and of critical importance to the typical language learners Lack of vocabulary knowledge will result in a lack of meaningful communication (Boyd Zimmerman, 1997)

Learning vocabulary is hard work, so an attempt is required to understand, produce, and manipulate the target words Games help and encourage many learners

to learn the target language more easily They also help teachers to create contexts

in which the target words are useful and meaningful; they also bring fun for students, thus help them learn and retain new words more quickly After learning and practicing new vocabulary through games, students have the opportunity to use language in a nonstressful way (Uberman, 1998)

2.2.2 Types of vocabulary

Vocabulary can be divided into many ways, but most popularly, there are two kinds, including active and passive vocabulary Active vocabulary: This type of vocabulary refers to the ones students have learnt and that are expected to be used, that is, to be put into practice Thus with the students at basic level, it will be an excellent idea to provide them of vocabulary that they will use (active); however, with the upper level students the acquisition of basic vocabulary will not be very notorious, this is expressed by Harmer (2010, p.18) 22 who states that with the students of the intermediate and advanced level, this will be more difficult since they have already acquired more vocabulary and therefore, it will be hard to distinguish which words are active and which ones are passive, sometimes they believe they are not making much progress nor are learning fast

Passive vocabulary: With this vocabulary, students will just have to understand; there will not be a need to use them frequently For example; when students read a text or a piece of writing, they do not learn all the words, but the main ones However, there can also be some passive words that suddenly become active if the situation or context provokes their use On the other hand, if a person does not have a stored word in his/her passive vocabulary, it will be difficult that that word becomes part of his/her active vocabulary

2.2.3 Importance of vocabulary

grammatical structures, giving thus priority to grammar so students cannot distract from learning them, and in this way, the teaching of words was kept fairly low Vocabulary, supposed to be learned, was just demonstrated because they were part

of the “structure of the day lesson” It was believed that “…vocabulary is largely a collection of items and that grammar is a system of rules Thus one rule can generate a great number of sentences, therefore it was considered to be more productive Grammar multiplies, while vocabulary merely adds.” (Thornbury, 2004, p.14) 23 However, years have passed and the idea that grammar is superior to vocabulary has changed Two key developments challenged the supremacy of grammar: lexical syllabus (a syllabus based on those words that appear with a high degree of frequency in spoken and written English) and the role of lexical chunks These two developments have helped to be aware that vocabulary also plays a key role in language learning Even if most coursebooks still adopt a grammar syllabus, vocabulary is no longer seen as an “add-on” As David Wilkin (Thornbury, 2004, p 13) 24 states, “Without grammar very little can be conveyed, without vocabulary, nothing can be conveyed.” Here lies the importance of vocabulary learning Likewise, studies have shown that success in school is related to the number of vocabulary students may have, which means that if students have a poor amount of vocabulary, they will perform poorly in their learning (Anderson & Naggy cited by Mackay, 2007)

2.3 Teaching vocabulary

Teaching vocabulary is more than just presenting new words, it is above all,

to allow the students to know words that they can use to express their feelings and

thoughts One of the most difficult aspects for many students learning a foreign language is the learning of vocabulary, especially for students whose writing in their mother tongue is the same as the spoken way because they are accustomed to write

a word the way they pronounce it But when facing a language like English, this point changes, since they do not write the word the way it is pronounced nor pronounce a word the way it is written Teachers also have some problems when it comes the time of teaching vocabulary and they have always found some difficulties when trying to include vocabulary into their lessons According to Hatch and Brown cited by Taheri (2014, p.544)18 there are different ways teachers can teach vocabulary to their students: approaches, techniques, exercises and practice, but the teachers are the ones who have to decide what type would be the best for their group, taking obviously into consideration their characteristics Apart from this, the teacher should also consider if what he has decided to use in the class goes following the objective, maintains the interest and enthusiasm of the learner and suits the characteristics of the class (Rivers cited by Taheri, 2014, p.544) 19

