An action research project on the employment of language games to enrich english vocabulary for the 3rd graders at a primary school in thai nguyen province

DECLARATION I hereby certify that the thesis entitled “An action research project on the employment of language games to enrich English vocabulary for the 3 rd graders at a primary scho

THAI NGUYEN UNIVERSITY

SCHOOL OF FOREIGN LANGUAGES

-   -

MA THI LINH

AN ACTION RESEARCH PROJECT ON THE

EMPLOYMENT OF LANGUAGE GAMES TO ENRICH

PRIMARY SCHOOL IN THAI NGUYEN PROVINCE

M.A THESIS Field: English Linguistics Code: 8220201

THÁI NGUYÊN - 2020

ĐẠI HỌC THÁI NGUYÊN

TRƯỜNG NGOẠI NGỮ -   -

MA THỊ LINH

NGHIÊN CỨU HÀNH ĐỘNG VỀ VIỆC ÁP DỤNG CÁC TRÒ CHƠI NGÔN NGỮ TRONG MỞ RỘNG TỪ VỰNG TIẾNG ANH CHO HỌC SINH LỚP 3 TẠI MỘT TRƯỜNG TIỂU HỌC Ở THÁI NGUYÊN

LUẬN VĂN THẠC SĨ Ngành: Ngôn ngữ tiếng Anh

Mã số: 8220201

THÁI NGUYÊN - 2020

DECLARATION

I hereby certify that the thesis entitled “An action research project on the

employment of language games to enrich English vocabulary for the 3 rd graders at a primary school in Thai Nguyen Province” is the study of my own

research and the substance of this research has not been submitted for a degree to any other university or institution

Approved by Supervisor

Dr Nguyen Thu Hanh

Thai Nguyen, November 2020

Signature

Ma Thi Linh

ACKNOWLEDGEMENTS

This study cannot be completed without the help of many people Therefore,

I would like to show my great thanks to those for their great support and encouragement throughout the realization of this thesis

First of all, I would like to express my deepest gratitude to my beloved supervisor, Dr Nguyen Thu Hanh for her valuable assistance, considerable encouragement and awesome inspiration she transferred me during the time this research conducted

Besides, I would like to express my gratitude to all my lecturers and staffs at School of Foreign Languages-Thai Nguyen University whose support and consideration have enabled me to pursue the course

Furthermore, I would also like to express my sincere thanks to teachers and all students at Trung Hoi Primary School for their cooperation to participate in the research

Last but not least, I owe a big thank to my parents who have always

encouraged me to complete this study

ABSTRACT

Learning English is a challenging task for students in Vietnam It is much more difficult for students in mountainous areas in general and in Trung Hoi in particular because most of them are from ethnic minorities, they do not have good oppotunities to study as the ones in the big cities The basic level in teaching English is how students can retain English vocabulary and use them to communicate in English environment Therefore, teachers need to design the lessons to be intersting and suitable for students here Among effective English teaching methods, using games is studied that it can help students enhance their vocabulary attention This research is going to conducted on techniques of using games in teaching English vocabulary for primary school students Through finding the answers of the research questions, the researcher can find out effectiveness of using game techniques in teaching English vocabulary for primary school students Its results are hoped to be helpful reference for futher researches, as well as for teachers who desire to help students in studying English

