Dr.dorothy Asign 1 7nov

8/20/2019 Dr.dorothy Asign 1 7nov

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HPEI 7013INSTRUCTIONAL DESIGN

1.0 INTRODUCTION

Teaching and learning a foreign language like English is not easy task. The situation

become more difficult when the learners are primary school children and teaching and learning

focus is grammar. There are a lot of ways to introduce English grammar to the young learners.

One of them is by using games. As we all know that children like play, so by using games as the

teaching method the students can be more interested to learn grammar.

Games are not only for fun but also for motivating students to master English fast and

easily. Learning by doing is a good way to make them easy in understanding about grammar

skills, because with doing fun activities by themselves, they will find it easy to remember and

easy to learn about the material which is taught by the teacher. To be start with instructional

design study, it is better to define the instructional design obective to get clear instruction about

the topic chosen.

1.1 Definitions of terms

a) Language

Language is the human ability to ac!uire and use comple" systems of communication,

either spoken or written, consisting of the use of words in a structured and conventional way

#O"ford $ictionary, %&'().

b) Games

Games refer to a physical or mental or contest that has rules and that people do for

pleasure #Encyclopedia, %&'(). Game is structured playing, usually undertake for enoyment and

sometimes used as an educational tool. Games are distinct from work , which is usually carried

out for remuneration, and from art, which is more often an e"pression of aesthetic or ideologicalelements #*ikipedia, %&'(). +ut, according to ichards, etc. al , #'--%) a game is an organi/ed

activity that usually has the following properties0 a particular task or obective, a set of rules,

competition between players, and communication between players by spoken or written

language1 #Tuan, %&'%).

1

http://en.wikipedia.org/wiki/Humanhttp://en.wikipedia.org/wiki/Communicationhttp://www.oxforddictionaries.com/definition/english/writehttp://www.oxforddictionaries.com/definition/english/writehttp://www.oxforddictionaries.com/definition/english/usehttp://www.oxforddictionaries.com/definition/english/wordhttp://www.oxforddictionaries.com/definition/english/structurehttp://www.oxforddictionaries.com/definition/english/structurehttp://www.oxforddictionaries.com/definition/english/conventionalhttp://en.wikipedia.org/wiki/Play_(activity)http://en.wikipedia.org/wiki/Play_(activity)http://en.wikipedia.org/wiki/Enjoymenthttp://en.wikipedia.org/wiki/Educationhttp://en.wikipedia.org/wiki/Manual_labourhttp://en.wiktionary.org/wiki/remunerationhttp://en.wikipedia.org/wiki/Arthttp://en.wikipedia.org/wiki/Arthttp://en.wikipedia.org/wiki/Communicationhttp://www.oxforddictionaries.com/definition/english/writehttp://www.oxforddictionaries.com/definition/english/usehttp://www.oxforddictionaries.com/definition/english/wordhttp://www.oxforddictionaries.com/definition/english/structurehttp://www.oxforddictionaries.com/definition/english/conventionalhttp://en.wikipedia.org/wiki/Play_(activity)http://en.wikipedia.org/wiki/Enjoymenthttp://en.wikipedia.org/wiki/Educationhttp://en.wikipedia.org/wiki/Manual_labourhttp://en.wiktionary.org/wiki/remunerationhttp://en.wikipedia.org/wiki/Arthttp://en.wikipedia.org/wiki/Human


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c) Language Games

The term 2language game2 is used to refer to simple uses of language with which childrenare first taught language #training in language) and specific regions of our language with their

own grammars and relations to other language3games #*ikipedia, %&'(). According to Lewis

and +edson, #%&&4) language games are fun activities, which are task based, a visible set of rules,

which guide the children1s actions and an element of strategy where children must successfully

apply their language and other skills.

d) Grammar

*hitehead, #%&&5) defined that grammar is the rule governing human language or

individual language and the study of such rules. 6owever, 7rystal #%&&() says that 8Grammar is

the structural foundation of our ability to e"press ourselves. The more we are aware of how it

works, the more we can monitor the meaning and effectiveness of the way we and others use

language. 9t can help foster precision, detect ambiguity, and e"ploit the richness of e"pression

available in English. Additionally, it can help everyone, not only teachers of English, but teachers

of anything for all teaching grammar is ultimately a matter of getting to grips with meaning:

#Tuan, L.T. %&'&).

;o, game is the most natural way of learning grammatical rule for children. Games

provide an environment for children where they can test what they hear and see and consolidate

what they have learnt. 7hildren sharpen their senses and develop their kinesthetic skills through

games. Game environment is the e"periment room for children. Therefore, to design a solution

this study attempts to investigate the effectiveness of using language games in teaching and

learning English for pupils of awa Tamil ;chool in ;eremban,

=egeri ;embilan.

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2.0 L!RNR !ND CONT"T !N!L#$I$

According to Edmundson, etc.,#%&&5)? @orrison, oss, Bemp, #%&&() learner analysis

is a critical aspect of instructional design and is characteri/ed as an iterative process that informs

vital instructional design decisions from front3end analysis to evaluation #;a"ena, @., %&'').

2.1 L!RNR !N!L#$I$

2.1.1 Learners genera% c&aracteristics

Learners in this study are referring to primary school students in =ational Type Lorong

>awa Tamil ;chool ;eremban. There are 'C&' students altogether in the research area. The

selected school is located in urban area of ;eremban, =egeri ;embilan.

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Every standard consists of five classes. +ut, this research design only has drawn from

one class of standard % Elango from =ational Type Lorong >awa Tamil ;chool. There are %4

pupils altogether in the selected class with the age of eight. Drom that, '% of them are males and

the rest of them are females. #efer appendi" i and graph below).

male female

0

5

10

15

20

Graph : Students in Year 2 Elango

There are two different ethnic groups in the class, which are % @uslim girls and the rest

are 9ndians. #efer to pie chart below).

7%

93%

Ethnicity

malay i!ia

These students are considering E;L pupils whereby their first language is different from

one another. The main reason of selecting % Elango as an instructional designer of this research is

because of the pupils1 level of proficiency in English is lower compared to the other classes. 9n

"

=um of

student

Gender


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order to measure the effectiveness of using language games to enhance grammar skills, the pupils

in % Elango will be selected as the sample for this research design.