Researchers such as Nguyen and Khuat and Uberman cited by Taheri (2014, p.544) 20 have shown that students do not learn significantly through the traditional methods (rehearsing, writing words on papers or learning passively through teacher’s explanations), which have been used widely in past years, they have concluded that students are more willing to learn in a relaxed environment where they can feel well, comfortable and where they can find joy at the time of learning, and this includes games Learners enjoy language games because they can provide a healthy and constructive competition that encourages learners to learn, discover and participate voluntarily in their learning process

Learning vocabulary is hard work, so the attempt is required to understand, produce, and manipulate the target words Games help and encourage many learners

to learn the target language more easily They also help teachers to create contexts

in which the target words are useful and meaningful; they also bring fun for students, thus help them learn and retain new words more quickly After learning and practicing new vocabulary through games, students have the opportunity to use language in a nonstressful way (Uberman, 1998)

The linguist, David Wilkins, stated that “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” Young learners usually use labeling when they first start to learn to speak then categorizing skills (Thornbury, 2002) Thornbury started that young learners develop a network building in which they construct complex ideas They realize that there are other words such as synonyms and antonyms and others during this process Some several approaches and methods could be used to teach English vocabulary to young learners Using real objects that children could visualize later is a good way

to learn the vocabulary of the language They need to listen to their teaching using the word and repeat it as well Another method is the direct method where there is

no translation and using the mother tongue is prohibited The complete sentences in the target language are the only thing used in the classroom Another method is the Total Physical Response (TPR) which is used a lot by teachers because children are hyper, physically active, and could not concentrate for a long time However, using this method that includes games and a variety of activities will allow young learners

to learn the vocabulary of the language very fast Besides, teachers of young learners encourage their students to communicate by using the Communicative Language Approach (CLT) where they stress language meaning in context

2.4.1 Steps for Learning Vocabulary

1 Encountering new words: Finding sources forward such as reading books and stories, practicing language games-of interest in the present research- and listening to radio and songs Learners‟ interests (such as vehicles for boys and jewelers for girls), motivation and their needs lead them to focus

on learning some words rather than others

2 Getting the word form a clear image about the words‟ form-spelling and pronunciation It is considered very important especially when learners are asked to define words

3 Getting the word meaning Based mostly on relating new words with already made pictures in mind, using dictionaries, relying on someone’s clarification

or putting words in situation

4 Consolidating word form and meaning in memory: Learning words through their appropriate context in which learners can acquire the word meaning and form at the same time

5 Using the word: It is essential to test the learner’s productive knowledge of collocations, syntactic restriction and register appropriateness The learners need all these five steps in order to enrich their vocabulary and have full knowledge of the words they want to learn

2.4.2 Technique of learning vocabulary

The linguist, David Wilkins, stated that “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” Young learners usually use labeling when they first start to learn to speak then categorizing skills (Thornbury, 2002) Thornbury started that young learners develop a network building in which they construct complex ideas They realize that there are other words such as synonyms and antonyms and others during this process

Some several approaches and methods could be used to learn Using real objects that students could visualize later is a good way to learn the vocabulary of the language They need to listen to their teaching using the word and repeat it as well Another method is the direct method where there is no translation and using the mother tongue is prohibited The complete sentences in the target language are the only thing used in the classroom Another method is the Total Physical Response (TPR) which is used a lot by teachers because students are hyper, physically active, and could not concentrate for a long time However, using this method that includes games and a variety of activities will allow students to learn the vocabulary of the language very fast

There are several reasons why language games should be used

- First, they are both motivating and fun what can help activate students who may have been inactive before

- Second, they encourage students to communicate and interact with what helps to build relationships through the friendly atmosphere they create among participants who feel all equal

- Third, they give learners a chance to practice the language in various skills (speaking, listening, reading, and writing) in situations from their real life

- Fourth, they break the routine since they add variety to usual classroom activities

- Fifth, they allow students to take on more responsibility and acquire new experiences that result in an increase in their confidence level

- Sixth, they emotionally involve students in what has a positive effect on their learning because while exposed to the target language, they need to feel something such as happiness, excitement, amusement, and surprise

2.5 The importance of language games in learning vocabulary

Lewis (1999) contended that:” Game is prevalent among students since they like

to play Through language games, youthful learners may be associated, find, and test with their surroundings” Using games, not as it improved students’ inspiration, but to give motivation and jolt utilize dialect

