English department students of IAIN Pekalongan have many shortcomings in memorizing vocabulary. This is evidenced by our observations when students are speaking in front of the class. Sometimes, students are confused about conveying information they want to deliver because they are constrained by a lack of memorization of vocabulary. The situation happens when students must use English in active discussions. So far, the students tend to memorize vocabulary. Besides that, vocabulary books are less effective and less interesting because it only relies on the use of language skills. One way to learn vocabulary in a simple way is through codenames game. This game provides many vocabularies that must be guessed by the players in a team. Then, another player should describe the word to be guessed. So, this research’s questions are how the codenames game is implemented due to learning English in a fun way. By reflecting the question, the purpose of this research is to provide information on the implementation of codenames game which helps English department students of IAIN Pekalongan enrich and build their vocabulary through a fun way using game cards. Based on our observation, the result showed that applying the codenames game could enrich the students’ vocabularies, be an alternative entertainer so that the students do not easily get bored, and strengthen the students’ memory. Thus, it can be concluded that playing codenames game promotes a helping way to enrich and build the students’ vocabulary.
Reticence of Speaking in a Maldivian ESL Classroom Causes and Solutionijtsrd
Although teachers adopt various approaches in their teaching to improve the language skills of the students, reticent behaviour of the students in speaking lessons often frustrates teachers. Hence, the present study aims to investigate the factors contributing to the reticent behaviour of students in ESL classrooms, strategies used by Maldivian students to cope with speaking anxiety and how teachers attempt to alleviate the problem of reticence in ESL classroom. To fulfill this aim, the present paper addresses the following questions 1 what do Maldivian students and teachers notice as the factors contributing the reticence in speaking in ESL classrooms 2 What strategies do Maldivian learners use to cope with speaking anxiety 3 What strategies do Maldivian teachers adopt to effectively cope with student’s reticent behaviour of speaking in ESL class The data was taken from seven participants four teachers and three students through face to face interview. Further, classroom observations was done to gain more information about the behviour being studied. The research findings showed that different social psychological factors, fluency factors and cognitive factors make the learners to be reticent in ESL classroom. Furthermore, students employ various strategies, such as avoidance strategy, seeking help from friends, using mother tongue, writing and rehearsing what they want to say in order to cope with the problem of reticence. The findings also showed that teachers attempt to alleviate the problem by altering the teaching methods and building a stress free classroom environment for the students. Surprisingly, the results showed that teachers give less importance to speaking skill as it not tested in exam. Therefore, it is recommended to include speaking in when Maldivian students do IGCSE exam. Suhana Abdul Shakoor "Reticence of Speaking in a Maldivian ESL Classroom: Causes and Solution" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38208.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/38208/reticence-of-speaking-in-a-maldivian-esl-classroom-causes-and-solution/suhana-abdul-shakoor
FACTORS AFFECTING STUDENTS’ LOW COMPETENCE IN READING ENGLISH AT PRIMARY LEVE...ijejournal
Language learning has four basic skills: listening, reading, speaking and writing. Reading skill is the most important skill and valuable for effective learning process. Poor reading skill affects all other skills related to the process of language learning. English language has become an international language and proficiency in all the language skills has become the symbol of success. Students in Pakistan are facing many problems in reading English. The main focus of this paper is to explore the factors affecting students’ low competence in reading English at primary level in Pakistan. The data were collected from government primary schools from the surrounding area of Khudian Khas Kasur. Questionnaires were used to collect data. Few subject experts English were also interviewed. On the basis of the research some recommendations have been made. The present study will help the learners to eradicate their issues in improving their reading skill.
Reticence of Speaking in a Maldivian ESL Classroom Causes and Solutionijtsrd
Although teachers adopt various approaches in their teaching to improve the language skills of the students, reticent behaviour of the students in speaking lessons often frustrates teachers. Hence, the present study aims to investigate the factors contributing to the reticent behaviour of students in ESL classrooms, strategies used by Maldivian students to cope with speaking anxiety and how teachers attempt to alleviate the problem of reticence in ESL classroom. To fulfill this aim, the present paper addresses the following questions 1 what do Maldivian students and teachers notice as the factors contributing the reticence in speaking in ESL classrooms 2 What strategies do Maldivian learners use to cope with speaking anxiety 3 What strategies do Maldivian teachers adopt to effectively cope with student’s reticent behaviour of speaking in ESL class The data was taken from seven participants four teachers and three students through face to face interview. Further, classroom observations was done to gain more information about the behviour being studied. The research findings showed that different social psychological factors, fluency factors and cognitive factors make the learners to be reticent in ESL classroom. Furthermore, students employ various strategies, such as avoidance strategy, seeking help from friends, using mother tongue, writing and rehearsing what they want to say in order to cope with the problem of reticence. The findings also showed that teachers attempt to alleviate the problem by altering the teaching methods and building a stress free classroom environment for the students. Surprisingly, the results showed that teachers give less importance to speaking skill as it not tested in exam. Therefore, it is recommended to include speaking in when Maldivian students do IGCSE exam. Suhana Abdul Shakoor "Reticence of Speaking in a Maldivian ESL Classroom: Causes and Solution" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38208.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/38208/reticence-of-speaking-in-a-maldivian-esl-classroom-causes-and-solution/suhana-abdul-shakoor
FACTORS AFFECTING STUDENTS’ LOW COMPETENCE IN READING ENGLISH AT PRIMARY LEVE...ijejournal
Language learning has four basic skills: listening, reading, speaking and writing. Reading skill is the most important skill and valuable for effective learning process. Poor reading skill affects all other skills related to the process of language learning. English language has become an international language and proficiency in all the language skills has become the symbol of success. Students in Pakistan are facing many problems in reading English. The main focus of this paper is to explore the factors affecting students’ low competence in reading English at primary level in Pakistan. The data were collected from government primary schools from the surrounding area of Khudian Khas Kasur. Questionnaires were used to collect data. Few subject experts English were also interviewed. On the basis of the research some recommendations have been made. The present study will help the learners to eradicate their issues in improving their reading skill.
