- •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
4.1.2 Giving Explanation and Instruction About the Game
In this session, teacher plays a very important role. The teacher should be able to give a very clear explanation and instruction about the game technique in order to make the students understand how to play the game. According to the syllabus, this class learned about rooms at home, and it was their second meeting on this topic. It means that the students had been introduced the list of vocabulary about rooms at home at the previous meeting. After the students were divided into two groups, the teacher gave a short explanation about the game the students going to do. She told the students that she had 2 sets of words list. She mentioned all the words that were used in the game while showing them to the students. The game seemed familiar for the students since this kind of game was not the first time done in the classroom. The teacher gave instruction in English slowly and clearly.
Teacher: Look! I have two sets of words here, kitchen, dining room, garage, bedroom, bathroom and living room. I will give it to each group. This is for you, Oscar and this is for Shaun the Sheep. Ok, the game is like this, I will show you the picture and what you have to do is take the right one and show it to me. Are you ready?
After the teacher explaining the game technique, she gave one set of words to each group. One set of word consisted of five words they were bedroom, bathroom, living room, dining room and kitchen.
4.1.3 Conducting the Game
This is the main part of the activity that attracted students’ interest and attention at most. The type of game conducted in the class was the guessing games. As Lewis and Bedson defines that in guessing games, the aim is to guess the answer to a question of some kind.
Based on the observation, the teacher started by showing the first picture, it was the picture of kitchen. One of the students from Oscar group raised the word “kitchen” while saying the sound of the word. The teacher then gave 100 score to his group. After that the teacher showed the second picture, and so on until the last picture. Finally the teacher counted the score for each group. The result was equal, so the teacher showed one more picture to the students to answer so they could get the winner. The game was won by Shaun the sheep group and the teacher gave reward to the group.
4.1.4 Reviewing the Vocabulary
In this session the teacher reviewed all the vocabularies taught from the game. Firstly she did it by asking the students to mention all the pictures that she pointed to. All of the students said the word altogether appropriately while the teacher repeating the words after the students.
Teacher: … Now let’s see the pictures. Ok, what is this? (pointing to kitchen picture).
Students: Kitchen!
Teacher: Kitchen! Very good! (then pointing to bat room)
Students: Bath room!
Teacher: Bath room, very good! (then pinting to dining room)
Students: Dining room!
Teacher: Dining room! very good! ( then pointing to bed room picture)
Students: Bed room!
Teacher: Bed room! (then pointing to living room picture)
Students: Living room!
Teacher: Living room. Ok, now together! One, two three!
Students: Kitchen! Bath room! Dining room! Bed room! Living room! (while the teacher is pointing to each picture).
Teacher: Ok, now I want to hear Andra!
Student: Kitchen! Bath room! Dining room! Bed room! Living room! (while the teacher is pointing to each picture).
After that she asked each student to mention the words she pointed. The student one by one got their turn to say all the vocabulary. Some students successfully saying all the vocabulary but some of them still found difficulties. The teacher helped the students how to say the word correctly.
Teacher: Ok, very good! Abrar!
Student: Kitchen! Bath room! Din..dining…
Teacher: Dining room!
Student: Ding room, Bed room, Living room, (while the teacher is pointing to each picture).
Teacher: Ok, very good! Rama!
Student: Kitchen! Bath…!
Teacher: Bath room!
Student: Bath room, Din… dining…room
Teacher: Dining room!
Student: Dining room, bed room, living room.
Teacher: What is this? (pointing to bathroom picture)
Student: Dining…
Teacher: No… bath…
Student: Bath room!
At the end of the class the teacher also did the vocabulary review by showing the pictures to the students and the students should mention the word without orally. Each student got two chances to answer correctly so who ever could answer the first time he could go home.