USING BALL GAMES TO INCREASE SECOND GRADERS’ MOTIVATION AND VOCABULARY LEARNING IN A PRIMARY SCHOOL IN VIETNAM
Main Article Content
Abstract
This action research aims to investigate the use of ball games on second graders’ motivation and vocabulary learning in Bui Van Ngu Primary School, Hoc Mon District, Ho Chi Minh City. It was carried out with the participation of 49 eight-year-old students. Results from observations and interviews were analyzed using MAQDA version 2020. Results from Test 2 at the end of Cycle 1 were improved compared to Test 1 at the beginning of the experiment; results from Test 3 at the end of Cycle 2 were enhanced compared to Test 2. Results from tests and quizzes indicated that second graders’ vocabulary learning was enhanced after the intervention of ball games. Results from observations and interviews show that second graders were happy and enjoyable when playing ball games. Students also had the intention to join the ball games in the next lessons. Therefore, using ball games increased second graders’ motivation and vocabulary learning after ten weeks with two cycles. However, teachers should consider the appropriate type of ball games for the class and ensure the classroom space when implementing ball games.
Keywords
physical games, primary students, student’s behaviors, student’s emotions
Article Details
References
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Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International journal of teaching and education, 3(3), 21-34.
Anjomshoa, L., & Sadighi, F. (2015). The importance of motivation in second language acquisition. International Journal on Studies in English Language and Literature (IJSELL), 3(2), 126-137.
Aqsa, K., Riaz, W., & Saleem, Z. (2017). Effectiveness of games in English language learning at elementary level in government schools in Sargodha, Pakistan. Liberal Arts and Social Sciences International Journal (LASSIJ), 1(2), 12-23.
Azim, M. U. (2020). Observable Signals of Motivation in Teaching-learning Process. Journal of Communication and Cultural Trends. 1(1), 41-59.
Berhenke, A., Miller, A. L., Brown, E., Seifer, R., & Dickstein, S. (2011). Observed emotional and behavioral indicators of motivation predict school readiness in Head Start graduates. Early Childhood Research Quarterly, 26(4), 430-441.
Carr, W., & Kemmis, S. (2003). Becoming critical: education knowledge and action research. Routledge.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Vol. 7, pp.429). New York: McGraw-Hill.
Gruss, J. (2016). Games as a tool for teaching English vocabulary to young learners. World Scientific News, 53(2), 67-109.
Hadefield, J. (1998). Elementary Vocabulary Games: A Collection of Vocabulary Games and Activities for Elementary Students of English. Longman.
Hiebert, E. H., & Kamil, M. L. (2005). Teaching and learning vocabulary: Bringing research to practice. Routledge.
Jannah, I. M., Kuswari, N., Muna, I., & Nabilla, K. (2020, May). Exploring the effects of using game on students’ vocabulary mastery: A case study in instructional material and media development class. In International Conference on English Language Teaching (ICONELT 2019) (pp. 184-190). Atlantis Press.
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner: Doing Critical Participatory Action Research. Springer Science & Business Media.
Koch, J. L. (2013). Linking physical activity with academics: Strategies for integration. Strategies, 26(3), 41-43.
Luu, T. T. (2012). Vocabulary recollection through games. Theory and Practice in Language Studies, 2(2), 257-264.
Miraj, A. A., Anis, M. A. R., Hasan, M. K., Shamem, A. S. M., & Monir, M. O. H. I. M. A. (2015). The role of vocabulary in English language teaching and learning in higher secondary education level. Journal of Science and Technology, 5(1), 9-16.
Nalder, M., & Northcote, M. T. (2015). The impact of integrated movement-based activities on primary school aged students in the classroom. Teach Collection of Christian Education, 1(1), Article 1.
Nguyen, T. B. H. (2014). Phuong phap su dung tro choi trong day hoc [The method of using games in teaching]. Ho Chi Minh City University of Education Journal of Science, (54), 174-179.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist, 37(2), 91-105.
Purnama, N. A., Rahayu, N. S., & Yugafiati, R. (2019). Students’ motivation in learning English. PROJECT (Professional Journal of English Education), 2(4), 539-544.
Rahayu, W., & Sari, R. A. (2012). Speaking English through Good Morning Ball Game: A game for young learners. Journal of English Language Teaching, 1(1), 74-82.
Rahman, D. S., & Sahayu, W. (2020). How do foreign language teachers motivate students in language learning?. Studies in English Language and Education, 7(1), 181-19.