Practical strategies to teach vocabulary through games in EFL beginner classe...SubmissionResearchpa
One of the difficult aspects of learning a foreign language, particularly in an EFL context, is vocabulary teaching and learning .This article investigates the difficulties faced by EFL teachers and their learners in the process of teaching and learning English language .It aims at exploring the motivating potential of games in improving the teaching and learning vocabulary in EFL beginners’ classes in Uzbek secondary schools. by Zebo Botirova Hakimjon qizi and Islomjon Umrzoqov Israilovich 2020. Practical strategies to teach vocabulary through games in EFL beginner classes: the case study of some secondary schools in Namangan region. International Journal on Integrated Education. 2, 6 (Mar. 2020), 94-96. DOI:https://doi.org/10.31149/ijie.v2i6.123. https://journals.researchparks.org/index.php/IJIE/article/view/123/122 https://journals.researchparks.org/index.php/IJIE/article/view/123
Many students find it hard to acquire and convey messages due to the lack of mastery in vocabulary. Since vocabulary plays a major role as the basic requirement to learning a language, its mastery became vital in learning English. On the other hand, lack of vocabulary impedes students’ understanding in reading comprehension texts especially in second language classrooms. Therefore, this study was conducted in order to obtain information regarding the effectiveness of using flip book in increasing Year 3 pupils’ mastery of vocabulary in English. This study investigated the use of flip book approach in helping the students to improve vocabulary through fun and meaningful learning. 15 participants were involved in the action research who were selected from a suburban school in Malaysia. Survey, written documents and field notes were used as the medium of data collection. The results showed significant positive changes in the performance of the students from time to time. Flip book approach was found to help the weak students who faced problems in understanding the meaning of the vocabulary taught in the classrooms. This study suggests that students need to enhance the mastery of the vocabulary in order to have a good grasp of the language including the four skills: listening, speaking, reading and writing.
Five Basic Components of a Balanced Literacy Programcmvalente78
This is a visual representation of my foundational knowledge about the daily five basic components of a balanced literacy program as identified by the National Reading Panel report in 2000.
Vocabulary teaching is supposed to be an extremely significant part in language teaching in Primary school, which is always neglected prevalently. In this paper, the author discusses problems and strategies to cope with current vocabulary teaching issues, so as to offer some solutions for teachers in primary school English teaching.
anyone who needs to develop linguistic knowledge and skills this will be helpful. challenges in fostering literacy development among Srilankan English language learners
This research aims to improve the speaking proficiency of 5th grade students at SD Negeri Mendungan 2 Yogyakarta by utilising dolanan bocah (traditional games) in the learning process. This classroom action research was conducted in two cycles. The subjects of this action research are the 5th grade students of SD Negeri Mendungan 2 Yogyakarta in the academic year 2015/2016. There were 30 students consisting of 16 female and 14 male students in the study. This study differs from previous research. This can be seen from the research action research that integrates dolanan bocah in learning Bahasa Indonesia. The implementation of dolanan bocah corresponds with a significant improvement in the students’ speaking proficiency. The improvement can be evidenced by the disparity of scores obtained in cycle I and II. In the first cycle, the average score was 71.9 with a classical completeness of 63.3%, while in cycle II, the average score increased to 82.4 with a classical completeness of 83.3%.
Practical strategies to teach vocabulary through games in EFL beginner classe...SubmissionResearchpa
One of the difficult aspects of learning a foreign language, particularly in an EFL context, is vocabulary teaching and learning .This article investigates the difficulties faced by EFL teachers and their learners in the process of teaching and learning English language .It aims at exploring the motivating potential of games in improving the teaching and learning vocabulary in EFL beginners’ classes in Uzbek secondary schools. by Zebo Botirova Hakimjon qizi and Islomjon Umrzoqov Israilovich 2020. Practical strategies to teach vocabulary through games in EFL beginner classes: the case study of some secondary schools in Namangan region. International Journal on Integrated Education. 2, 6 (Mar. 2020), 94-96. DOI:https://doi.org/10.31149/ijie.v2i6.123. https://journals.researchparks.org/index.php/IJIE/article/view/123/122 https://journals.researchparks.org/index.php/IJIE/article/view/123
Many students find it hard to acquire and convey messages due to the lack of mastery in vocabulary. Since vocabulary plays a major role as the basic requirement to learning a language, its mastery became vital in learning English. On the other hand, lack of vocabulary impedes students’ understanding in reading comprehension texts especially in second language classrooms. Therefore, this study was conducted in order to obtain information regarding the effectiveness of using flip book in increasing Year 3 pupils’ mastery of vocabulary in English. This study investigated the use of flip book approach in helping the students to improve vocabulary through fun and meaningful learning. 15 participants were involved in the action research who were selected from a suburban school in Malaysia. Survey, written documents and field notes were used as the medium of data collection. The results showed significant positive changes in the performance of the students from time to time. Flip book approach was found to help the weak students who faced problems in understanding the meaning of the vocabulary taught in the classrooms. This study suggests that students need to enhance the mastery of the vocabulary in order to have a good grasp of the language including the four skills: listening, speaking, reading and writing.