Keywords: Language Games, Vocabulary, Teaching, Action Research

TABLES CONTENTS

DECLARATION i

ABSTRACT iii

TABLES CONTENTS iv

LIST OF TABLES, FIGURES vi

CHAPTER 1: INTRODUCTION 1

1.1 Rationale of the research 1

1.2 Aims and objectives of the research 2

1.3 Research questions 3

1.4 Scope of the research 3

1.5 Method of the research 3

1.6 Significance of the research 4

1.7 Thesis organization 4

CHAPTER 2: LITERATURE REVIEW 5

2.1 Overview of vocabulary and vocabulary teaching and learning 5

2.1.1 Definition of vocabulary 5

2.1.2 Aspect of vocabulary 6

2.1.3 Types of vocabulary 7

2.1.4 Vocabulary knowledge 7

2.1.5 Teaching and learning vocabulary 8

2.2 Games in vocabulary teaching and learning 8

2.2.1 Games in teaching and learning English 8

2.2.2 Games in teaching English vocabulary 10

2.2.3 Steps of teaching English vocabulary through games 12

2.3 Previous studies 14

Summary 18

CHAPTER 3: METHODOLOGY 19

3.1 Design of the study 19

3.2 Setting of the study 21

3.3 Suggested games applied in the current study 21

3.4 Action research procedure 27

3.4.1 Warming up 27

3.4.2 Presentation 28

3.4.3 Explanation 28

3.4.4 Production 29

3.5 Data collection instruments 29

3.6 Data analytical method 30

Summary 31

CHAPTER 4: FINDING AND DISCUSSION 32

4.1 Findings from observation 32

4.1.1 Pre-observation results 32

4.1.2 Post-observation results 33

4.2 Findings from tests 34

4.2.1 Pre-test results 34

4.2.2 Post-test results 35

4.2.3 Differences in students’ vocabulary use before and after using language games in teaching vocabulary 36

4.3 Findings from interviews 36

4.3.1 Interviews with teachers 36

4.3.2 Interviews with students 37

4.4 Discussion 38

Summary 39

CHAPTER 5: CONCLUSION 40

5.1 Recapulation 40

5.2 Implications 40

5.3 Limitations of the research 41

5.4 Suggestion for further studies 42

REFERENCES 43 APPENDICES I

LIST OF TABLES, FIGURES

CHAPTER 1 INTRODUCTION

1.1 Rationale of the research

Currently, English is seen as a compulsory subject at schools in Vietnam It is

no longer new and strange for students, this subject has received the attention of parents and students English is also a subject for students to love, explore, compare the differences between languages, learn about the cultures, people and socio-economy of the country that children are studying In recent years, the current requirements of education require innovation in teaching methods at all subjects and levels, in order to improve the quality of teaching and learning Therefore, English subject in general and English subject in elementary school in particular also need

to have more powerful innovation, promote positive, proactive creativity of students, student-centered Vocabulary plays a crucial role in everyday as well as academic communication Its significance is evident even in the initial stages of second language learning process In this way, vocabulary is one of the core elements of language aptitude and reflects how well learners listen, speak, read and write Language ability of learners can be improved by vocabulary improvement The importance of the methods of vocabulary acquisition is increasing day by day

as vocabulary learning is often considered a laborious and monotonous process However, various approaches have been introduced in helping second language learners develop and learn vocabulary, i.e reading books, newspapers, playing games, watching foreign cartoons or films with subtitles, listening to foreign music

At Trung Hoi Primary School, students start learning English at grade of 3 Most of students are ethnic minorities and their mother tongue is Tay, Nung, Dao language They sometimes have difficulties in Vietnamese speaking Therefore, English is seen as challenges for them Besides, there are still a few students who are not aware of the importance of the subject in life so they are not interested in learning this subject Moreover, students here do not have chances to study English with native speakers, or buy modern equipment such as a radio, a computer or even books except their text books of English at school As a result, English teachers here

must find out the method to teach English so that it can encourage the students to study and help them intend knowledge effectively

In order to give students a passionate spirit of learning English, it is necessary

to give them a vibrant learning environment, the teaching method of teachers must always be innovative, scientific and effective Therefore, playing the role of a teacher, I always look for the most appropriate method to apply in the lesson, helping the learner to quickly memorize the lesson well and especially the passion for with the subject Teachers must inspire students’ learning by engaging them in learning activities Inspiring them is giving them confidence in the subject, as well

as confidence in their language skills, so that they can learn English well

I myself always explore and learn through colleagues, through the media, through many different resources to be able to find many interesting teaching methods, especially methods for elementary school students because their knowledge acquisition is limited In teaching progress with a great number of students, I realize that creating a passion for them is indispensable for elementary students because they are just acquainted with English, familiar with simple sentences and they learn English well if they find it enjoyable

Using games for teaching and learning vocabulary is very popular in many countries of the world The game has rich content, uses interesting and useful language to suit their perception Through the games, they will acquire knowledge and ability to use language in communication easily, consolidate and inculcate knowledge firmly, giving them passion and excitement in studying, in employment When we offer games in English lessons on a regular and scientific basis, the quality of teaching English will surely increase Because of these reasons, I chose the research topic “An action research project on the employment of language games to enrich English vocabulary for the 3 graders at a primary school in Thai Nguyen province”

1.2 Aims and objectives of the research

Firstly, the study aims to investigate the attitudes of teachers and students toward using game techniques in vocabulary lessons Secondly, the reseacher wants

to study on how much game techniques can help primary school students enrich their English vocabulary Thirdly, the research’s goal is to give recommendations for teachers and students to overcome the vocabulary-related problems

Assessing the effectiveness of learning vocabulary through games in the classroom, we want to know how students’ experiences help with their learning and what progress they gain, specifically, whether we can apply games as an effective means to make students feel more comfortable and interested in learning English vocabulary

The results of this study, hopefully, will improve students’ vocabulary learning and retention It is also for teachers to employ language games into their teaching

1.3 Research questions

This paper is going to find the answers of the following questions:

1 What are the Trung Hoi Primary School students and teachers’ attitudes towards the employment of language games in teaching and learning English vocabulary?

2 To what extent does the employment of language games affect the students’ learning English vocabulary?

1.4 Scope of the research

This study only focuses on the actual situations related to using language games to enhance English vocabulary of the 3rd graders at Trung Hoi Primary School, Dinh Hoa District, Thai Nguyen Province Because of limited time, the research cannot cover all students at grade three and all lesson in the second semester It is only conducted with 60 students in Class 3A and 3B in English vocabulary lessons

1.5 Method of the research

The main method of the research is action research The term “action research” refers to two dimensions of activity: the word “research” refers to a systematic approach to carrying out investigations and collecting information that is designed to illuminate an issue or problem and to improve classroom practice, meanwhile the word “action” refers to taking practical action to resolve classroom

problems (Richards, 2005) Therefore, action research achieves both action (change

or improve) and research (understanding)

According to Cohen et al (2007), action research is “small-scale intervention

in the functioning of the real world and a close examination of the effects of such intervention” Kemmis and Mc Taggart (1988) identify three characteristics of an action research, which are “carried out by practitioners”, “collaborative” and

“aimed at changing things”