Ramadhaniarti, T. (2016). Teaching English vocabulary through game: Views from the students. Proceedings of ISELT FBS Universitas Negeri Padang, 4(2), 382-387.
Safura, S., & Helmanda, C. M. (2022). Using game in improving students’ vocabulary mastery. Jurnal Dedikasi Pendidikan, 6(1), 75-84.
Saleh, A. M., & Althaqafi, A. S. (2022). The effect of using educational games as a tool in teaching English vocabulary to Arab young children: A quasi-experimental study in a kindergarten school in Saudi Arabia. SAGE Open, 12(1). https://doi.org/10.1177/21582440221079806
Shabaneh, Y., & Farrah, M. (2019). The effect of games on vocabulary retention. Indonesian Journal of Learning and Instruction, 2(1), 79-90.
Snowman, J., McCown, R., & Biehler, R. (2012). Social cognitive theory. Psychology Applied to Teaching (13th ed.). Belmont, CA: Wadsworth, Cengage Learning.
Swain, J., & King, B. (2022). Using Informal Conversations in Qualitative Research. International Journal of Qualitative Methods, 21. https://doi.org/10.1177/16094069221085056
Syah, M. N. S. (2016). Classroom action research as professional development of teachers in Indonesia. Tarbawi: Jurnal Pendidikan Islam, 13(1), Article 526.
Tohidi, H., & Jabbari, M. M. (2012). The effects of motivation in education. In Procedia - Social and Behavioral Sciences (Vol. 31, pp. 820-824).
Tomlinson, B., & Masuhara, H. (2009). Playing to learn: A review of physical games in second language acquisition. Simulation & Gaming, 40(5), 645-668.
Wardani, A. D., Gunawan, I., Kusumaningrum, D. E., Benty, D. D. N., Sumarsono, R. B., Nurabadi, A., & Handayani, L. (2020, November). Student learning motivation: A conceptual paper. In 2nd Early Childhood and Primary Childhood Education (ECPE 2020) (pp. 275-278). Atlantis Press.
Wulanjani, A. N. (2016). The use of vocabulary-games in improving children’s vocabulary in English language learning. Transformatika: Jurnal Bahasa, Sastra, dan Pengajarannya, 12(1), 76-83.
Zhang, F. (2018, March). The application of game-based approach in primary school English teaching. In 2nd International Conference on Economics and Management, Education, Humanities and Social Sciences (EMEHSS 2018) (pp. 595-600). Atlantis Press.
Zuhriyah, M., & Aziza, R. (2022). The Effectiveness of Using Rubber Ball Throwing Game to Teach Vocabulary. International Journal of English Education and Linguistics (IJoEEL), 4(2), 100-108.
Zulfiqar, A., Ijaz, A. T., & Muhammad, S. (2011). Motivation and student’s behavior A tertiary level study. International Journal of Psychology and Counselling, 3(2), 29-32.
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International journal of teaching and education, 3(3), 21-34.
Anjomshoa, L., & Sadighi, F. (2015). The importance of motivation in second language acquisition. International Journal on Studies in English Language and Literature (IJSELL), 3(2), 126-137.
Aqsa, K., Riaz, W., & Saleem, Z. (2017). Effectiveness of games in English language learning at elementary level in government schools in Sargodha, Pakistan. Liberal Arts and Social Sciences International Journal (LASSIJ), 1(2), 12-23.
Azim, M. U. (2020). Observable Signals of Motivation in Teaching-learning Process. Journal of Communication and Cultural Trends. 1(1), 41-59.
Berhenke, A., Miller, A. L., Brown, E., Seifer, R., & Dickstein, S. (2011). Observed emotional and behavioral indicators of motivation predict school readiness in Head Start graduates. Early Childhood Research Quarterly, 26(4), 430-441.
Carr, W., & Kemmis, S. (2003). Becoming critical: education knowledge and action research. Routledge.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (Vol. 7, pp.429). New York: McGraw-Hill.
Gruss, J. (2016). Games as a tool for teaching English vocabulary to young learners. World Scientific News, 53(2), 67-109.
Hadefield, J. (1998). Elementary Vocabulary Games: A Collection of Vocabulary Games and Activities for Elementary Students of English. Longman.
Hiebert, E. H., & Kamil, M. L. (2005). Teaching and learning vocabulary: Bringing research to practice. Routledge.
Jannah, I. M., Kuswari, N., Muna, I., & Nabilla, K. (2020, May). Exploring the effects of using game on students’ vocabulary mastery: A case study in instructional material and media development class. In International Conference on English Language Teaching (ICONELT 2019) (pp. 184-190). Atlantis Press.