Harmer (2008) expressed that in arrange to have the capacity to talk English easily, youthful learners ought to have the capacity to know the dialect highlights and to handle data instantly Subsequently, youthful learners must hone through the assortment and fitting procedures that help their data prepare and synchronous operations of the language

Recreations are critical in learning lexicon since they highlight the fundamental and critical words to attain the targets of the diversion Ang Huyen Nga (2003) and Uberman, (1998) concurred that recreations make fun and loose air where youthful learners might learn quickly and hold words superior Vernon (2009) contended that diversions are a compelling instrument to instruct lexicon to students Children take part and pay more consideration since they appreciate themselves and the classroom and feel and do way better amid and after the diversion Redundancy will be less boring and fun for children to which solidify their learning of modern words

Moreover, by including physical-movements in the game, students will be alarm and invigorated Students frequently get anxious and bored exceptionally rapidly in case they go to lessons for a long period, so including physical developments each presently and the will ensure their interest

in a sound competition seem to offer assistance them in learning more without constraining their participation Thus, choosing the proper amusement can back sound competition within the classroom

2.6 Characteristics of young learners

One of the characteristics of young learners is curiosity They are eager to know deeply about everything in their environment They always make questions to the teachers to explain why something happened and so on Language game is one of the strategies to improve their curiosity with their great attention They have their characteristic in learning a new language Young learners are often more enthusiastic and lively than adult learners However, they also lose interest and motivation more quickly especially when they find difficulty in doing their exercise

or learning in long hours Therefore, they need to be involved more in activities that allow them to be active to keep them alive during class time The activities must contain fun things, such as team or individual games, role-playing, and physical activities

As Harmer ( 2001:40 ) indicates that adult learners are rich in experiences and more aware of the learning process such as the goals that they should achieve at the end of the study, so young learners need to experience things by themselves through seeing, hearing, or imitating the world around them Since young learners are enthusiastic, in case of the learning process, the teacher should make their class alive to avoid boredom Giving young learners a chance to get involved and to interact during class time enriches their experience and knowledge In short, the teacher has to adjust the teaching method and the material to young learners' needs Furthermore, Slattery and Will ( 2001:4 ) cited in Rosaria ( 2014:14) also revealed that young learner as an individual who develops quickly and learns everything around them by observing, listening, imitating and doing things They are excellent in imitating sound quite accurately and speak the way adults speak

They ignore grammar rules and explanations They try to understand the situation based on their point of view and deliver their thought spontaneously Naturally, they want to know every single thing and play their imagination to picture what they think Besides, young learners love physical activities, body movements, and gestures to understand the meaning Although it is delighted working with them mood by attracting their attention continually using fun teaching method to teach material because they get bored easily

Yetenberg (1990) characterized young learners as having some problems distinguishing the real world from an imaginary one that could make it difficult for their teacher to understand their reality perception and cope with it Young learners

do not like to work alone, but to be accompanied by others especially when playing

or working They use their language skills before they are aware of them Also, they learn by using body movement, mimics, and gestures Furthermore, children have a very short attention span, so teachers need to keep this in mind when designing and choosing activities for their young students to be engaged in It is imperative to praise young learners because they become motivated when their teacher supports their enthusiasm

Phillips (1993) assumed that younger children are going to be holistic learners if they are taught at a very young age They respond to the meaning that underlies the language used without worrying about individual words or sentences When teaching young learners, Philips stressed that teachers should simplify the activities for them to understand what the teacher expects from them The tasks teachers choose must be amusing in a way those young learners could easily reach the goals set for them Also, the tasks must be motivating and stimulating so that young learners could feel satisfied with what they have done

Slattery (2001) highlighted some characteristics young learners have They are learners who are curious, imaginative, and playful They develop as individuals very quickly and enjoy routines and repetitions They learn by listening, imitating, watching, and doing things Due to their short attention span, they need a variety of activities Also, they talk about what they did and understand in their mother tongue which helps them to learn