Dindings from discussion with the language teachers and also simple !uestionnaire

answered by the students showed that there were different learning styles of % Elango pupils1

#efer to Appendi" '). ;ome are visual person and some are auditory learners and also tactile

learners.

Learning st'%e $core (ercentage

!uditor' '' (&

isua% '& FC

Tacti%e 5 5

A#!i$&y 'i(#al Ta)$ile0

10

20

30

"0

50

*0

+e&)e$a,e

()&e

;urprisingly, all the %& students were not attending to kindergarten in the age of C to

because of several factors especially, financial crisis. As said by the class teacher, every student

in


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There are two types entry behavior investigated in this study. Dirst is, entry behavior is to

determine appropriate instruction and second is, to determine readiness for instruction. 9n this

study, the designer already knew general characteristics1 of participants as mentioned above and

it1s also been useful if their entry skills take into count.

a) ntr' s,i%%s

Throughout observation, the designer found that the si/e of class % Elango is too small. And,

most of the teacher use traditional method to teach grammar to the students in the classroom. ;o,

it can be assumed that students in


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6owever, designer strongly believe that by using language games, students will have positive

attitudes towards their learning content especially grammatical items and get opportunities to

participate in classroom discussion. Hberman, #'--4) stated that most students who have

e"perienced game3oriented activities hold positive attitudes towards them #>ung, 7.9., %&&C).

;imilarly, the findings of the research by Eskandari, I., Bhonmohammad, 6.,

Bomeianifarahani, A.A. #%&'() revealed that employing games in teaching grammar to the

young learners not only can play a positive role in the development of grammar knowledge of

the learners in the language classes but also it can pave the way for language development of the

learners in ales stressed situation, motivating the learners to improve their own abilities in

various aspects of second language development.

;tudents liked the convenience of the language games based learning to improve their

grammar. They believe that this method will be more helpful and students able to communicate

among other students in the classroom if the language games practices in teaching and learning.

d) !cademic oti+ation for instruction /!RC$)

Beller1s A7; @odel #Attention, elevance, 7onfidence an ;atisfaction) of motivation

can be perceived as a problem solving approach to learning grammar that instructional designers

can use to develop even more engaging language games activities. To get students1 attention,

instructional designer believed that through games, role plays or other type of hands3on practice,

learners are encouraged to become active participants in the learning process. As they get more

engaged in the learning process, it is more likely to be interested in the language game content

and there are higher chances of completing the learning process. To be re%e+ance, a successful

language games design must establish relevance in order to motivate learners to learn grammars.

To accomplish this, instructional implementers are encouraged to use variety of language games,

analogies or stories to which the learners can relate.

Durthermore, 9nstructional designer also instil a sense of confidence in


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designer will communicate obectives and prere!uisites with the students in the classroom and

provide feedback if there is a response from students.

To satisfy the learners in class of % Elango, there will be praise and rewards. The learning

process must present learners with some kind of reward, whether this may be a sense of

accomplishment or praise from the teachers or designers. 9nstructional designer can increase

learners levels of satisfaction from learning grammar using language games if as they will leave

them with the sense of achievement and recognition of their efforts throughout the learning

process. Dor e"ample, in this instructional study, the designer decided to give these following

rewards to % Elango learners who did their best level during learning process

3 The C3cent bo" has candy such as and peppermints.

3 The '&3cent bo" contains cool pencils, balloons, and erasers.

3 The %&3cent container offers larger candy in single3serving si/es, plastic rings, and

necklaces.

3 The F&3cent bo" has modelling clay and stickers

e) ducationa% and abi%it' %e+e%

9t is important to know the students educational level in


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resources or materials were arranged by the instructional designer itself because the

school is under construction works.

• $ocia% !sects of t&e $ite 3 The social conte"t of the performance setting. This study

re!uires the learners to communicate among their friends in group to enhance

interpersonal skills and grammar skills by playing language games. This phenomenon

will be recorded as evidence.

• Re%e+ance of s,i%%s to ractice in sc&oo% 3 There are no constraints to the new skills that

the students will learn. The language games are available, the teachers and administrator

understand the need for this instructional obective to be made available to students, parents and the teachers are motivated to get started since it will only improve

communication between teachers, students, and parents as well as students academic

performances.

Analy/ing the performance conte"t re!uires that the designer actually visit the site in

!uestion. 9nformation can be obtained from on3site visits using interviews and observations. The

purpose is to gather information from % Elango class learners, administrators, and teachers as

well as observe the learning environment where learners will eventually use their new skills.

Analy/ing the performance conte"t using these factors can be a tricky matter for instructional

designer.

9n any event, it would be a good idea for instructional designer to spend some time

thinking about the conte"t in which the skills learned in school will actually be used. Jerhaps

students have a point when they ask, *hy do we need to learn thisM As $ick and 7arey #%&'()

state, *e encourage you to think beyond the accepted te"tbook and curriculum guide approach

to public schooling. That approach has led to the criticism that much of public education

emphasi/es factual recall over conceptual understanding and te"tbook problems over authentic

applications. 7onstructivist theorists have been ustifiable sharp in their criticism of teaching and

learning activities that are abstracted from, and thus not relevant to, actual physical, social, and

problem conte"ts.

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2.2.2 Learning Contet

The other type of conte"t is the learning conte"t. This is the setting where the actual

learning will take place. The goal is to familiari/e the instructional designer with the facilities

where the learning will occur, and to identify any limitations of the setting that might affect the

design of instruction. This instructional design study uses several factors to consider when

analy/ing the learning conte"t as listed by $ick, 7arey and 7arey, #%&'().

• Number and Nature of $ites K 9n this =ational Type Lorong >awa Tamil ;chool, there

are 'C&' students studying from standard one to si". *hen having a discussion with the

school headmaster, he told that the school is in the middle of the town. Therefore, its took

C% years to get permission from ministry of education to do constructing work and

renovation because there is no field for the students to do outdoor e"ercises, no science

lab, no computer lab and also no assembly hall to having meeting or programs to the

students. Throughout observation method, the instructional designer found that every

class in this school are occupied with nearly FC to F4 students. +esides, lack of

e!uipment and resources such as L7$ proector for computer display, whiteboard and

also having a technical problem with switches in the class. 6owever, the administrator

promise to repair the entire electrical problem in the classroom before the program is

going on. The main constraints are the school is often heard loud noise from outdoor

activities because of the location itself and the teachers are busy with their works all time

which may affect discussion and interview session.