Five Basic Components of a Balanced Literacy Programcmvalente78
This is a visual representation of my foundational knowledge about the daily five basic components of a balanced literacy program as identified by the National Reading Panel report in 2000.
Vocabulary teaching is supposed to be an extremely significant part in language teaching in Primary school, which is always neglected prevalently. In this paper, the author discusses problems and strategies to cope with current vocabulary teaching issues, so as to offer some solutions for teachers in primary school English teaching.
anyone who needs to develop linguistic knowledge and skills this will be helpful. challenges in fostering literacy development among Srilankan English language learners
This research aims to improve the speaking proficiency of 5th grade students at SD Negeri Mendungan 2 Yogyakarta by utilising dolanan bocah (traditional games) in the learning process. This classroom action research was conducted in two cycles. The subjects of this action research are the 5th grade students of SD Negeri Mendungan 2 Yogyakarta in the academic year 2015/2016. There were 30 students consisting of 16 female and 14 male students in the study. This study differs from previous research. This can be seen from the research action research that integrates dolanan bocah in learning Bahasa Indonesia. The implementation of dolanan bocah corresponds with a significant improvement in the students’ speaking proficiency. The improvement can be evidenced by the disparity of scores obtained in cycle I and II. In the first cycle, the average score was 71.9 with a classical completeness of 63.3%, while in cycle II, the average score increased to 82.4 with a classical completeness of 83.3%.
In accordance to 21st century learning conventional learning methods are not engaging and motivating resulting in poor pupils participation in the classroom. Quizvaganza is used as a tool to increase pupils motivation and engagement in the classroom in an ESL classroom. Using Quizizz web application as a platform this study is aimed to investigate secondary level pupils motivation and perception in learning English using Quizvaganza game.
This project is an initiative under the Highly Immersive Programme aimed at collaboration between Pejabat Pendidikan Daerah Hulu Terengganu and schools in the vicinity through vocabulary learning. The collaboration requires the teacher to guide learners where they are expected to use their background knowledge in designing short vocabulary lessons as well as interacting with the world around them in physical and digital form.
Injecting the element of fun by using a realia called Perky Piung, it promotes experiences that are active, social, contextual and engaging. Through this project, the collaboration became personal and tangible post-project via interaction on the various social media platform. In conclusion, this project aspires to ignite positive relationship thus providing opportunities for higher-order thinking, oral communication, and leadership skills in the parties involved.
HEY! LET’S LEARN NEW WORDS: USING ENGLISH SONGS TO ENHANCE VOCABULARY ACQUI...Anbukkarasi Kannan
The main objective of this study was to determine the effectiveness of using English songs to improve vocabulary knowledge among 30 form three students of a government secondary school in Semenyih, Selangor. A vocabulary test (pre-test), an oral survey on attitudes towards learning vocabulary and observation were conducted before the intervention. the intervention – “Let’s learn new words” was carried out with English songs for three times over a three-week course. After the intervention, a post-test, an oral survey on attitudes towards learning vocabulary and observation were conducted. Results at the end of the study revealed that the experimental group experienced an increase in the vocabulary knowledge. Meanwhile, the qualitative results revealed that most of the students have positive attitude towards learning vocabulary after the intervention. All in all, the findings showed that song-based activities are useful tools to reinforce learning of vocabulary by providing an enjoyable classroom atmosphere. Hence, it is highly recommended that English Language teachers use English songs to teach vocabulary in schools.
The function of English as the international language that connects various countries with different languages makes English as an important communication tool to be learned and taught for students from various levels of education as the provision to face the current era of globalization. The chain story technique that implemented in this research, is a technique that is suitable to be used to teach students who have not dared to actively use English. This technique helps students of Imanuel YPK Vocational High School, Sorong City to work as a team and help each other to construct the sentence. This study was designed in the form of Classroom Action Research (CAR). The method of this research is a qualitative and quantitative method. The qualitative to explain the condition before and after the action. The quantitative to count the score of the students. As for the subject in this research is the Class X Automation and Office Management. This is done in order to obtain valid and reliable research data. Data collection techniques used were observation, test and interview. Results of the study showed that: (1) Based on the observation, the students are changed to be more brave and confident to speak English; (2) Based on the test, there is a very significant change towards the positive, when compared to the value of very good and good in cycle 1 which is 42% while in cycle 2 is 80%, so there is an increase of 38%; (3) Based on the interview, the students were happy and giving the good responses about the treatment and the progress they have done.