Based on the explanation above, it is very natural that young learners like to play very much or use their imagination to see the world Basically, they enjoy learning everything by watching, listening, and doing plenty of activities as long as the teacher keeps their mood to not get bored and motivates them to do what they should do in class They are also very good imitators They listen and imitate the sound of language more accurately than adult learners Since children are still developing their understanding through their real life, the teacher should not expect them to comprehend the grammatical rules accurately and should not give a complicated explanation

2.7 Previous studies on the use of language games in learning vocabulary

In fact, there are many previous studies related to using language games in learning vocabulary that the researcher expected to consider all the mentioned studies in the study design and anticipate the problems that she might deal with on her later study

According to David and Hollowen (1977), “game promotes active, centered learning” This is because games can stimulate students'” involvement in solving problems, mastering new skills, or practicing old skills They learn either through their own discovery from the interaction with their friends In other words, games are part of a general movement away from the teacher-dominated classroom Students should also be involved in more active learning activities like group discussions, collaborative learning, and language games

student-Besides that, Pine and Boy argued that (1997) “The most effective teacher creates condition by which he loses the teaching function” By being facilitators in the learning process, teachers enable students to emerge more strongly as vital human resources and active learners Instead of providing students with information and input all the time, teachers should give more opportunities for students to explore and experience the language actively Therefore, through language games, students are involved actively in the learning vocabulary process since they have to depend on themselves to get the information In other words, games provide the opportunity for students to experience and practice using the vocabulary

Greenall (1984) added that “language games provide an opportunity for learners to try out their newly acquired competence in a context where they feel psychologically secure’’ This is because students are less likely to be troubled by fear of making mistakes since the consequences of inaccuracies and misunderstandings are fictitious and have no real significance in the game

Freeman (1986) language games have real-life communication features because the players are required to exchange ideas with each other and also they will have the opportunity to receive immediate feedback from their playmates and also their teacher “Games can lower anxiety, thus making the acquisition of input more likely” (Richard, Amato, 1988, p 147) According to Hansen (1994), one of the advantages of the language game is that it can provide an opportunity for shy students to involve voluntarily in classroom activities

Regarding previous studies on related problems, the researcher reaches some endpoints To start with, the above studies were carried out by different researchers

in different areas around the world and focused on young learners Most of these studies employed an experimental research method, which divided the participants into two groups: an experimental group and a control group Data from these studies were mostly analyzed quantitatively using statistical processes, mean scores, standard deviations, test analyses Additionally, data collection instruments were often in the form of pre-tests, post-tests, questionnaires, and observations As a result, all the experimental group participants experienced a significantly meaningful increase in their vocabulary compared to the control group, so that they revealed the significance of using language games to enhance young learners’ vocabulary Remarkably, these studies did not claim that language games were the only teaching strategy that enhances the potential of learning new words nor did they claim to generalize to other groups of pupils in different levels and contexts Besides, there had not been any researches in Viet Nam about the use of language games in learning vocabulary for secondary pupils so far, so that it is also a very new aspect that the researcher wanted to carry out in the study Consequently, in the study, the effectiveness of using language games in improving pupil’s vocabulary along with their perception and feeling about language games were investigated

The literature has enabled the researcher to address her research questions into providing a background of what to expect from the outcomes of her research and into exploring ways in which the researcher might make the most of the opportunities given to evaluate the efficacy of language games in improving vocabulary for young learners, especially for the sixth-grade pupils

CHAPTER 3 RESEARCH METHODOLOGY

This chapter presents the research methodology consisting of research questions, the study design, participants, material, procedures of research, data collection instruments, data analysis and indicators of success

3.2 Method of the study

This study exploited the experimental method using the repeated measures design Each group was exposed alternately to both strategies – with and without language games

Before a new lesson was taught, a pre-test was given and the same test was administered after each lesson to both groups

The descriptive method was also used in the study to collect the data related

to students’ attitude toward Language games

3.3 The study design

The study design is action research because of its practical benefits to the study It is a process, in which participants examine their own educational practice systematically and carefully, using the techniques of research