1.6 Significance of the research

Through finding the answers of the research questions, the researcher can find out effectiveness of using game techniques in teaching English vocabulary for primary school students Its results are hoped to be helpful reference for futher researches, as well as for teachers who desire to help students in studying English

1.7 Thesis organization

There are five chapters in this thesis:

Chapter 1: Introduction - In this part, rationale, aims, objectives, research

questions, scope, significance and organization of the study will be clarified

Chapter 2: Literature Review - This part supplies scientific base of the

study, as well as previous researches which help this study have a firm foundation and well-directed approaches

Chapter 3: Research Methodology - This chapter shows context of the

research and methodologies applied to get data, analyze data to find out results

Chapter 4: Findings and Discussions -Based on methodologies, this study

will find out the answer of the research and then discuss them

Chapter 5: Conclusion - This last part will summarize all the advantages and

drawbacks of using game techniques in teaching English vocabulary It also talks about achievements and limitations of the research, which helps further researches

in the future

References and Appendices are shown on the final pages of the research

In summary, this chapter provided the overview of the study including rationales of the study, aims of the study, research questions, scope of the study, significance of the study, and design of the study The following chapter will present the theoretical framework of the study

CHAPTER 2 LITERATURE REVIEW

This chapter shows the theoretical background of the research First of all, theories of vocabulary, teaching vocabulary and games in teaching are discussed Then, it is going to mention to the studies related to teaching English vocabulary through games

2.1 Overview of vocabulary and vocabulary teaching and learning

Vocabulary plays an extremely important in any language There are various definitions of vocabulary proposed by linguists According to Hatch and Brown (1995), vocabulary refers to a list or set of words for a particular language or a list

or set of words that individual speakers of language might use Hornby (1995) states

a detailed definition of vocabulary, which includes the total number of the words which make up a language, all the words known to a person or used in a particular book, subject, etc; and a list of words with their meaning

From the definitions above, it can be concluded that vocabulary is all words

of a language that an individual can use in communication

Traditionally, vocabulary has not been a particular subject for students to learn, but has been taught within lessons of speaking, listening, reading and writing During the lesson, students use their own vocabulary and are introduced to new words provided by the teacher and classmates which they apply to classroom activities For many learners of English, whenever they think of vocabulary, they think of learning a list of new words with meanings in their native language without

any real context practice A number of learners may share the same experience of looking up words in a bilingual dictionary to find their meanings or definitions when they encounter new words They may even write down lines of new words without any idea of the real use of them in context Working this way, after a short period of time, many learners may find out that learning vocabulary in lists does not satisfy themselves, and they think the cause for it is just their bad memorization, Gnoinska (1998:12) Research and publications have shown that this is not a very effective way to study Decarrico (2001) stated that words should not be learned separately or by memorization without understanding Moreover, "learning new words is a cumulative process, with words enriched and established as they are met again", Nation (2000, p.6) Therefore, the "look and remember" way of vocabulary learning seems to be not very effective for learners of the English language

Furthermore, some other students may require teachers to give meaning and grammatical function for words that they are not familiar Learners just wait for teachers who control the lesson to provide new forms of words then they write those words in their notebooks or complete their exercises They may use words they learn in the exact formats as the original patterns in which those words appeared This kind of rote verbal memorization is good to a certain extent since it helps learners learn and use the correct form of words However, according to Decarrico (2001), the vocabulary used in such context is rather simple because grammatical and phonologic aspects are emphasized; and as a result, the lexical aspect is neglected In other words, learners just know how to use the vocabulary in an exact form, but they do not know how to use it with different shades of meanings in real life communication

2.1.2 Aspect of vocabulary

There are several aspects of vocabulary which should be known by the students According to Qian (2005, p 35), “The dimension of depth of vocabulary knowledge comprises various aspect of lexical characteristics such as phonemic, graphemic, morphemic, syntactic, semantic, collocational, and phraseological properties Then Ur (1999, p 60-62), states that “The aspect which needed to be

taught such as form (pronunciation and spelling), grammar, collation, aspects of meaning (denotation, connotation, appropriateness), aspect of meaning (meaning relationship), and word formation

2.1.3 Types of vocabulary

Stephard in Setiwan (2012, p.12) classified vocabulary into two kinds: a receptive vocabulary and productive vocabulary The receptive vocabulary is also called a passive process because the learner only receives thought from others In language application, the receptive vocabulary is considered as the basic vocabulary Meanwhile, the productive vocabulary is defined as the words used when the learner speaks and writes

Furthermore, Haycraft (1978, p.44) divided two kinds of vocabulary, namely receptive and productive vocabulary Receptive vocabulary is the words that the students recognizes and understands when they occur in context, but which he or she cannot produce correctly himself or herself Meanwhile, the productive vocabulary is the words which the student understands, can pronounce correctly and uses constructively in speaking and writing

2.1.4 Vocabulary knowledge

Vocabulary is one of the most important factors of English It is considered as the most important one for learners in learning English as a foreign language Because of their limited vocabulary, they cannot communicate their ideas transmitted to them (Nunan, 1992) Students must acquire vocabulary skill in order

to get other abilities like listening, speaking, reading, and writing In other words, vocabulary skill takes an important role in understanding the four basic skills of English In relation to the teaching learning of the four skills of English, vocabulary

is an inseparable part of any language learning It should be described, taught, included in all kinds of language learning activities and must be learnt by students

