- •Chapter One
- •Introduction
- •Background of the Research
- •Chapter Two Literature Review
- •2.2 Characteristics of Young Learner’s Learning
- •2.3 The Importance of Games in teaching Vocabulary to Young Learners
- •2.4 Types of Language Games
- •Related Previous Study
- •Chapter Three Research Methodology
- •3.1 Research Design
- •3.2 Participant
- •3.3 Data Collection
- •3.4 Data Analysis
- •Chapter Four Research Findings and Analysis
- •4.1 The Implementation of Using Games in Teaching Vocabulary to Young Learners
- •4.1.1 Grouping the Students
- •4.1.2 Giving Explanation and Instruction About the Game
- •4.1.3 Conducting the Game
- •4.1.4 Reviewing the Vocabulary
- •In What Way The Use of Games Helpful in Teaching and Learning Vocabulary to Young Learner.
- •The Practical Challenges of Implementing Games in Teaching Vocabulary to Young Learner
- •Chapter Five Conclusions and Recommendation
- •5.1 Conclusions
- •5.2 Recommendation
- •Bibliography
- •Appendix 1 Observation Form Teacher’s Performance In The Classroom
- •Appendix 2
- •Video Recording Script
- •Appendix 3
- •Interview Transcript With the Teacher 1
- •Appendix 4 Students’ Observation Form
- •Appendix 5 Students’ Oral Assessment Checklist
Appendix 4 Students’ Observation Form
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Is the student actively engaged in the games used in learning vocabulary? |
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Does the student appear to understand the instruction used by the teacher? |
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Is the student interacting with peers? |
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Does the students manage waiting for their turn during the game? |
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Does the student observe others for what to do during the game? |
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Does the student behavior appropriately after using the game? |
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Y = Yes
N = No
Appendix 5 Students’ Oral Assessment Checklist
c = competence; n = non-competence; w = working on