According to Richard (2002), action research is used to refer to the initiated classroom investigation which seeks to increase the teacher’s understanding of classroom teaching and learning and to bring about the change in classroom practices This action research is conducted to bring about change in the classroom The change obviously brought a better quality in the teaching-learning process

teacher-According to Arikunto (2009) cited in Rosiaria (2014:26) conducting a classroom action research involves four steps planning, action, observation, and reflection Besides, the researcher can do teaching and research at the same time She can apply and evaluate new teaching methods and techniques to make better changes in her own classroom contexts

A mixed quantitative-qualitative approach was chosen for collecting data to achieve the objectives stated earlier The first one was qualitative and the second one was qualitative data were obtained from the observation sheet and questionnaire sheet Students’ activities are being observed through this instrument as well as included how they behave during their teacher explaining the material Other data came from the questionnaire sheet The format of the questionnaire is designed as a 5-point Likert Scale There were interviews to support the questionnaire findings In short, any occurrences and changes that happened during class activities refer to qualitative data Quantitative data refers to students’ English scores obtained from both in the pre-test and in the post-test

3.4 The participants

The study was conducted in two classes 6A and 6B There are 38 pupils in each class in the second term of the academic year 2018-2019 at Thinh Duc Secondary school Thai Nguyen City They were first-level students in secondary school Both classes participated in doing pre-test and posttest, and questionnaires But only class 6A would take part in the process of applying language games in each lesson On the other hand, the study was carried out to explore the effect of language games during the second term of school year

3.5 Materials

Choosing teaching materials is of great importance The materials not only must be appropriate to the level of major of learner in a class but they also need to

be communicative in nature In the study, the list of languages game from the

“Elementary Communication Games” Hadfield, J (1984) was taught in class 6A

3.6 Data collection instrument

The method used in this study is Classroom Action Research (CAR) method which is derived from the root an action research Because it occurs in the classroom frame, it is called CAR The data on this research was in the form of

qualitative and quantitative The qualitative data were collected through questionnaires and the observation of the students The quantitative data were collected in the form of students’ scores in pre-test and post-test

3.6.1 Tests

To get the data on the effect of language games in teaching vocabulary, the pre-test was prepared and validated by two other teachers of English at Thinh Duc secondary school The test was designed to check student’s vocabulary through four skills: listening, reading, writing, and speaking based on six levels in evaluating students; achievement in the learning process The four-level Evaluation, adapted from Circular 22/2016/TT-BGDDT to evaluate the pupil’s skills and knowledge The four levels of evaluation are: (1) recognizing: (2) understanding: (3) utilizing learned skills to solve similar problems: and (4) utilizing learned skills to solve similar problems to solve the new problems or create new things

The pre-test was carried out in both classes (6A & 6B) before each lesson The same test was used as the post-test which was given after the lesson

3.6.2 Observation

Another instrument used to collect data in this study is the observation sheet Arikunto (2009) cited in Rosiaria (2014:34) says that observation is about observing and investigating certain activities done by an observer Observation is recommended as a way of gathering information about the teaching and learning process Observation will be used during the lesson The observation teacher will be given an observation checklist designed by the researcher to observe the situation and activities during the teaching-learning process

3.6.3 The questionnaires

The questionnaire was designed with the purpose of exploring student’s opinions on vocabulary learning through language games It consists of a number of questions or statements that must be responded to by the subject of the research Hornby, Cowie, and Gimson (1974:686) wrote the questionnaire as a list of questions to be answered by a group of people, especially to get facts or information

or for a survey All questions or statements contained in the questionnaire are related to the purpose of this research These questionnaires were used to find out pupils’ attitude towards language gamed as a method to teach and learn English also

to investigate whether or not this method can enhance students’ enjoyment of learning English It was distributed at the end of the research The questionnaires contained 8 items which were designed as a 5 point Likert Scale

3.7 Data collection procedure

The experiment was implemented during second term In this time, the researcher directly taught the experimental group (class 6A) and control group (class 6B) With a view to assure the reliability and validity of the research, quantitative method was employed Collecting information for data analysis was carried out in the academic year 2018-2019 and including the following steps: Firstly, survey questionnaires for students were carried out to have all of the needed information about the participants These questionnaires with 8 questions were given to students to recognize the students’ feeling of personal enjoyment and students’ perception after experiencing The questionnaires included clear instructions on how to reply to questions, thus the participants could do it easily Basing on the results of the questionnaires, the researcher knew about the problems the students face in learning vocabulary