It would be impossible to learn a language without vocabulary

Vocabulary proficiency would be very helpful for the students in learning English, especially in spoken skill

2.1.5 Teaching and learning vocabulary

Bera (2016) studied the strategy of using context and motivating students to help them remember and apply their vocabulary better; Or, assigning exercises based on students' different cognitive abilities and understandings are suggested as a way to promote learning and pay more attention to their vocabulary

Mohamed (2017) and his colleagues pointed out seven vocabulary learning strategies (tested), including cognition, guessing meanings, using dictionaries, taking notes, repeating words, decoding and applying vocabulary in learning process, practice using language As a result, students have had ways to apply the above strategies; however, do not employ a combination of strategies to achieve the highest results In addition, there are many other studies which indicate that learning vocabulary should be through communication activities, reading extended documents in addition to textbooks, and vocabulary translation methods They are

to explain the meaning of words and teaching the meaning of words, encouraging learners to raise awareness and use metaphors, metaphors in the language, learn words by phrases instead of studying by every single word

Being aware of the importance of teaching and learning vocabulary, the researcher decided to choose the topic which is related to vocabulary and wanted to apply effectively games in teaching new words in Dinh Hoa Primary School

2.2 Games in vocabulary teaching and learning

2.2.1 Games in teaching and learning English

Games are fun activities that promote interaction, thinking, learning, and problem solving strategies either a game is a system in which players engage in an artificial conflict, defined by rules, that results in a quantify able outcome

“Games are effective tools for learning because they offer students a hypothetical environment in which they can explore alternative decisions without the risk of failure Thought and action are combined into purposeful behavior to accomplish a goal Playing games teaches us how to strategize, to consider alternatives, and to think flexibly.” (Martinson & Chu, 2008: 478)

The game is a natural means to understand the world around it, so it is used in teaching and learning, including learning foreign languages Language is a complex system that people use to communicate or communicate with each other Language is the communication system used by a specific community or country, which is the way informal mode of communication through text or words In fact, games and languages help enrich each other Language game is a philosophical concept that was mentioned by Wittgenstein since the 1930s The language game refers to simple examples of language use and language matching activities Initially, the game was metaphorical to support the concept of grammar, but gradually it had an independent position When the concept of language as the action is formed then the rules of the game or the rules of the game are formed Being different from the concept of grammar, the concept of language game is associated with time (the beginning and ending of the game) State-owned organizations are also structured by principles but according to the intention of the actioners These rules are born right in the process of playing, in the physical structure of the object and the social context

Therefore, vocabulary games bring real world context into the classroom and improve students’ level use of English language in an adaptable and appropriate communicative way Vocabulary learning language games help and encourage ESL learners to sustain their interest Games result in fun and motivation for students making them learn new items effortlessly Some games can be quite instructive and enlightening Educational language games play a vital role in learning basic language skills Games are a “form of play governed by rules.” However, they can

be relished only if they are entertaining They should not turn out to be a heavy preoccupation; rather provide a break from routine exercises, making students utilize the language as amusement Likewise, labels language games as a blend of rules and fun aimed to achieve a goal There are many types of language games that can be used according to the level of the students

Whereas, the students may learn language significantly and effectively via games, positive criticisms from teachers or students can help both to adapt the

classroom based on needs analysis They can measure themselves whether learning objectives were met or not without any outside observation and input

2.2.2 Games in teaching English vocabulary

There have been many researches about games in teaching vocabulary so far Lee (1979) states that language games can dispel the boredom of class time instead

of creating a fun learning environment that increases students' interest in learning, making them always ready to join the lesson Hadfield (1990) describes games as an activity with rules, a goal and an element of fun

Teaching and learning through games are aimed primarily at entertainment and relaxation after stressful and exhausting hours for both teachers and students But through educational games, players can also be trained physically, train senses, create opportunities to interact with people, and cooperate with teammates in groups, groups etc Classroom’s games are activities organized with the nature of entertainment Through educational games, students have the opportunities to study

in comfortable atmosphere When participating in games, students will be able to imagine and contemplate, experiment with situations, reasoning to achieve high results Learning games also create a joyful, innocent and lively atmosphere during class Helps the dry side of the learning problem be alleviated and the child's memory becomes firmer Help students acquire knowledge in a positive and self-conscious manner The combination of using game forms in learning will bring high efficiency in teaching The learning game used will have a positive effect to change the learning style and through the learning environment, the classroom will become more comfortable and comfortable, the student's knowledge acquisition becomes softer and more effective

Games, therefore, play important roles in EFL class In fact, in teaching and learning foreign languages, students will learn more effectively if they are learning

in a fun, relaxing learning atmosphere and have many opportunities to communicate

in the context of the real world The use of language games in teaching foreign languages is one of the effective methods that can increase motivation for students Many language games require students to work in pairs, in groups or require the participation of the whole class together to meet the requirements of the game,

and to score as many points as possible In fact, most students like to score At the same time, through these games, students have a natural incentive to review what they have learned, as well as to receive new knowledge excitedly In addition, in order to win the game, or to solve the problem encountered, each player must contribute their understanding or opinion The task of the teacher is to encourage all students to really enjoy the game In the relaxed, relaxed atmosphere created by the game, real learning takes place, and learners use the languages they have learned and practiced before