• Comatibi%it' of t&e $ite it& t&e Instructiona% Re3uirements K Although, there is

some lack of e!uipments and resources in the classroom but school1s personnel manage

to solve it. ;o, it can be says that the site is compatible with the instructional re!uirement.

• Comatibi%it' of t&e $ite it& t&e Learner Needs 3 The site is the students1 classroom

namely, % Elango. The location of the school itself enhance the instructional designer to

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buy learning materials from walking distance stationary shop and book shop with the

name of “Sinaran”. 6owever, it is sad to say that the classroom too small which

accommodated with %4 students. ;o, students from class % Elango may feel

uncomfortable with the classroom space and unattractive environment. To solve this

matter, the school headmaster has given permission to use the school library to run this

program.

• 4easibi%it' for $imu%ating t&e or,%ace K This learning environment will ade!uately

simulate the eventual work environment for the learners. Group discussion and role pay

activities will definitely makes the learners feel confidence to communicate with others

and encourage them to apply it in their daily life.

Analy/ing the learning conte"t re!uires the designer to gather information from on3site

visits by interviewing headmaster, teachers, and learners, as well as observing the site in use.

7ollecting this type of data is much easier because the instructional designer herself is a school

teacher as she already immersed in the environment, and thus may be !uite familiar with the

conte"t in which the learning will take place.

5.0 LITR!TUR RI

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This instructional design was ustified lack of critical thinking among E;L students to

learn grammar skills. 9n that discussion, the learners should e"perience five steps of the problem3

posing methodology #=i"on3Jonder, '--C)0

'. $escribe the content of discussion

%. $efine the problem

F. Jersonali/e the problem

(. $iscuss the problem

C. $iscuss the alternatives of the problem

Jenny Hr, in her book A 7ourse in Language Teaching1 #%&&) wrote an article, which

began with the words0 9 am not in principle favor of the use if games in language teaching. This

was provocative statement based on a serious argument. Hr also said that, once we call a

language learning activity a game, would convey the message that it is ust for fun, not to be

taken too seriously.

6owever, 9ndian students as second language learners in primary schools will always finddifficult to understand grammar rules. 9t is because their mother tongue language is Tamil. Jupils

always find it complicated and confusing to understand or speak English fluently. *ithout proper

grammar knowledge in their schemata, it will discourage them to participate actively in teaching

and learning of English in the classroom. Jupils might felt scared to be laughed their colleagues

at when they do not use correct grammar in the classroom activities.

According to Jourgharib, #%&'F) people tend to forget or misuse new word because the

words are not properly stored in student2s minds? they are not practiced enough? they are notrelated to students own e"periences and interests. 6e added that, some teachers think that

language games are a waste of time and prefer not to use them in classroom. Durthermore,

second language learners are shocked whenever they meet difficulties in oral communication.

They are afraid of making mistakes and feel uncomfortable in their first attempt at speech in

English and they are afraid of failure, laughter and ridicule: #Ihang


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English to the young learners is not easy because English is not their mother tongue and it is a

new thing for them #$iana, %&'&).

ather than that, pupils also tend to feel bored in the traditional ways of teaching

grammar. They become unmotivated to learn English as the learning of grammar seems to be

repetition and e"planation from the teacher. As a result, pupils tend to ignore and avoid learning

English grammar, which is essential for them to master this language. ;ome researchers such as

=guyen and Bhuat #%&&F) and Hberman #'--4) have shown that students are tired of learning

vocabulary in traditional methods such as rehearsing, writing words on papers or learning

passively through teacher1s e"planations #Taheri, %&'().

+esides, 7rookal #'--&) concluded that learners become too an"ious about being

critici/ed and punished by their teachers when they make a mistake. Games are advantageous at

this point because they reduce an"iety, increase positive feelings and improve self3confidence

because learners do not afraid of punishment or criticism while practicing the target language

freely #


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+esides that, for weak students, learning the English grammar is even more daunting due

to the comple"ity of grammar rules. Dor this reason, language games can serve as a way of

teaching grammar, which can be incorporated as one of the activities in class #@etom, Tom

>oe, %&'F). And then, @at ;oon, #%&'&) also found that learners can use these games as tools

while enoying the grammar learning processes in a way that, learners have the opportunity to

work together and collaborate while learning the language.

5.2.2 Language games and +ocabu%ar' ac3uisition

Language games also influence pupils to see and use words in repetition form. epetition

is a concept of fre!uency that has influenced pupils. This is done through e"posure of words in

te"ts. 6uyen =ga, #%&&F) stated that learners of English have to deal with unfamiliar

vocabulary during their language ac!uisition. 9n order to learn and retain new words, learners

should participate in different task K based activities in their classroom whether it is a guessing

task, a describing e"ercise or conversation making. ;uch activities also include vocabulary

games which specially focus on helping learners develop and use words in different conte"ts by

making the lessons enoyable.

Hsing various games can help students memori/e vocabulary or grammar? it can

eliminate the an"iety aroused from using a foreign language or uncertainty about the correctness

of the output and while playing language games, students can be e"posed to the target structures

#BaNprkov Jalnov, %&'&).

7learly, students have more chance to be e"posed to vocabulary through games.

According to 6adfield #'---), in order to retain a word, students have to go through three

distinct processes such as fi" the meaning of the word in their mind? make the word their own?

and use the word to communicate with others#Tuan, %&'%). 6e adds that games can help thelearner through these three processes. 9t can be said that games are very effective in helping

students increase e"posure to vocabulary.

According to 6edge, #%&&C) she mentioned that fre!uency1, pronunciation1 and

conte"tuali/ation1 are features of input that play roles in a vocabulary development. Dor that,

1*


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Bachru #'-4F) #as cited in 6edge, %&&C) also tested his 9ndian students to see which words they

knew from their course book, showed that most learners knew the words that appeared more

than seven times, but they did not know half of the words that appeared only once or twice. Thus,

in language games activities, pupils can see words many times while enoying their tasks. 9t is

also believed that this can sharpen and increase the pupils1 vocabulary.