This study investigated the experiences and challenges perceived by Indonesian EFL teachers as the NNESTs in Thailand. The study used a questionnaire and interviews to collect primary data from seventeen Indonesian EFL teachers in Thailand. The study discovered that most of the Indonesian EFL teachers are eager to teach English in Thailand to have teaching experience abroad, to improve their English skills, and to earn higher salaries. Besides, the Indonesian EFL teachers did not find difficulties in adapting to the new cultures in Thailand, even though adjusting to the teaching environment became a challenge. Moreover, third, the Indonesian EFL teachers were treated equally as the NESTs, although their salaries were lower than those of NESTs. Lastly, the study reported issues in English classes, such as students' motivations, linguistic gaps, and plagiarisms, which trigger the creativity of Indonesian EFL teachers in English classes.
Teaching and learning vocabulary is an integral part of foreign language learning since it is the basic sub-skill for someone who wants to learn a foreign language. Thus, it is essential to teach English vocabulary at an early age since students still in the scope of their golden age, and they could learn everything easily. In this case, the teachers' teaching strategy seems essential to be concerned. Moreover, this descriptive qualitative study as a case study is designed to explore the Qur'an Learning Center teachers' perspective on the strategy used to teach vocabulary to young learners. The data were gathered through a semi-structured interview with two English Teachers at the Qur'an Learning Center, one of the elementary schools in Jakarta Selatan. The result of this study revealed that teachers believe that teaching strategy is essential for teaching vocabulary to young learners. Thus, the teachers have various strategies that can be applied for teaching vocabulary to young learners, for example, using games, sing a song, and others. Also, the teachers used interesting media like video, a real thing, pictures, and others. Those strategies are effective in engaging students to learn new vocabulary in English. This study is expected to give reference and knowledge for the English teacher who teaches young learners so they could implement some suitable ways with their real class.
The use of a blog as a platform for extensive reading becomes valuable since it provides the possibility of readership and opportunity for interaction and collaboration. As the online journal facilitating users to display information in chronological order and connected to the Internet, the blog also can help students to get a wide variety of reading materials, which should be conducted in extensive reading activities. However, the use of a blog in this study is integrated with the process of learning in the classroom so that the students can use it for reporting their reading activities and share what they read beyond the classroom. This study is conducted during one semester in one of the universities in Indonesia using six students of the first grade joining an extensive reading course as the participants. In this research, a case study is used as a research method. It aims at analyzing the students' perception of the use of blogs in extensive reading. Findings show that the blog is beneficial for promoting the students' reading interest, building autonomy and creativity, and providing a reflective platform. The blog consists of several features allowing students to get the numerous reading sources that are appropriate with their language level and interest. Therefore, it becomes useful since it can facilitate students to build their responsibility to select their reading material and to reflect the progress of their learning activities.
The present study was an effort to investigate strategies mostly used in learning speaking, which covered direct strategies and indirect strategies. To this end, 60 students from two different high schools in a city in Indonesia, in which 30 students for each school participated this study. In collecting the data, this study used close-ended questionnaires with Strategy Inventory Language Learner (SILL) consisting of 39 items, which were analyzed by using a scoring system. The results of the study showed that students of both schools generally used the same and different learning strategies. The same learning strategies used by the students of both schools were organizing and evaluating learning, referring to metacognitive or indirect strategies. Meanwhile, the different learning strategies used by the students of both schools occurred on five strategies at a medium level. From the six types of learning strategies, as indicated in this study, the most popular learning strategies which were used by students of both schools were organizing and evaluating learning.
The study is aimed at describing the students’ perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of students’ attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the students’ perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacher’s feedback helped them improve their writing, and 90 percent of them realized that their teacher’s feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacher’s feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.
Motivation provides energies for students to decide efforts and they pursue it hardly. It is important to build students' motivation in learning English. Researcher's preliminary study toward the fourth grade of MIS Azzikir Kalialia in February 2019 indicated students' motivation was in the low category, while the result of the pre-test showed 35% of students did not achieve success standard in learning vocabulary. The objectives of the study is to explore how students are motivated by using labelling method and to improve students' vocabulary achievement by using labelling method. The number of the subject is 20 students. The instruments are the test, questionnaire, and observation under the Classroom Action Research method. After treatment, the questionnaire indicates students' motivation in high motivation and whole students achieve the standard of vocabulary achievement. Therefore, the labelling method promotes a way of English language teaching to build students' motivation and to improve vocabulary achievement in elementary grade.
As ESP teachers, the teachers are always forced to maintain their knowledge because the development of specific knowledge is changing very fast. The teachers should progressively develop their competence because it will influence the goal of teaching (Latha, 2014). This study focuses on investigating the kinds of challenges that have faced by vocational teachers in developing their professional competence. The research design of this study is a case study. The participants of this study were five vocational teachers who have been teaching in Vocational Schools in Indramayu at least for about two years. The writer used a semi-structured interview to collect the data. The data from the meeting were transcribed and analyzed qualitatively. The result showed that there are three main challenges in developing professional competence. Those challenges are the availability of seminars and workshops in their city, the less support from the institution, and the lack of facilities and infrastructure.
This study aimed to develop English supplementary materials to meet the needs of nursing students on English learning through Instructional Conversation (IC) method. This research was categorized into research and development. The materials were validated by two experts to come to the final product. This research conducted at the Nursing Study Program involving students of the second semester. The data collected from classroom and checklist observation, questionnaire, an interview. Considering the data collected, the English textbooks available and used in the Nursing Study Program contains English language learning materials that are still common and less specific for students used in the nursing study program. Therefore, English supplementary materials through Instructional Conversation (IC) method should be developed by considering the needs of lecturers and students. English supplementary materials through the Instructional Conversation method were developed by considering several aspects.