Language games are a positive method of teaching in a learner-centered manner To achieve the goal of the game, each individual must communicate with each other, that is, they must discuss in groups to find the final result As such, players must use language to close gaps, to present information necessary for completing the game

Learners will have to discuss and find solutions to achieve the purpose of the game This way, they have to say or write down things that express their views or to communicate with other teams This means that the game gives students the opportunity to communicate with each other, even timid and lacking self-confidence students are attracted to this type of activity In addition, teachers no longer play a role in controlling and controlling all classroom activities, specifically what students have to say In language games, they only act as instructors, organizers, game controllers and informants According to Rixon (1981), teachers should be there as informants about vocabulary, about newly encountered structures, or suggestive, to help players better understand something by other explanations are easier to understand In short, using games is a way to create learner-centered classroom environments, giving students more autonomy and autonomy opportunities so they can master themselves in social activities

According to Yiltanlilar and Caganaga (2015), the benefits of using games

in language learning include that games are learner-focused, encourages the creative and natural use of language, and foster participatory attitudes of the learners Otherwise, games also encourage learners to keep interested in the work and a teacher can use them to create contexts in which the language is

used Games encourage learners to interrelate, cooperate, to be creative in using the language in a meaningful way Learners want to take part in activities; to play games and are generally ambitious In addition, they become ejecting all other functions of the words

Some experts have also figured out characteristics of games that make vocabulary learning more effectively Lee (1995, p.35) lists several main advantages when games are used in the classroom, including “a welcome break from the usual routine of the language class”, “motivating and challenging” “effort

of learning”, and “language practice in the various skills” Ersoz (2000) holds that games are highly appreciated thanks to their amusement and interest Teachers can use games to help their students practice more their skills of communication In addition, Uberman (1998) also affirms the helpful role of games in vocabulary teaching after quoting and analyzing different opinions of experts From her own teaching experiences, Uberman observed the enthusiasm of her students in learning through games She considers games a way to help students not only enjoy and entertain with the language they learn, but also practice it incidentally

In summary, games are useful and effective tools They should be applied in vocabulary classes The use of vocabulary is a way to make the lessons more interesting, enjoyable and effective Those previous researches help the researcher believe that games can be used in current study

2.2.3 Steps of teaching English vocabulary through games

There are five steps in teaching vocabularies through game First is making motivation by greeting and doing warm-up activity Strong motivation makes learners be interested in language learning Next, the presentation of vocabulary is presented through the variety of materials such as pictures, songs or real object and situation The various materials can attract learners to language learning Then, skill practice is used for evaluating learners’ memorization and understanding After that, the assessment is started for checking progress of learners’ understanding The assignment is provided to learners as the assessment for checking progress of learners’ understanding The assignment can be worksheet, examination or

presentation by learners Finally, teacher and learners are participation of reviewing the lesson they have learnt

Together with the above mentioned steps, teacher should consider the

following suggestions for using games in vocabulary teaching

The various types of classroom activities can be applied suitably such as pair work, small or large group work, collecting things around the room and finding partners The activities must not be the same (Obee, 1999) For example, a whispering game can be played into one large group first and then, the game can be changed into two groups and finally, the game can be applied into small groups Teacher can also add more word or sentence while playing game or teacher can also applied the game into racing game Learners’ participation is necessary Learners obtain more vocabularies and use them confidently through the participation of the meaningful and different tasks based on real life context (Bogdan, 2009) For example, instead of teacher tell learners to memorize words of fruits and vegetables, teacher can assign learners a task of making their own Pictionary of fruits and vegetables from supermarket’s pamphlets Pictionary by learners let learner be participation of language learning and supermarket’s pamphlet is from learners’ real-life and meaningful context

The different learners take different roles of games They can reveal different words or meaning differently from their perspective which the other learners can learns from those perspectives as the suggestion (Alemi, 2010) Also, personality is the most important factor in teaching (Kumar and Lightner, 2007) For example, when teacher asks learners to make a sentences with the word “useful”, a learner can create many sentences from their experience such as “Electric drill is useful” from a learner which lives in factory Teacher may also notice learners some awareness from learner’s mistakes such as “Milk is useful” Teaching too many vocabularies to learners may not the suitable way of teaching Teaching many words to learners by memorizing at the beginning of the lesson may not the suitable way of teaching because learners can’t use language although they can memorize a lot of words The main purpose of language learning is to use language

correctly So learning vocabulary in a form of sentences and/or pictures can be more effective (Jitmuad, 2005)

Classroom management can facilitate environment and conduct classroom to learning Clear rules at first, appropriate and inappropriate concept in class, reward offering and enough activities are the elements of the classroom management which can control classroom easier (Linse, 2006) For example, when the class begins, teacher asks learners to rearrange their chairs into groups of four or five at first because the games need to be used a group of four or five learners Then, teacher tells and reviews the playing rules clearly before playing games After the game finishes, teacher give a reward appropriately to the winner These can facilitate your class and your game easier; otherwise, the game may not be successful

2.3 Previous studies

The present paper intends to represent a few examples from the literature concerned with the use of vocabulary games in learning the target words For example, Riahipour and Saba (2012) mentioned that traditional activities such as memorization of long vocabulary lists, derivations, repetition of words, translation, fill-in-the-blank exercises are boring for students Scrivener (as cited in Riahipour