And, a study by 6aar #n.d) as cited in @alaysian 9nternational 7onference on English

Teaching #@97ELT, '--4) tested her students with 7omputer Language Game. 9n her paper

entitled Teaching Pocabulary Hsing 7omputer Language Game1 as she cited was clear that

teaching vocabulary using games is beneficial to both instructor and students #=urhasniyati,

%&&5).

5.2.5 Language games ref%ect Communicati+e !roac&

Language games benefits pupils by giving them wide e"posure to the use of English

language. Jupil1s enables communicate and interact among each other through their involvement

in language games. 9t was agreed by Dreeman #'-4), whereby he mentioned that 8learners enoy

language games they enoy communicative involvement in the classroom: #Taheri, %&'(). Games

are used to make the children easier to understand and remember vocabularies in some topics

#$iana, %&'&). ;he also viewed that by using games, the children does not feel that they learn

something through that activity.

6e also believes that games can provide a healthy and constructive competition. Games

can encourage learners discovering and voluntary involvement to the learning process, it can also

establish a better bonding between teacher and learners. Dinally a good designed language games

can create a real communication conte"t in the classroom which can help learners to improvetheir speaking ability.

*right, +etteridge and +uckby, #'-4() argued that 8with the use of games, the teacher

can create various conte"ts in which students have to use the language to communicate,

e"change information and e"press their own opinions: #6uyen =ga, %&'&). And, they come to

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a conclusion that learning through games could encourage the operation of certain

psychological and intellectual factors which could facilitate communication heightened self3

esteem, motivation and spontaneity, reinforcing learning, improving intonation and building

confidence.

As >acobs Bline Liu #'--) e"pressed that, 8many games can be played in pairs or in

small groups, thereby providing a venue for students to develop their skills in working with

others such as the skill of disagreeing politely and the skill of asking for help. 9n most games,

learners have to play in groups in which everyone has a turn, encouraging everyone to take a

turn, rather than letting others do all the talking and other actions, and discouraging one or two

people from shutting out others: #Tuan, %&'&).

Ihu #%&'%), proposes that game playing is effective in developing students‟

communicative ability in that it is a dynamic process of communication in which students as

thinking beings, emotional beings and communicators instead of knowledge receptacles, try to

get their ideas, concepts, thoughts, emotions and feelings e"pressed, based on their own life

e"periences.

=aturally when playing games, students are trying to win or to beat other teams for

themselves or on the behalf of their team. They are so competitive while playing since they want

to have a turn to play, to score points and to win. 9n the class, learners will definitely participate

in the activities. Therefore, in groups or in pairs, they are more willing to ask !uestions,

communicate and discuss with their partners and think creatively about how to use English to

achieve the goal. The competition in the games gives students a natural opportunity to work

together and communicate in English with each other a lot.

5.2.6 Language games &e% to construct sentences

Language games can stimulate and encourage constructing sentences with correctly.

Apart from having fun, students learn at the same time. ;chult/ Disher, #'-44), said that

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8students ac!uire new language and begin to reali/e that they have to use the language to

construct sentences if they want others to understand what they are saying #Tuan, %&'&).

Gunn and @c 7allum #%&&C) 7limbing Grammar @ountain Game is a game that provides

a way to address grammatical usage and sentence construction in such a way that the target

structures are being reviewed and reinforced in an interesting and engaging manner. 9t is proven

by Gunn and @c7allum #%&&C) who conducted a research by using this game in teaching ;imple

Jresent Tense.

Thus, language games are playing an important role in order to help pupils1 sentence

construction. 6owever, to make the students to learn sentences construction great fully, relevant

games should be integrated according to topic given in classroom.

5.2.7 Language games imro+e %earning and memor'

Language games can improve learning and memory as it involved repetition activities. 9t

create positive emotional of the pupils towards English in a lesson. ;tudents can improve their

long term memory by participating in activities that they enoy and recollecting such memories

through language games #Jrofessional Learning +oard, %&'(). $uring the language games

activities, pupils learn while doing action. These learning by doing will help them to remember

new words easily.

This statement is supported by Jaul #%&&C) which emphasis on key factors for

improvement in the target language. 6e stated that the key factors to make pupils improve their

retention1 of words and patterns are organi/ation1, ownership1, repetition1, association1,

emotional involvement1, action1, beginning and end1, rest1, warm up1, recycling1 and

peripheral language1. Games are student3focused activities re!uiring active involvement of learners. 9n 7rookall1s #'--&) opinion, learners and teachers change their roles and relations

through games and learners are encouraged to take active role in their learning process

#


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5.2.8 Language games create oortunities to %earn -&i%e &a+ing fun

Language games give pupils chances to use, play and e"periment with the target language

while having fun. According to Jaul #%&&5) in his book entitled Teaching English to 7hildren in

Asia1, the child centered approach is based on constructivist and humanistic ideas that have been

adapted to the needs of Asian EDL learners. 6e also mentioned that the children could do many

activities where they play around with the new language target, trying thing out, making

mistakes, encountering many e"amples of the new pattern and using it to e"press their own

feeling1.

Therefore, Hberman #'--4) believed that games offer students a fun3filled and rela"ing

learning atmosphere. After learning and practicing new vocabulary, students have the

opportunity to use language in a non3stressful way #>ung, %&&C). Other than that, *eiss

Loebbeck, #%&&4) research illustrated that games create competitive and collaborative situations

making learning fun and engaging? meeting the many needs of the students #;harp, %&'&).

A game is an activity that both the teacher and students enoy doing. 9t is student3centered

and as appealing as playing in the playground. Hsing games in English class can get students

rela"ed and enoying using the language #Ihu, %&'%). Ghada sari argued that one of the

advantages when games are used in the classroom, is it bring in rela"ation and fun for students,

thus help them learn and retain new words more easily #Jourgharib ohani %&'F).

Thus, of the teachers give pupils enough time and space to play with the target language

during language games activities, this will be a great way for them to learn grammar and enoyed

their e"periences with the language.

5.5 Language games and Learner oti+ation

Language games will add variation to English lessons and increase pupils1 motivation.