The students need to be fluent in speaking to express their ideas and what they think in their minds also to communicate with others. As a matter of fact, speaking using Bahasa is not a big deal for students since it is their mother tongue, but as they have to speak in English, it becomes a big problem. They can’t imagine what they want to speak, they are afraid and unconfident if they try to speak English. Therefore the teacher should provide the students' motivation to speak up and use the appropriate method in teaching speaking. Photovoice is a suitable method using a camera for supporting the process of teaching-learning. The purpose of the study is to identify the effect of using Photovoice on speaking skills at the secondary school level. We used a speaking test to complete and process the data. The participants of the study were the students at the secondary level. The outcome of the study revealed that the students who taught using Photovoice had better skills in speaking English than the students who were not taught using Photovoice. Through this method, the students become interested and active during the study. They seemed to enjoy and excited about an exhibition or presentation.
This paper investigated factors influencing students’ pronunciation. Pronunciation is one of the important aspects of the learning of English. When mastering English pronunciation, many non-native English speakers have difficulty pronouncing certain words that contain the phonemes not used in their native languages. This paper also reported several aspects that might influence pronunciation. The pronunciation aspect investigated in this research paper was the English interdental consonants [θ] and [ð], which are not available in the Indonesian language sound system. This qualitative research used interviews as a method for collecting primary data. The researchers interviewed twenty participants from the English Language Education Study Program (ELESP) of Sanata Dharma University, Yogyakarta, Indonesia, related to the pronunciation of the two interdental consonant sounds. The findings showed that the mother tongue, age, and teacher instruction on target language exposures affected the ELESP students’ (mis)pronunciation. Pedagogical implications of the findings are English teachers can assist their students in overcoming pronunciation challenges involving the two interdental consonants and pronunciation textbook writers should provide more pronunciation practices focusing on [θ] and [ð] sounds.
The present study aimed at exploring the abstracts of research articles written by non-native English researchers to uncover the specific characteristics of academic vocabulary employed in the English research articles abstracts.It focuses on frequency and coverage distribution of the words from the Academic Word List (Coxhead, 2000) in the abstracts of research articles. The source of data for this corpus study was gathered from 97 abstracts written by the EFL researchers and published by the Journal Pendidikan dan Kebudayaan Missio at STKIP St. Paulus Ruteng from 2015 until 2018. The results of this study revealed that the coverage of K1, the first most frequent 1000 English words, is the most dominant lexical items applied by the researchers. It covered 71.33% of the texts. The representation of lexical items that belong to K2, the second most frequent 1000 English words, covered 5.44% of all the words used by the writers in their abstracts. Moreover, the presence of Academic Word List, which refers to a list of 570 word families that are commonly found in academic texts and Off-list, which refers to the words that do not belong to K1 or K2 because it is related to certain field, has slight difference over all of the texts where the former covers 11.95% and the later covers 11.26%. As far as the findings of the present study are concerned, the room for some improvements on academic words applied in the abstracts need to pay attention.
This case study aimed at investigating the role of self-efficacy in students’ recount text especially in the area of writing as one of the most difficult skills in learning English. Writing difficulties faced by the students are not only based on their cognitive skill but also their own efficacy beliefs. Three problems can be found related to self-efficacy beliefs in English writing. They are related with confidence to write anxiety, and the third problem is about the students’ interest. The participants of this study are three students from a Senior High School in Indramayu. The data were obtained from three data collection: questionnaire, writing test, and also the interview. The result of this study shows that the participants of this study perceived mastery experience accounted for the greatest proportion in their writing ability. It can be seen from how students rate their confidence and given overall feelings about the way to write successfully. Social persuasions and physiological states also were influential while working on writing. Meanwhile, the common experience did not predict too much in students' writing ability. Ultimately, the results of this research concluded that self-efficacy has an important role in students’ ability in writing.
Designing a test is an uneasy task. It is proven by the fact that many teachers find difficulties in designing a good test. The present article attempts to review the English school exam in Indonesia and present an example of the test design of a midterm reading test for junior high school students in Semarang. To this end, firstly, a sample of test script of the school exam for JHS students in Semarang in the academic year 2017/2018 was reviewed. The review of the test shows that creating a good quality of test items still become a concern for English teachers as they made some grammatical errors. Consecutively, a midterm reading test was also designed and administered in a junior high school in Semarang, Central Java. Then, the test designed was evaluated by considering the validity, reliability, and practicality as suggested by (Brown & Abeywickrama, 2010). The administration of the test and evaluation show some weaknesses; therefore, the suggestions for the betterment of the test design are also made, such as revising some test items with a very low facility index and negative discrimination index. This study implicates pedagogically the teachers to train students on how to summarize and paraphrase since these skills underrepresented.