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner: Doing Critical Participatory Action Research. Springer Science & Business Media.
Koch, J. L. (2013). Linking physical activity with academics: Strategies for integration. Strategies, 26(3), 41-43.
Luu, T. T. (2012). Vocabulary recollection through games. Theory and Practice in Language Studies, 2(2), 257-264.
Miraj, A. A., Anis, M. A. R., Hasan, M. K., Shamem, A. S. M., & Monir, M. O. H. I. M. A. (2015). The role of vocabulary in English language teaching and learning in higher secondary education level. Journal of Science and Technology, 5(1), 9-16.
Nalder, M., & Northcote, M. T. (2015). The impact of integrated movement-based activities on primary school aged students in the classroom. Teach Collection of Christian Education, 1(1), Article 1.
Nguyen, T. B. H. (2014). Phuong phap su dung tro choi trong day hoc [The method of using games in teaching]. Ho Chi Minh City University of Education Journal of Science, (54), 174-179.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist, 37(2), 91-105.
Purnama, N. A., Rahayu, N. S., & Yugafiati, R. (2019). Students’ motivation in learning English. PROJECT (Professional Journal of English Education), 2(4), 539-544.
Rahayu, W., & Sari, R. A. (2012). Speaking English through Good Morning Ball Game: A game for young learners. Journal of English Language Teaching, 1(1), 74-82.
Rahman, D. S., & Sahayu, W. (2020). How do foreign language teachers motivate students in language learning?. Studies in English Language and Education, 7(1), 181-19.
Ramadhaniarti, T. (2016). Teaching English vocabulary through game: Views from the students. Proceedings of ISELT FBS Universitas Negeri Padang, 4(2), 382-387.
Safura, S., & Helmanda, C. M. (2022). Using game in improving students’ vocabulary mastery. Jurnal Dedikasi Pendidikan, 6(1), 75-84.
Saleh, A. M., & Althaqafi, A. S. (2022). The effect of using educational games as a tool in teaching English vocabulary to Arab young children: A quasi-experimental study in a kindergarten school in Saudi Arabia. SAGE Open, 12(1). https://doi.org/10.1177/21582440221079806
Shabaneh, Y., & Farrah, M. (2019). The effect of games on vocabulary retention. Indonesian Journal of Learning and Instruction, 2(1), 79-90.
Snowman, J., McCown, R., & Biehler, R. (2012). Social cognitive theory. Psychology Applied to Teaching (13th ed.). Belmont, CA: Wadsworth, Cengage Learning.
Swain, J., & King, B. (2022). Using Informal Conversations in Qualitative Research. International Journal of Qualitative Methods, 21. https://doi.org/10.1177/16094069221085056
Syah, M. N. S. (2016). Classroom action research as professional development of teachers in Indonesia. Tarbawi: Jurnal Pendidikan Islam, 13(1), Article 526.
Tohidi, H., & Jabbari, M. M. (2012). The effects of motivation in education. In Procedia - Social and Behavioral Sciences (Vol. 31, pp. 820-824).
Tomlinson, B., & Masuhara, H. (2009). Playing to learn: A review of physical games in second language acquisition. Simulation & Gaming, 40(5), 645-668.
Wardani, A. D., Gunawan, I., Kusumaningrum, D. E., Benty, D. D. N., Sumarsono, R. B., Nurabadi, A., & Handayani, L. (2020, November). Student learning motivation: A conceptual paper. In 2nd Early Childhood and Primary Childhood Education (ECPE 2020) (pp. 275-278). Atlantis Press.
Wulanjani, A. N. (2016). The use of vocabulary-games in improving children’s vocabulary in English language learning. Transformatika: Jurnal Bahasa, Sastra, dan Pengajarannya, 12(1), 76-83.
Zhang, F. (2018, March). The application of game-based approach in primary school English teaching. In 2nd International Conference on Economics and Management, Education, Humanities and Social Sciences (EMEHSS 2018) (pp. 595-600). Atlantis Press.
Zuhriyah, M., & Aziza, R. (2022). The Effectiveness of Using Rubber Ball Throwing Game to Teach Vocabulary. International Journal of English Education and Linguistics (IJoEEL), 4(2), 100-108.
Zulfiqar, A., Ijaz, A. T., & Muhammad, S. (2011). Motivation and student’s behavior A tertiary level study. International Journal of Psychology and Counselling, 3(2), 29-32.