Jupils1 participation motivates them to speak out and use the grammar. Language games will

motivate introvert pupils as well as e"trovert pupils #=urhasniyati, %&&5). +y employing games

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as a pedagogical approach, the learners are often more motivated as compared to doing the desk

tasks. *hile playing the games, the students1 attention can be focused on the game activity,

whereby subconscious learning of the language items will take place in them. Thus, this enables

the learners to review and reinforce what they have learned in class #@etom, Tom >oe, %&'F).

Games are highly motivating since they are amusing, interesting and at the same time

challenging. The activities in a game get all the students to move around, activate their mental

capacities and stimulate neural networks, thus motivating learners in learning and retention. At

that time, students who are shy also attend the activities with fun, forgetting their shyness and

feeling of fear #Tuan $oan, %&'&).

Annetta, #%&&4) suggest that while the use of games in the classroom is not meant to

replace all teaching strategies? however, games can be used as an engaging and motivating

supplement that provides background and content in an environment in which they are familiar

and comfortable #;harp, %&'&). Durthermore, 6ussin et.al. #%&&C) in their article entitled

;ustaining 9nterest and @otivation to learn English1, they believe that teacher is able to motivate

the students to learn English if they can provide game type activities #=urhasniyati, %&&5).

9f the teacher ust follows the tasks given in the te"tbook, students have to do the tasks in

writing and reading, then the teacher herself will lead a grammar lesson to a boring, hard3

digesting e"perience to their students and surely, do not meet the need for a more interesting and

effective grammar class. At that time, game is the most useful. Games employ meaningful and

useful language in real conte"ts. They can be used to give practice in all language skills and

grammar points in this case, and be used to practice many types of communication. 9f these

games are good then learners will be learning while they are playing.

=urhasniyati, #%&&5) concluded that students1 opinion of a good teacher are based on the

teachers1 performance in the teaching and learning process. Thus, this kind of activities

especially using language games can build confidence, satisfactory of lesson and maintained

good relationship between teachers and students. An action research conducted by 6uyen and

21


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=ga #%&&F), students said that they liked the rela"ed atmosphere, the competitiveness, and the

motivation that games brought to the classroom #>ung, %&&C).

As strongly emphasi/ed above, games can motivate learners, promote learners1

interaction, and improve learners1 ac!uisition. As a result, games can increase learners1

achievement, which means that learners1 test scores, ability of communication, some skills,

knowledge of vocabulary, or other language skills can improve.

9n brief, games prove to be a useful tool employed regularly in language teaching. Games

not only offer learners a highly motivating, rela"ing class, but most importantly meaningful

practice to all language skills. 7onse!uently, games can motivate learners, promote learners1

interaction, improve their ac!uisition and increase their achievement #Tuan $oan, %&'&).

Learning through language games can provide pupils with wider chances to take part

actively and gives them opportunity to earn by various creative activities. +oredom will not be a

problem to learn English grammar as language games implemented are suitable with different

learning styles and strategies. @ost of the research in the past has also agreed that language

games can be powerful tools for teachers to use in teaching and learning process of English as a

;econd Language as it will provide feedbacks, enhance pupils1 grammar and vocabulary learning

through practice and increase their motivation towards learning English and academic

achievement.

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6.0 GO!L !N!L#$I$ !ND T9 NTR# *9!IOUR$ O4 L!RNR$

6.1 4u::' goa% ana%'sis

As an 9nstructional $esigner, fu//y goals were developed earlier in order to get accurate

instructional goal for the study. As outlined by $r. obert @ager, in his book of Goal nal!sis,,

that fu//y goals helps to choose best instructional goal and measurable outcomes as well

#


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6.2 Instructiona% goa% ana%'sis

The instructional goal of this study is to determine the effectiveness of using language games to

enhance grammar skills for awa Tamil ;chool,

;eremban.

#;ources from0 http0QQwww.itma.vt.eduQmodulesQspring&FQinstrdesQlessonF.htm)

According to $ick and 7arey, #%&'(), there are two fundamental steps involved inconducting the goal analysis. The first is to classify the type of learning outcome involved in

achieving the goal #7lassifying Outcomes). The second involves taking your goal statement and

analy/ing it in order to identify the relevant steps involved in order for someone to perform that

goal #$etermining Goal ;teps). 9n this study, Gagne2s five categories of learning outcomes were

used as following0

a) erba% Information K ;tudents in


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4igure 6.2.1 ; Goa% ana%'sis for a +erba% information s,i%%s

Goa%; To e"amine whether language games can increase the pupils1 vocabularies.

$am%e of con+ersation

b) Inte%%ectua% $,i%%s K These skills that re!uire the learners in class % Elango to perform

some uni!ue cognitive activity. The intellectual skill one learns enables one to respond to

entire classes of interactions with the environment. 9n this instructional design, memory

game uses for the learners re!uire remembering the words that appear in the cards and

they will get point according how many cards they got correctly. efer to figure (.'

below.

4igure 6.2.2 ; Goa% ana%'sis for inte%%ectua% s,i%%s

Goa%; To identify whether the language games can help pupils in sentence construction.

25

$iscuss items

purchased with

friends or in group

E"plain the goods

that have been sold

or bought

=ame the thing that

found in classroom

shop

F bundles of beans, 4

potatoes and %& onions

to @eena

Ten carrots, % tomato, F&

apples, a watermelon, and

'& eggs to Abynash

;hopkeeper0 9 have been

sellingR

*utc&er s&o '&

fishes, % chickens, '&

crabs

egetab%es sta%%. 9

bought % carrots, F

potatoes, '& onions and C

eggs.

7ustomer0 Dirst, 9 went

toR..thenR.