In the era of globalization, people around the world can have interaction for satisfying their goal in any aspect of life, such as business, politics, social and culture, education, etc. for that reason, the need of English proficiency as a global language becomes a priority. Therefore, it is compulsory for all students in formal education to learn it. In university level, students of the non-English department must study English with varied purposes, depending on their major, at least for two credits. Generally, it is taught to support the basic major or discipline. Consequently, the materials are designed based on their needs, especially later when they get jobs. For this reason, the material adapted is called ESP (English for Specific Purposes) which aims at preparing students to meet the demands of the workplace, i.e. the English skills. It should be more contextual, real life for now and the future. If the material is authentic and in accordance with the needs of learners, they will likely be ready to work as the demands of the employer. With these objectives, the English materials need to be adjusted to the needs of users (stakeholders) so that after graduating from universities, freshmen can directly work or create jobs according to their expertise. This research aims to describe students’ perception of English teaching materials for Management department. A survey was conducted to second-semester students of Management department of Universitas Muria Kudus. The result of the study reveals that the students have a positive perspective on the teaching materials of English for Management Business II. They think affirmatively that the materials have been selected properly in terms of material attraction, usefulness, authenticity, variety, level of difficulty, language skill proportion and the discussed topics. In other words, the materials are appropriate for satisfying Management department students’ need to prepare their future. The implication is the materials should be revised by adding more reading texts of Business English and providing more vocabulary tasks in the real context.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
Communication has verbal and nonverbal aspects.It has been estimated that 82% of class communication is nonverbal. While the role of nonverbal behavior in English classes is much it is hitherto an unexplored area. One subpart of nonverbal communication is proxemics or space. Combing nonverbal communication and the right to privacy, this article is aimed at exploring the attitude of foreign language students regarding nonverbal communication and privacy right in English classes. A nonverbal questionnaire along with privacy proposed by the researcher was answered by 107 general English participants. Based on their opinion the major findings were that students like, smiling, tidy and on time teachers who explain and illustrate in English classes. However, they do not like to answer questions regarding their personal life such as personal description, identification, health or background. As a result, their privacy right should be observed in communicative English classes.
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The Use of Codenames Game to Help Students in Learning Vocabulary
1. ARTICLE HISTORY
Received 23 June 2019
Accepted 30 September 2019
KEYWORDS
Codenames game;
memorizing; vocabulary
The Use of Codenames Game to Help Students
in Learning Vocabulary
Inggil Tiara Octaviana
IAIN Pekalongan,
inkgelvanqu@gmail.com
Rayinda Eva Rahmah
IAIN Pekalongan,
rayindanda@gmail.com
Dewi Puspitasari
IAIN Pekalongan
dewipuspitasari@iainpekalongan.co.id
ABSTRACT
English department students of IAIN Pekalongan have many
shortcomings in memorizing vocabulary. This is evidenced by our observations
when students are speaking in front of the class. Sometimes, students are
confused about conveying information they want to deliver because they are
constrained by a lack of memorization of vocabulary. The situation happens
when students must use English in active discussions. So far, the students tend
to memorize vocabulary. Besides that, vocabulary books are less effective and
less interesting because it only relies on the use of language skills. One way to
learn vocabulary in a simple way is through codenames game. This game
provides many vocabularies that must be guessed by the players in a team.
Then, another player should describe the word to be guessed. So, this research’s
questions are how the codenames game is implemented due to learning English
in a fun way. By reflecting the question, the purpose of this research is to
provide information on the implementation of codenames game which helps
English department students of IAIN Pekalongan enrich and build their
vocabulary through a fun way using game cards. Based on our observation, the
result showed that applying the codenames game could enrich the students’
vocabularies, be an alternative entertainer so that the students do not easily get
bored, and strengthen the students’ memory. Thus, it can be concluded that
playing codenames game promotes a helping way to enrich and build the
students’ vocabulary.
Introduction
Vocabulary is central to language teaching and learning. It plays an important role in
the four language skills, which gives a better contribution to the learners to perform
VISION: JOURNAL FOR LANGUAGE AND FOREIGN LANGUAGE LEARNING, 2019
VOL.8, NO.2, 101-116
http://dx.doi.org/10.21580/vjv8i23770
2. Inggil Tiara Octaviana, Rayinda Eva Rahmah, Dewi Puspitasari | 102
or practice their skills. Words are a base form of a sentence which is the core means
of communication, either verbally or written. Good mastery of vocabulary will
enable someone to communicate with others effectively and vice versa. This is in line
with what linguist, David Wilkins says that "Without grammar very little can be
conveyed, without vocabulary nothing can be conveyed" (Thornbury, 2002:13). It
illustrates clearly how important is the contribution of vocabulary toward
communication. Swan and Walter (Thornbury, 2002: 14) in the forewords of
Cambridge EnglishCourse written in 1984 also emphasize on the vital roles of
vocabulary in learning English context. They stated that "vocabulary acquisition is
the largest and most important task facing the language learners."
The students consider that the English lesson is a difficult subject. They
particularly are unable to know the meaning of daily vocabulary. Learning
vocabulary needs a strong effort due to the requirement of understanding, producing,
and manipulating the words. Without doing any attempts to learn vocabulary, so how
the students use them to learn another part of English lessons like grammar, tenses,
or even comprehend a whole text? This kind of situation is also performed by some
English department students of IAIN Pekalongan which is evidenced by the
observation when students were speaking in front of the class.Sometimes, students
seem confused in conveying the ideas that they want to say because they are
constrained by a lack of memorization of vocabulary. They tend to be hesitant in
what to say next and have less confident. The same thing also happens in a situation
when students are required to actively use English in a discussion forum. Having
discussed to use English in a classroom activity affected that the students commonly
only use the technique of memorizing. Each student has already been given a mini-
book to memorize vocabulary, but it couldn’t bring any contribution to students’
vocabulary development. The boredom and forgetfulness which drive the students’
feeling could not be avoided due to the use of a traditional way in the form of a mini-
book.