Secondly, vocabulary pre-test was held before the experiment This assessment helped the researcher to get to know about the students’ ability in learning vocabulary The pre-test results were compared to indicate whether students of the two groups have differences in vocabulary ability or not and with the results of the post-test to confirm the effects the teaching process exploited the two methods (with and without language games)

Thirdly, the searcher applied language games to apply for the students of experimental (class 6A) in second term The students of experimental group were taught vocabulary using language games in second term Two units (from unit 8 to unit 9) with many tasks with many vocabularies were adapted so that every vocabulary lesson could be performed with language games, which are matching games, board game, and role play game Nevertheless, the students of the control of group were exposed to traditional method (without language games)

Fourthly, after the experiment, vocabulary post-test were carried out to both groups to evaluate students’ learning vocabulary ability after learning vocabulary from Unit 8 to Unit 9 The results of post-test of both groups were compared with

the result of pre-test to find out the effectiveness of the two methods and with each other to determine the more effective one

The next step was collecting all information from the results of post-test and questionnaires were for conducting statistical analysis The collected data was presented in tables and charts Basing on the data collected, the researcher carried out analyzing and discussion in the next part

3.8 Data analysis

3.8.1 Quantitative data

The quantitative data was the result of the test It was the grade that students got after doing the evaluation The test included 20 questions The researcher scored the test by giving zero point five marks in each correct number without making a correction To get the final result, the number of correct is counting To calculate the quantitative data, the formula is follows:

Score = B x 0,5 ( Scale 0-10 )

B: number of correct

To calculate mean, the following general formula was used:

M = ⅀x

⅀x = the mount of the whole score

N = the number of students

To calculate the percentage of the number of students who accomplish the target of the study, the following formula was used

There are five criteria whether or not the students accomplish the target of the study

at different levels It is showed in the table below:

The table shows the minimum score which must be reached by the students

is 5 If students get the same as or above, it means that they reach the target of the study but if they do not reach the minimum score, it means that they got weak or poor level

After computing all of the aspects, the results of pre-test and post-test were compared It drew about the increasing quality of learning vocabulary through language games

3.8.2 Qualitative data

Qualitative data came from the questionnaire sheet and observation sheet It aimed to find out the pupils perception and enjoyment after studying vocabulary through language games The statement from the questionnaire was scored as 1= strongly disagree, 2= disagree, 3= neutral, 4= agree, 5= strongly agree They are analyzed by using mean scores and standard deviations The level of students’ opinions was determined by using the criteria as 0-0.99= high negative, 1.00-1.99= negative, 2.00-2.99=average, 3.00-3.99= positive 4-4.99= high positive

Data from observation sheet was analyzed and classified according to its category based on the following formula:

N=

N = percentage of pupils activities

A = the amount of score being achieved

B = the total score being analyzed

Scoring system in each criterion of the observation sheet is based on the following: 1: Less; 2: Fair; 3: Good; 4: Excellent

Then, the result was described according to the scoring scale of teacher and pupils activities as follow:

Achievement of purpose

if the study

in teaching and Learning

After calculating all of the qualitative data using a certain formula, the data was described and interpreted through words and sentences or descriptively based

on the actual existing condition during the research was carried on The use of table and figure is very helpful to support the data

CHAPTER 4 FINDINGS AND DISCUSSION

This chapter presents general background of the analysis, discussions and interpretations of the data gathered from the selected sample students and instructors It presents the entire research work, in which data collected by means of questionnaires from students and tests ( pre-test and post-test ) are presented, analyzed by using table, chart and textual discussions As such if form the fundamental basic for the summary of major finding, conclusion and recommendation of the study

4.1 Findings

4.1.1 Student’s performance in the pre-test and post-test

4.1.1.1 Students’ Performance under the two Methods in the pre-test

Level Score

Traditional vocabulary instruction

Table 1: The students’ performance under traditional vocabulary instruction and

language games in the pre-test.