$efine the

concept of nouns

and make

sentences

9dentify masculine

or feminine

#gender) and make

sentences

$ifferentiate

common nouns

and proper nouns

and make

sentences


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c) Cogniti+e $trategies 3 efers to the metaprocesses we use to govern learners own

attending, learning, remembering, and thinking. ;imilar to other intellectual skills, but

this language based learning focus on the learner2s own cognitive processes as opposed to

e"ternal obects and events. =ote that $ick and 7arey #%&'() omit this as a separate

category in their descriptions, choosing instead to consider cognitive strategies as a form

of 6igher3order 9ntellectual ;kill. 9n this instructional design, some e"amples of cognitive

strategies include rehearsal strategies? elaboration strategies and organi/ing strategies will

be done for the learners to get prepared for post3test. Dor e"ample, the language games

activities are rehearsal for the learner to learn grammatical items and at the same time

students will re!uires answering some !uestions in the games involved as a elaboration

strategies. Organi/ing strategies will evaluated when there is a post3test at the end of

lesson.

d) (s'c&omotor $,i%%s K 9n this study, motor skills represent physical activities re!uiring

movement and coordination of all the learners in class % Elango. Dor e"amples include

learners in


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e) !ttitudes s,i%%s 3 An attitude is an ac!uired internal state that influences the choice of

learners personal action toward language game activities in the class. Attitudes represent

intrinsically motivated choices people make. ;ome of the most important outcomes are

really attitudes.

4igure 6.2.6; Goa% ana%'sis for attitude s,i%%s

Goa%; To e"amine whether the learner motivation in learning grammar increase through

language games learning

Gagne2s #'-44) belief is that within each of these five categories, regardless of the

subect matter of instruction, the same !ualities of performance apply #Bhadooi, B., ostami,

B. and ;auid 9sha!, %&''). 9n other words, similar instructional strategies can be applied to

goals that fall into the same category, even if the goals cover different subect matter #refer figure

(.%.C). Therefore, once classified the goals according to the proper learning domain, instructional

designer can apply appropriate learning conditions, or strategies, in order to bring about different

kinds of human performance.

6.2.7; 4rame-or, of Instructiona% goa% ana%'sis

27

$emonstrate the

effects of takingunhealthy food in

daily life

$iscuss or identifytypes of unhealthy

food in group

E"plain whythey must eat

healthy food

7hoose recommend things

that good for

health for friends

IN$TRUCTION!L GO!L

To determine the effectiveness of using language games to enhance grammar skills for awa Tamil ;chool, ;eremban.

Goa% ana%'sis for

attitude s,i%%;

To e"amine whether the

learner motivation inlearning grammar

increase through

language games learning

Goa% ana%'sis for

s'c&omotor s,i%%s;

To determine

whether the languagegames can improve

pupils1

Goa% ana%'sis for

inte%%ectua% s,i%%s;

To identify whether the

language games can help pupils in sentence

construction.

Goa% ana%'sis for a

+erba% information

s,i%%s; To

e"amine whether language games can

increase the pupils1

http://www.ncbi.nlm.nih.gov/pubmed/?term=Khadjooi%20K%5Bauth%5Dhttp://www.ncbi.nlm.nih.gov/pubmed/?term=Khadjooi%20K%5Bauth%5Dhttp://www.ncbi.nlm.nih.gov/pubmed/?term=Rostami%20K%5Bauth%5Dhttp://www.ncbi.nlm.nih.gov/pubmed/?term=Ishaq%20S%5Bauth%5Dhttp://www.ncbi.nlm.nih.gov/pubmed/?term=Khadjooi%20K%5Bauth%5Dhttp://www.ncbi.nlm.nih.gov/pubmed/?term=Rostami%20K%5Bauth%5Dhttp://www.ncbi.nlm.nih.gov/pubmed/?term=Ishaq%20S%5Bauth%5D


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6.5 (erformance ob=ecti+es


2-

;ub goal '0 7hoose

recommend things that good for health for friends

;ub goal '0 Go to

classroom shopmarket

;ub goal '0 9dentifymasculine or

feminine #gender)

and make sentences

;ub goal '0 =ame the thing

that found in

classroom shop

;ub goal %0 E"plain why they

must eat healthy food;ub goal %0 +argaining

product price with

salesperson

;ub goal %0

$ifferentiate

common nouns and proper nouns and

make sentences

;ub goal %0

E"plain the

goods that have

been sold or bought

;ub goal F0 $iscuss or identify

types of unhealthy food in

group

;ub goal F0 +uyingthings as a customer and

selling things as a

salesperson ;ub goal (0 $emonstrate the

effects of taking unhealthy food

in daily life

;ub goal F0

$efine the concept of nouns and make

sentences

;ub goal F0

$iscuss items purchased with

friends or in

group

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The performance obectives are detailed description of what students will be able to do

when they complete a unit of instruction. According to @ager, a learning obective should ideally

include the following three components such as behaviours, condition and criteria. Therefore,

this study highlighted part of obectives as below.

4igure 6.5.1; (art of erformance ob=ecti+es in %anguage games %earning

Jarts of obectives $escription E"amples

Conditions /CN) The instructional designer

will provide resources and

material for % Elango learners

when performing the skill.

'. emembering the words appear in

the cards

%. +argaining product price with

salesperson

*e&a+iour/*) 9ncludes learners1 action,

content and concepts into

learning grammar throughout

language games.

'. Learners able to find the answers

by reading the hints given.

%. $efine the concept of nouns and

make sentences

F.$ifferentiate common nouns and

proper nouns and make sentences

Criteria/CR) Acceptable performance

skills of learners '. $emonstrate the effects of taking

unhealthy food in daily life

%. 7hoose recommend things that

good for health for friends.

7.0 DLO(ING !$$$$NT IN$TRUNT$

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This study focused on learner3centered assessment which is linked very closely to the

traditional notion of "riterion#re$eren"e% tests. The name "riterion#re$eren"e% is derived from the

purpose of the test0 to find out whether the criteria stated in an obective have been achieved.

7riterion3referenced assessments are composed of items or performance tasks that directly

measure skills described in one or more behavioral. ;ummative assessment and formative

assessment also will carry out in this instructional design. $ick, 7arey and 7arey #%&'() discuss

four different types of criterion3referenced tests that can use to fit into this instructional design

study below.

7.1 ntr' *e&a+iours Test

An entry behaviours test will give to % Elango class learners before instruction of

language games begins. 9t is designed to assess learners1 mastery of prere!uisite knowledge

about the grammar skills. Dor instance, asking simple !uestions about countable nouns,

preposition and gender.

7.2 Discussion

There will be discussions with some English teachers to find out the % Elango1s pupils1

level of proficiency and motivation towards the English language. 9t was informed by the teacher

that the learners already have previous knowledge on topic of numbers, countable nouns, gender,

and preposition. 9ts help to addresses the class of students with poor achievement in English

language learning.