& Saba, 2012, p.1259) states that using long list of words and their translation items make no guarantee that remembering will take place By using vocabulary games, learning process is going to be more valuable, this method can make vocabulary learning more enjoyable, so it can help students to retain target words more quickly

Similarly, Aslanabadi and Rasouli (2013) conducted a study on the effect of games on improvement of Iranian EFL vocabulary knowledge in kindergartens The aim of their study was to find a way to help young EFL learners fix the novel vocabulary in their minds The study was conducted at two kindergartens They divided the students into the experimental and control group The experimental group gives language games and the control group gives regular teaching The result

of their study revealed that Games not only bring fun for learners to the class, but they also motivate learners and improve their confidence Moreover, Yip and Kwan (as cited in Aghlara & Hadidi- Tamjid, 2011, p.558) suggested that students who

used games for their learning became more successful in learning new words compared to those who learned the same vocabulary through traditional method

Dolati and Mikaili (2011) examined the effects of instructional games on facilitating of students’ vocabulary learning The purpose of their study was to gain information about the role of the games in the level of vocabulary learning among students The participants of their study were 70 female students in the age of 12-

13 years old who were selected from one of the Iranian primary schools in Iran To conduct this study they use pretest and posttest by analyzing the pre-test and post-test they found that applying games has the important role in teaching vocabularies

to the language learners, they also found that “ Game has its potential as an educational tool for literary training; and can motivate and engage learners especially the quiet and passive ones in the whole learning process”(p.1218)

In a similar line of inquiry, Kalaycioglu (2011) investigated the effectiveness

of the educational games on the preschool-level English vocabulary learning of four years olds The participants of his study were 33 preschool children who were four years old They were including 17 females and 16 males Over a four-week period, 24vocabulary items were presented with picture cards by using Total Physical Response Method to both groups In the experimental group, picture vocabulary games were used, but the control group did not receive picture vocabulary games The results of his study indicated a significant difference in English vocabulary achievement in favor of the experimental group which was taught by the picture vocabulary games with a large effect size Also the gender effect on learning vocabularies of English with picture vocabulary games in the experimental group and without picture vocabulary games in the control group was investigated

In a similar vein, Efendi (2013) conducted a study on the use of games to improve vocabulary mastery The aim of his research was to describing the way of

“got it game” and “back to the board game” in improving vocabulary mastery of the seventh grade students His research was a kind of classroom action research (CAR)

in which the researcher acts as the teacher who leads teaching activity In order to collect data he use observation checklist, field note and a test The participants of

his study were 29 students of seventh grade students His study consists of four major steps: planning, implementing, observing, and reflecting The findings of the study showed that “the use of “Got It Game” and “Back to the Board Game” with the topics vocabulary of daily English communication, people’s occupation, and personal care and appearance can improve students’ vocabulary mastery achievement.” (p.78)

Nguyen Van Hoang Anh (2010) carried a study on the use of games in teaching English vocabulary to grade 10 studens at high school in Can Tho Province The research was to investigate the students’ beliefs about games and teachers’ difficulties in vocabulary learning and teaching to grade-10 students at high school with the hope to improve the effect of the use of games as a vocabulary technique The research answered the two questions: “(1) What are grade-10 students’ attitudes and perceptions of the use of games in teaching and learning vocabulary? (2) What are the difficulties for the teachers in carrying out the games

in class?” Two questionnaires were administered to 80 students chosen randomly at two classes of grade 10 and 8 teachers of English at a high school to obtain the study result The teachers and students’ answers were then analyzed with SPSS (Statistics Package for Social Science) to see how much they liked the vocabulary games The result of the study showed that the students enjoy usig games in classroom In addition, the discussion on the data drawn from the questionnaires for the teachers pointed out that time consumption and limitation of game sources were some their obstacles of using games in class Finnally, he gave some suggestions to help English teachers at high school enhance the effect of using games in their vocabulary teaching

Le Pham Hoai Huong (2013) discussed the play activities that are used in primary English classes in a city in Vietnam Video recording the classes and interviewing the teachers show that various play activities, for example, bingo, miming, hangman, and TPR (Total Physical Response) activities were employed in these classes Through the play activities, students practiced vocabulary, simple grammatical structures, and language skills such as listening and speaking In

addition, the students learned to follow game rules, support team members, and lead when necessary Based on the practical values of play activities, the paper provides suggestions on how to use specific play activities in primary English classes, the language skills or areas to be targeted at with play activities, and how to manage the play activities

Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga (2003) shared that Vietnamese students usually feel bored in vocabulary lessons because they have not changed their learning habits, such as writing words on paper, trying to learn by heart or learning passively through the teacher's explanations To help students find language classes, especially vocabulary lessons more interesting, and to achieve more from games, we conducted action research to find the answer to the question,

"Do games help students learn vocabulary effectively, and if so, how?" Most academic reviews start from an assumption that games, bundled with other aspects

of learning, e.g., CALL, are beneficial However, they singled out the component of games to study that in isolation After reviewing academic opinions on this specifically focussed matter, of which there are relatively few, they began an action research which included applying games in our own classes, observing other teachers' classes, and interviewing both teachers and learners so as to elicit students' reactions, feelings and the effectiveness of games in vocabulary learning The research shows they are effective in helping students to improve their vocabulary building skills