Considering the reason above, we want to highlight a solution especially to
help students build and enrich their vocabulary mastery. The solution is by using a
technique to facilitate learning vocabulary which its name is the Codenames
Game.The codenames game is a vocabulary game that is not played by simple rote
memorization as Celce-Murcia (2001) contends, “it is important that new vocabulary
items be presented in rich contexts to provide clues to meaning and that students be
given multiple exposures to items they should learn.”
The Codenames Game was inspired by research presented in the 1st
COTEFL
International Conference by Soviyah and Nur Rifai Akhsan from Ahmad Dahlan
University entitled “Boosting Students' Vocabulary through Index Card”, but the
Codenames Game which we made is a modification from the real codenames games.
This game card offers a challenge that motivates the students to enthusiastically play
the game. The game involves two teams. Each team has a Spymaster which aims
giving clues by pointing to multiple words on the board. While another player on a
3. 103 | VISION: JOURNAL FOR LANGUAGE AND FOREIGN LANGUAGE LEARNING
team attempts to guess their team’s words while avoiding the words of the other
team. Within playing this game, much opportunity is widely offered for the students
to describe and find the appropriate vocabulary from guessing.Besides, playing this
game is good at helping students build a large vocabulary in the English teaching-
learning process.The students will find this game fun, relaxed and challenged by
memorizing the vocabulary in a different way.
Based on the background above, the writers would conduct a study to help
students build a large vocabulary using a cards game. So, the writers decide to
conduct a study entitled “THE USE OF CODENAMES GAME TO HELP
STUDENTS IN LEARNING VOCABULARY.”
Literature Review
1. What is a game?
There are numerous studies have investigated on understanding learners’
vocabulary learning strategies and techniques using the game. Games assist
students to actively involve and ask more participation in the learning process.
According to Celce-Murcia (1989) games are fun and nearly everyone would
agree that if learning can be made enjoyable for students, the students will learn
more. By using games, the students are expected to retain the words in enjoyable
learning.
Reza, Mohammad, and Sayed (2015) reported a study on the effect of
game tic tac toe and flashcards on zero beginners’ vocabulary learning. The
results indicated that flashcards and tic tac toe games as educational tools for
training had more positive influence than traditional. It is indicated that teaching
through games had a positive effect on zero beginners’ vocabulary learning and
they made the teaching-learning process enjoyable, alive, visible, attractive and
motivating.
Similarly, Robert and Laura (2017) conducted a study on the effective
strategies for teaching vocabulary: an introduction to engaging cooperative
vocabulary card activities. The purpose of the paper is to describe how learners
made vocabulary cards help students initially learn the lexical items found on the
NGSL and other important special-purpose vocabulary lists. Besides, they
present a variety of engaging cooperative learning activities that reinforce the
learning of these lexical items, thereby overcoming the lack of recycling in most
EFL textbooks. These exciting activities have been well received by learners
across levels in a variety of EFL contexts.
While there was a study conducted by Jahanbakhsh and Azin (2014),
which utilized the digitized and non-digitized flashcards served as learning tools
as evaluating the vocabulary gain of advanced English learners. The use of
4. Inggil Tiara Octaviana, Rayinda Eva Rahmah, Dewi Puspitasari | 104
mobile phones and online website are applied in this study as part of the
advantages to represent a language learning resource worthy of further
investigation. The result was found that mobile phones have made effective
vocabulary learning which proved by the vocabulary gain of students using
mobile flashcards was found higher than paper flashcard users.
Brigitta (2016) investigated the use of flashcards in teaching vocabulary at
fourth-grade students of SDN Sukosari 02 Dagangan Madiun. The application of
flashcards makes the students feel relax and create an interesting atmosphere.
Therefore, the students can memorize the presented vocabulary easily by
focusing their attention on the lesson. The result revealed that the
implementation of the flashcards gives a valuable contribution to students’
vocabulary mastery. It could be said that most students are interested in using
flashcard when they are learning English. The students say that flashcards can
motivate them because the pictures are interesting and the language in use it easy
to understand.
Luu Trong Tuan (2012) examined whether games influence young
learners’ vocabulary recollection in Vietnam. This study applied two classes
namely an experimental group that was exposed to games in recollecting
vocabulary, and a control group without any games included. Therefore, the
experimental group surpassed the control one in recollecting vocabulary during
the immediate retention stage and the delayed retention stage. It can be said that
from this study, the implementation of games can be an effective method to
reinforce vocabulary recollection.
However, only a few studies have empirically investigated the
effectiveness of guessing words assisted vocabulary. The previous studies
mainly focused on the reinforcement of a collection vocabulary using card
games. So, the focus of this study is the implementation of card games in
guessing vocabulary that should be played by the players in a team. The students
who are most of the young learners pass good meaning interpretation creatively,
and learn directly the vocabulary competing with another team using codenames
game.Through this game, the students actively build the number of vocabulary
in a more fun, relaxed, and challenged way.