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7.5 Records

;tudents1 previous academic records get from the % Elango class teachers to identify

pupils1 academic achievement in English Language #refer appendi" ii)

7.6 >ourna%?rogress notes

;ome information regarding uses of language games to learn grammar are gathered from

previous researches such as ournals, maga/ines, books and so on.

7.7 Obser+ation

9nstructional designer observe the % Elango1s learners behavior in the classroom while

teaching and learning occurred called nonparticipant observation before developing the

instructional design. And, the participant observation will take place when conducting the

language games activities in the classroom.

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7.8 @uestionnaire

A set of !uestionnaire will given to two English teachers #refer to appendi" iii) to find out

the use of language games to enhance pupils performance in English as well as to increase pupils

motivation in learning grammar. And, also for the students to get to know their motivation level

towards learning English in the classroom #refer to appendi" iv).

7.A (reBtest

A pre3test is also will use to determine whether learners have already mastered some of

the skills in grammar. This pre3test is often combined with an entry behaviours test. The entry

behaviours test determines whether or not students are ready to begin instruction, while the pre3

test helps determine which skills in they may already be familiar with. #refer appendi" v).

;tudents will be given C& minutes to paper ' and ' hour 'C minutes to paper %.

7. (ractice Tests

Jractice tests solicit learners1 participation during the language games instruction by

providing them with a chance to rehearse the new skills as well as the instructor will also provide

corrective feedback to keep learners on track. The following are the description of language

games and grammar items that will be used and measured to get the results.

7..1 Descrition of t&e %anguage games

There are ten set of games that the researcher will use in the language games activities in

the classroom with the target pupils. The following are the description of the games involved as a

practice test in the classroom.

Game '0 7lassroom shop

The


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The teacher will start the conversation as a customer.

The pupils in each group will act as the salesperson

or shopkeeper. Jupils will be given a list of item

that they have to buy.

Game %0 Going away

Jupils will be given a checklist. Jupils will act

as tourists and they have to tell the others what

they prefer to bring along during their visit to

certain places. Each pupil can repeat the items

and add of his or her own.

Game F0 +ingo

Jupils will be given a bingo card. Teacher will

dictate words and the pupils can choose which

s!uare to write them in. Each of the words that

were dictated is then put into a bo".

Game (0 7rossword

Each pupil will be given a copy of crossword

pu//le that contains the words the pupils havelearned in previous class. The pupils need to

find the answer by reading the hints given.

Game C0 Dind ;omebody *ho

33Do 'ou


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Jupils need to answer a set of *hoR !uestions.

They need to find the person name by using

$o youRM !uestions.

Game 0 @emory

Jupils need to remember the words that appear in

cards. The pupils will get points according to how

many cards they got correctly.

Game 50 @usical 7hairs

Jupils will move around arranged chairs. They

need to move and get the chairs to sit on when

the music stop. The pupils without a chair need

to spell correct spelling of words given by the

teacher.

Game 40 Jass the Jarcel

Jupils need to pass around a parcel that contains

instructions while music is playing. The pupils who

get the parcel when the music stop needs to do or

act out based on the instruction given.

Game -0 7orrect the ;pelling ace

Jupils need to correct the spelling given in word

cards. They take turns to race to the board andwrite the correct spelling based on the pictures

clues.

Game '&0 *here is itM

Jupils take turns to hide small obects under

3"


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three to four cups. Jupils need to guess by

asking !uestions like, 89s it under #the blue cup):.

7.E (ostBtest

Jost3test are given following instruction, and help to determine if learners have achieved the

obectives that set out for them in the beginning. Each item on a post3test should match one of

instructional obectives, and the test should assess all of the obectives, especially focusing on the

grammar components. Jost3test are used by instructors to assess learner performance and hand

out grades, but in this study as a instructional designer the primary purpose of the post3test is to

help identify areas where the instruction is not working and find some other method to solve it.

;tudents will be given the same time as pre3test. #refer appendi" vi)

7.10 Designing Tests F riting Items

There are !uite a few issues to consider when designing assessment instruments. Let.s spend a

little time discussing some of the more important ones.

T'es of !ssessment Items

The first thing we want to look at is the various types of items you can use when creating

assessment items. Earlier we discussed different types of tests #Entry +ehaviors Test, Jretest,

Jractice Tests, and Josttests)? now we are discussing individual test items. Jossible test items

include0

• Essay

• Dill3in3the3blank

• 7ompletion

• @ultiple3choice

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• @atching

• Jroduct checklist

• Live performance checklist

9n the table on page 'C(, $ick and 7arey give some guidelines for selecting item types according

to the type of behavior specified in your obective. This table provides a good starting point for

deciding on what item type to use for a particular obective. 6owever, when it comes right down

to it, the wording of your obective should guide the selection of item type.


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terms of fre!uency and percentages. The !ualitative data will help to elicit more in depth

e"planation in the research findings.

.& ;H@@A<

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C9!(TR T9R

R$!RC9 T9ODOLOG#

5.0 Introduction

This chapter outlines the methodology employed in this research which includes research

design, population and sample, research instruments, procedures for data collection and

procedures for data analysis.

5.1 Researc& Design

This mini research proect will use !uantitative and !ualitative methodology. The

following are the description of language games and grammar items that will be used and

measured to get the results.

5.1.1 Descrition of t&e %anguage games

There are ten set of games that the researcher will use in the language games activities in

the classroom with the target pupils. The following are the description of the games involved.

Game '0 7lassroom shop

The


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Game %0 Going away

Jupils will be given a checklist. Jupils will act as tourists and they have to tell the others what

they prefer to bring along during their visit to certain places. Each pupil can repeat the items and

add of his or her own.

Game F0 +ingo

Jupils will be given a bingo card. Teacher will dictate words and the pupils can choose which

s!uare to write them in. Each of the words that were dictated is then put into a bo".

Game (0 7rossword

Each pupil will be given a copy of crossword pu//le that contains the words the pupils have

learned in previous class. The pupils need to find the answer by reading the hints given.

Game C0 Dind ;omebody *ho

Jupils need to answer a set of *hoR !uestions. They need to find the person name by using $o

youRM !uestions.