Duong Thi Huong Lan (2019) did an experiment at Thai Nguyen University of Economics and Business Administrarion The study focused on the effectiveness of language games in teaching vocabulary among selected first-year students at Thai Nguyen University of Economics and Business Administration for the academic year 2018-2019 The specific problems pursued were as follows 1 What kind of language games can be used in teaching vocabulary among students? 2 What are the pre-test and the post-test scores in vocabulary of the respondents? 3 Is there a significant difference in the pre-test and post-test scores of the respondents? 4 What

is the level of acceptability of the games activities among the students? The study

was conducted at Thai Nguyen University of Economics and Business Administration for the academic year 2018-2019 The study employed the single group pre-test and post-test design coupled with documentary analysis in determining the effectiveness of the language game activities The respondents were

50 regular first-year students at Thai Nguyen University of Economics and Business Administration The data was treated by using frequency, percentage mean, standard deviation, test for dependent samples and weighted mean Hangman, Bingo and Crossword are chosen as the most popular games The post-test mean score (5.72) is higher than the pre-test(5.28) the computedT-value of 3.43,is significant at 1 percent level and the perceived acceptability level as to text, pictures/images, animation, color, originality of presentation and appeal to target user have weighted mean of 3.19, 3.11, 3.33, 3.23, 3.43 and 3.23 respectively All fall in the acceptable category Based from the findings, it can be concluded that: Hangman, Bingo and Crossword are the most popular; the students scored higher in the post-test than the pretest, the language game activities are effective and acceptable among students

From the above research, I do believe that my study can be apply in Trung Hoi Primary School

Summary

In this chapter, some ideas related to learning and teaching vocabulary have been discussed such as definition, vocabulary types and its importance It cannot deny the importance of acquiring vocabulary when learning languages Besides, the ideas of using game techniques as well as it pros and cons are also mentioned Additionally, previous related studies and the theoretical framework for the study are summarized and discussed They are basis for the researcher to design the study which investigates the effectiveness of using games techniques in improving the students’ vocabulary

CHAPTER 3 METHODOLOGY

This chapter is conducted to present the research design, setting of the study, action research procedure as well as data analysis method

3.1 Design of the study

Action research in classroom is the research design of the paper Its goal is to examine the classroom setting and teaching techniques to identify solutions to deal with matters in teaching and learning English vocabulary Firstly, the researcher finds out the current problems in teaching at Trung Hoi Primary School and use first term test to assess students’ level in English, then, apply the use of language games

in teaching vocabulary in the second semester After that, researcher will evaluate how students English level change at the end of the school year by comparing the result of pretests and posttest Finally, researcher will show findings and discuss the achievement of the research

This study follows the action research approach This is because this type of research is aimed at improving teaching practice Action research has been defined

in a number of different ways Burn (1994) defines action research as “the application of fact finding to practical problem solving in a social situation with a view to improving the quality of action within it, involving the collaboration and co-operation of researcher, practitioners and laymen” In the first chapter of the

book Action research for Language Teachers, Wallace (2001) states that Action

research is a process which collects data on your everyday practice and analyzes it

in order to make decision about what your future practice should be

In this study, the researcher followed the model proposed by Kemmis and

Mc Taggart (1988) because the steps in this model make it easier and more convenient for her to carry out the research Besides, it reflects correctly what steps will be taken during the study According Kemmis and Mc Taggart (1998), the action research process is composed of four steps such as the planning stage, the action stage, the observation and the reflection The spiral of cycles will recur until

a satisfactory result has been achieved and stop until the time is felt enough

- Step 1: Planning is the first stage of the cycle, an action plan is developed that will achieve some agreed goals during this stage The plan can encompass the change in three “registers”: how language is used in the situation, what activities and practices are employed, and how social relationship and organizations are structured

- Step 2: The action stage involves implementing the plan while recognizing the need for flexibility and judgment Even so, it may sometimes be necessary to revert to the planning stage if the proposed actions cannot be implemented

- Step 3: Observation: Action should be accompanied by monitoring and observation of the results A range of data collection methods can be used, including documents, interviews, diaries, observations and questionnaires, along with secondary data Observation feeds into the next stage of the cycle by providing the basis for reflection

- Step 4: Reflection is the final stage, in which the researcher and the group collaboratively “analyze, synthesize, interpret, explain and draw conclusions” about what has been achieved and identified possible ways of moving forward Depending

on the outcomes, another cycle of planning, acting, observating and reflecting may

be set in motion The Figure 3.1 below will illustrate about the stages of every cycle

of the action research

Figure 3.1: Steps in the action research cycle (Kemmis & Mc Taggart, 1998)

3.2 Setting of the study

The research was conducted at Trung Hoi Primary School Dinh Hoa District, Thai Nguyen Province Students here only use English and study English in English lessons which is four times a week, each lesson lasts 40 minutes

The textbook “Tieng Anh 3” (new version) is used as the main course book

It is the first level of the three-level English textbook series for Vietnamese primary school students learning English as a foreign language (EFL) The series follows the syllabus approved by the Ministry of Education and Training in August 2010, and covers a systematic, helical and topic-based development of the basic English language skills with emphasis on listening and speaking for early levels The book follows a sequence of presentation, practice and production to develop English at a basic level through twenty topic-based units and four review units which are richly illustrated and cross-curricular to provide pupils with easy-to-grasp and memorable lessons and an enjoyable experience of learning English