Table 1 shows the students’ performance of both groups in the pre-test For the students grouped by traditional vocabulary instruction, the data reveals that the amounts of weak and poor students accounted for 39 percent, which was 8 percent higher than that of the good and excellent students The figure for average students was 31 percent

For the students grouped by language game, the table discloses that nearly a half of the students were weak and poor students, with 10.5 and 29 percent

respectively In addition, only 10.5 percent of students in this group achieved excellent level

For overall performance of students, the data unveil that the pre-test mean scores of both groups are similar Before being exposed to both methods of instruction, students’ vocabulary is quite low The most frequent scores range from

3 to 8 and the mean score is generally about 5.3 These results could imply that the gap in qualification of students in both groups was not too big or even there was no gap at the beginning

4.1.1.2 Comparison between the pre-test vocabulary ability of students taught under the two methods

Std Error

of Difference

Table 2: Students’ vocabulary ability in pre-test

Table 2 compares the vocabulary ability between the students taught with language games and the students taught with the traditional method (without language games) For overall performance of students, the data reveal that the pre-test mean scores of both groups are similar The computed t-value of the overall vocabulary scores and of all lessons discussed indicates that there is no significant difference between the pre-test scores of the students under the two methods Before being exposed to both methods of instruction, students’ vocabulary is quite low It can be implied that vocabulary seems to be a challenge to them More importantly,

it can be concluded that students of both groups have a similar starting point in terms of vocabulary ability before the experiment

4.1.1.3 Students’ Performance under the two methods in the post-test

Level Score Traditional vocabulary

instruction Language game Frequency Percent Frequency Percent

Table 3: Students’ performance under the two methods in post-test

Table 2 shows the students’ performance under traditional vocabulary instruction and language games in the post-test

For the students exposed to traditional vocabulary instruction, the posttest mean score is 6.5

For the students exposed to language games, the posttest mean score is 7.3

As gleaned from the table, the posttest mean scores of the students exposed to language games were much higher than those of the students who received the traditional vocabulary instruction intervention Furthermore, it is obviously noticed that the most frequent scores of traditional vocabulary instruction groups ranged from 5 to 9 while those of the other group ranged from 6 to 10 This remarkable difference can prove that student’s vocabulary ability seems to be enhanced more with the intervention of language games compared to traditional vocabulary instruction

4.1.1.4 Comparison between the pre-test and post-test vocabulary ability of students taught under traditional vocabulary instruction

Table 4 shows the performance of students under traditional vocabulary instruction In the pre-test, the data reveal that there is an improvement in the post-test, compared to the pre-test

During the post-test, the mean score is 6.5, which is 1.16 higher than that of the pre-test

For the overall performance of students, the data reveal that there is an increase of mean scores from the pre-test to the posttest As clearly shown in the table that in the pre-test the mean score is about 5.34 but in the posttest the mean scores increase to about 6.5 It can be inferred that there is a significant difference between the pre-test and posttest scores of the students taught under traditional vocabulary instruction The computed t-value for vocabulary score tells that the difference is significant at 01 level The table vividly shows that there is an increase of mean scores in all the four lessons discussed which proves that students’ vocabulary has improved after being exposed to the traditional vocabulary instruction method It can be inferred that traditional vocabulary instruction can still

be a good strategy in teaching vocabulary

4.1.1.5 Comparison between the pre-test and post-test vocabulary ability of students taught under Language games

Table 5 shows the performance of students under language game strategy

In the pre-test, the table discloses that students’ vocabulary ability is just at the average level

In the posttest, the mean score increased to 7.26, which is much higher than that of the pre-test

As gleaned from the table, the data reveal that there is a notable increase of scores from the pre-test to the posttest in all lessons discussed As vividly shown in the table that in the pre-test the mean score is about 5.39, but in the posttest the mean scores increased to about 7.26 This remarkable increase proves that students’ vocabulary has improved after the language games intervention

It can be inferred that there is a significant difference between the pre-test and posttest scores of the students taught under language game strategies The computed t-value for each lesson and vocabulary scores tells that the difference is