Game 0 @emory

Jupils need to remember the words that appear in cards. The pupils will get points according to

how many cards they got correctly.

Game 50 @usical 7hairs

Jupils will move around arranged chairs. They need to move and get the chairs to sit on when the

music stop. The pupils without a chair need to spell correct spelling of words given by the

teacher.

Game 40 Jass the Jarcel

Jupils need to pass around a parcel that contains instructions while music is playing. The pupils

who get the parcel when the music stop needs to do or act out based on the instruction given.

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Game -0 7orrect the ;pelling ace

Jupils need to correct the spelling given in word cards. They take turns to race to the board and

write the correct spelling based on the pictures clues.

Game '&0 *here is itM

Jupils take turns to hide small obects under three to four cups. Jupils need to guess by asking

!uestions like, 89s it under #the blue cup):.

As with language games activities above, teachers need to pay careful attention to the

difficulty level of games. Jart of the appeal of games lies in the challenge. Therefore,

understanding on how to play the game and understanding the language content is more

important to take part in the language games. $emonstrations of how the game is played? clear

directions from the teacher and the resources such as, newspapers, pictures, flash cards, word

cards, dictionaries and te"tbooks are being the most important element in order to having the

language games successfully in the classroom.

The researcher will alternate the games sets according to the topics they will learn in the

English lesson. The language games activities will also be given as homework as enrichment

activities to improve pupils1 grammar skills.

5.1.2 Grammar items

There are few grammatical items chosen for those language games, which are Nouns,

Pronouns and Preposition. +y referring to the 7urriculum ;pecification, the e"amples of Nouns

item used will be ountable Nouns, Number, ommon Nouns, Proper Nouns and Gen%er. Dor

Pronouns, the item will be Personal pronouns and Possessie pronouns. Preposition o$ lo"ation

and %ire"tion are the items that will be used in the language games activities.

5.2 $am%e and (ou%ation

There are 'F&& students altogether in the research area. The selected school is located in

urban area of ;eremban, =egeri ;embilan. Every standard consists of five classes. +ut, the

"0


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subect if this research will be drawn from one class of standard % from =ational Type Lorong

>awa Tamil ;chool because of time concerns which is namely % Elango.

There are %4 pupils in the class. '% of them are males and the rest of them are females.

#efer appendi" '). The pupils will be from different ethnic groups, which are @alay and

9ndians. Therefore, they are considering E;L pupils whereby their first language is different from

one another. The main reason of selecting % Elango as a respondent of this mini research is

because of the pupils1 level of proficiency in English is lower compared to the other classes. 9n

order to measure the effectiveness of using language games to enhance grammar skills, the pupils

in % Elango will be selected as the sample for this research.

5.5 Researc& Instrument

;everal instruments will be employed during this research. The following were the

description of the instruments used.

5.5.1 Discussion

There will be discussions with all the English teachers of the school to find out the

pupils1 level of proficiency and motivation towards the English language. 9ts help to addresses

the class of students with poor achievement in English language learning.

5.5.2 @uestionnaire

There will be !uestionnaires given to the pupils after the teaching and learning process

conducted using language games. Teachers also will be given !uestionnaires after the discussion

to e"amine their perception of teaching grammar using different strategies.

5.5.5 Tests

There will be a pre3test and a post3test given to the pupils in % Elango before and after the

class activities using language games.

5.5.6 Obser+ation

"1


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Jupils involvement while they engaged with language games in the classroom also been

observed by the researcher to determine pupils1 motivation level and satisfactory condition. And,

the communication process among the pupils also been observed by the researcher to give a clear

picture when giving homework such as sentences construction.

5.6 (rocedures for Data co%%ection

There are few procedures that researcher needs to do in order to gain data for this

research. The details of the procedures will be further e"plained in this following section.

;tage '

The researcher will discuss with the English teachers of the class selected. This is to get

information about the pupils1 level of proficiency, style of learning, interests, motivations and

family background.

;tage %

A brief discussion will be carried out with the pupils before the pre3test session. The pupils will

be given pre3test before the activities using language games to measure their background

knowledge, amount of vocabulary and their ability to construct simple sentences.

;tage F

The researcher will carry out the activities using language games. Observation will be conducted

during the session.

;tage (

"2


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After completing the activities using language games, the pupils will be given the post3test. This

is to find out the pupils1 improvement after the activities using language games.

5.7 (rocedures for Data !na%'sis

After the data has been collected, it will present according to the following types0 The

!uantitative data collected through the !uestionnaire, pre3test and post3test will be presented in

the form of table and graph while the !ualitative data collected through the discussion and

observation will be the form of ournal writing. Analysis base on the !uantitative data will be in

terms of fre!uency and percentages. The !ualitative data will help to elicit more in depth

e"planation in the research findings.

5.8 Conc%usion

This chapter e"plained the methodology used in the research which include the research

design, sample and population, research instrument, procedures for data collection and

procedures for data analysis. 9t is hope that the data collection will show the effectiveness of

using language games to enhance grammar skills among the pupils.

"3


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6.0 DI$CU$$ION

7urrently, through games, students are able to learn various skills including spelling,

vocabulary words, counting, money management, history, social studies, using what is given and

not complaining, following rules, waiting turns, problem solving, communication skills, trivia,

telling time, matching colors or shapes, and e"hibiting appropriate behaviors by playing board

games. Games fit in almost every subect in today2s classrooms creating une"pected or stealth

learning opportunities while accommodating various student3learning styles and encouraging

comple" skills such as decision making which allows even students with disabilities to utili/e

them.

As re!uired in the task given, this mini research proect included proposal writing.

Therefore, this research carried out until methodology. And, the result of the research area will

find out after the data is analy/ed. 6owever, the researcher also hoped that language games can

solve the problems in learning English among weak pupils, if not totally, at least to some e"tent.

Dull support of parents and local community can make language games as success tool in

teaching and learning of English.

9n order to reach these students and protect them from boredom, educators are constantly

searching to find new techni!ues to motivate and engage students to foster a greater desire for

school and learning. As teachers are preparing to teach grammar rule, they must align their

""


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teaching to the students2 level in order to connect and make learning meaningful by using variety

of language games.

Dr.dorothy Asign 1 7nov

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