There are 10 units in the book Each unit consists of three lessons on a topic

related to one of the four themes: Me and My Friends, Me and My School, Me and

My Family and Me and the World Around, all of which are designed to invoke a

sense of familiarity The activities are organized to provide training on listening, speaking, reading as well as writing Each lesson provides material for two teaching periods (equal to seventy minutes) The lesson contains concise and clear instructions for a wide range of activities arranged in a logical progression, helping pupils to develop critical thinking, coordination and the ability to interact with each other as they learn to understand and use English in both its spoken and written forms

3.3 Suggested games applied in the current study

a) Bingo

Bingo is used in lesson 1 of unit 12 (see Appendix 5)

Each student will have 1 sheet of paper with squares containing words, phrases, numbers or pictures that match the content of the vocabulary topic to be revised The contents of these sheets are the same, but the order of the squares is

different Then, the administrator will read aloud the vocabulary or the name of the picture, the student's task is to find the square corresponding to the audible content

If they find 5 words or pictures that form a horizontal / vertical / diagonal line or 4 points at the 4 corners, they will shout “Bingo” and win Besides, it is possible for students to play with friends (2 people per team) to practice cooperation skills and teamwork for students After finding 5 words, it is possible for students to form sentences or tell stories related to those words, helping students master the usage and remember words for longer

b) Stand up sequences

Stand up sequences is used in lesson 2 of unit 13

This is a game that can be used to improve the response speed of a student and to improve vocabulary skills

 Divide students into groups with each group consisting of 5 people

 Provide 10 kinds of things that will be asked of your students 10 kinds of these things can be a fruit, the name of vehicles, animals, country, brand of car or motorcycle, and much more

 The game is like this: You start with one theme and one letter, for example the letter C for the name of the animal Then point to the first group and said "C" to them Then the group must answer the name of the animal preceded by the letter C The time is only 10 seconds

 The group that managed to answer, then they get one point Continue back to the second group and then say you like for example the letter "E" Thus, the group must name an animal that begins with the letter "E"

 Proceed to the last group, and then began to return to a new topic such as the name of the vehicle Re back, but not necessarily from the first group, because you can start it at random

c) The Truth Game

The Truth Game is used in lesson 1 of unit 14

This game is very flexible for all ages and levels of English language learners Start by drawing four squares on a white board In three words box 'True' and write

in fourth box 'False' (use this vocabulary for beginners) Distribute a piece of paper

to each student and ask them to fold into quarters and write the same title in each of the four boxes of them Explain to students that they should write three true 'facts' about themselves and the 'facts' are false They do not have to show other people and when they finished they will read their facts and everyone will choose to guess which one is false facts This is a very simple game but can be a great way to get to know something about you and your students can be very fun depending on how creative a fact that made the students

d) Hot seat

Hot seat is used in lesson 2 of unit 15

These games aim to improve a student's vocabulary and implementation procedures can be seen through the following points:

 Divide the class into two or three large groups

 Create a simple decoration where there are two or three seats (depending on the number of groups) in front of the class and behind it is the board Thus, the seat facing to all students

 The chair is hot seat

 Select four students from each group to come forward Then sort of four students from each group at random The first students to sit in the hot seat, then three other students standing in front of that boy The other three were named by Helper

 The teacher writes a word on the board right behind the hot sit Students who sat in the hot seat must guess the word and his three friends give clue like synonyms, antonyms, or usefulness of words in everyday life Members of the group who did not come forward to provide assistance by providing clue form of paper with writing delivered to three students in front The three new students put forward the message to students that there had been in the hot seat

 Third group practices together, and students who first mentioned the word correctly, then the group who get one point

 After the first word missed, students who sit in the hot seat back to his seat in the back along with other group members Then, one of the helpers to fill the hot seat, and another teacher calls students to become helper

 Continue to the next word In total there are 10 words and each student is able to answer, then he gave one point for his group

e) The Artist Game

The Artist Game is used in lesson 1 of unit 16

This game is similar to the previous game and can be played in sequence if students use the back of the folded paper Use the board to create four more boxes and each box write a separate title: 'Person', 'Hobby', 'Place' and 'Item' Explain to students that they have to draw (emphasize not too detailed) in each box Box 'Person' will be a special person or to their friends Box 'Hobby' will become their favorite pastime 'Place' will be a special place (ex a tourist destination) and 'Item' will be their own special objects to them Give them a short deadline to do their work and then collect all the pictures at the end Instruct students to guess who the owner of the picture by asking them to perform the next class

f) Miming Game

Miming Game is used in lesson 2 of unit 17

The steps of this game are:

 The teacher will divide the students into two groups

 The teacher will demonstrate the way how to play the game, and also the rules in playing the game

 The teacher will invite one of the students of the first group to come forward and then the teacher will show a word (noun or verb)

 Then the student will mime to express the word that has shown

 Another students in the same group will try to answer or guess the word

 The teacher will give 3 times for the students to guess, if the group can’t answer or guess, the group will not get the score

 The next turn will be given to the second group and they will do the same as the first group did