2. Why Should Game Be Highly Recommended to Play in the Classroom?
Games belong to social life. Every learner without any doubt likes to
play games. Games could activate the way students learn English. It can be
proofed by numerous scholars conducting the research (Chan & Lin, 2000;
Jiang, 2008; Kuo, 2008; Robinson, 1960; Zheng,2008) which have pointed out
that games are useful for children involved in the learning of English since
5. 105 | VISION: JOURNAL FOR LANGUAGE AND FOREIGN LANGUAGE LEARNING
games can strengthen students’motivation and self-confidence. In addition,
according to Skinner’s theory, playing games can be presented as a kind of prize
after learning which allows teachers to motivate learners to step forward (Pound,
2005). Concerning the meaning of playing games, it is clear that games cannot
be ignored in learning a foreign language, especially in the English classroom.
Take for an example is if students are aware that they are going to play
vocabulary games after they learn either grammar structure or other skills, they
will look forward to participating in that activity by applying things that they
have previously learned with greater motivation. Moreover, the significance of
playing the game in the classroom is also supported by Piaget due to its
contribution to the development of problem-solving, creativity, and
communication, which happens naturally in the process of playing games
(Slavin, 2006).
Regarding with playing games in a classroom, from the affective filter
hypothesis of the natural approach proposed by Krashen which views that
“learners with high motivation generally do better, and learners with self-
confidence and a good self-image tend to be more successful” (as cited from
Richards & Rodgers, 2001, p. 183). This concept is also relevant to the use of
games in teaching English, which aims to boost children’s motivation and
confidence which can then promote higher levels of English learning (Wang,
Shang & Briody, 2011).
There are many good ideas about English teaching. Among these, using
games in English class is the one which is most easily accepted by students.
Further, games provide a very useful and helpful aspect of the communicative
method. It is clearly known that game is an activity providing entertainment or
amusement and a competitive activity or sport in which players contend with
each other according to a set of rules. Moreover, a game is an activity carried out
by co-operating or competing decision-makers, seeking to achieve, within a set
of rules, their objectives (Rixon 1981). So, it can be said that the game is an
activity that both the teacher and students enjoy doing. In addition, game
concerns on student-centered as appealing as playing in the playground.
Using games in the English class can get students relaxed and enjoying
6. Inggil Tiara Octaviana, Rayinda Eva Rahmah, Dewi Puspitasari | 106
using the language. It may be said that college students, unlike children, having
grown up, are not eager to play the games in the case of relaxing. But, in fact,
adults sometimes might be found more nervous than children when they face
new things like playing a new game.College students are more enthusiast about
losing their faces even though as a sense of knowing their current age. In this
sense, they do need games or any other activities that help them relaxed and
innocent like children to the new language without being afraid of making
mistakes (Zhu, 2012).
3. The Definition of Codenames Game and its Procedure
One of the media that English teachers can use in the classroom is cards.
With cards, students feel excited to play in the form of English vocabulary
words. This study uses game cards to help students more pleasant within some
instructional rules. The name of the game cards is codenames games.
Codenames game or spy game is an adapted game that we modified from a
virtual game based on the classic and famous board game created by Vlaada
Chvátil which is the name Codenames, too. In Spies, two teams namely; red and
blue, try to compete with each other to get the score and avoid losing the game.
This game contains several cards in which each card has written vocabulary in a
word. This game is an instant hit whenever we bring it out and with whomever,
we play with because codename game is easy to bring in the classroom, yet
engaging the game with students has a difficult enough strategy to make them
interest. Every time when we play this game, both teams have a path to win up
until the very end of the game. The 8 or 9 codenames teams need to come up
with which is a definite sweet-spot. This game provides never lasts too long for
one team to really get out ahead of the other. For the replay of the game,
hundreds of cards combined with a modular grid and a four-way key card
provided. No two games will ever be the same in codenames game. This means
that the game will stretch the players’ minds every single time.
In the procedure of playing the codenames game in teaching vocabulary,
some educational aspects of the game deserve to be mentioned. After the game is
completely done, the teacher can mediate an interactive discussion within
7. 107 | VISION: JOURNAL FOR LANGUAGE AND FOREIGN LANGUAGE LEARNING
students in which as the masters and players. The students are offered the
opportunity to justify their choices when they were playing the game.
Commonly, no more than fifteen or twenty minutes are required to have an
interactive discussion within each team consisting of three students (as one
master and two players). During the discussion session, the teacher is possible to
activate students’ conceptual knowledge in an informal and more relaxed way,
which is fundamental for the promotion of meaningful and contextual learning.
Within discussion in the form of conversation ideally helps students develop
their oral communication skills, which are useful in both academic life and at
work (Souza, Morais & Girardi, 2018). Therefore, if this game is played in some
frequent time, the students, without no doubt are in a circle of developing their
new vocabularies together with their friends.
Method
This study was carried out using qualitative research in the form of a classroom
action research design. The qualitative research approach was chosen because this
study relied on text and image data, have unique steps in data analysis, and draw on
diverse designs (Creswell, 2014). Within the execution of this study used qualitative
research, the writers tended to gain the data in the field of the site where the students
as the participants experience the problem in enriching their vocabulary. Thus, the
writers gathered information like Creswell (2014) suggested by actually talking
directly to people and seeing them behave and act within their context.
While a classroom action research design was also used in this study.
According to Burns (2010), a classroom action research relates to the ideas of
‘reflective practice’ and the teacher as researcher. In Action research, self-reflective,
critical, and systematic approaches are explored into our own teaching contexts.
During conducting action research, the teacher can be an investigator or explorer
towards the teaching context, or she/he becomes one of the participants at the same
time. Within the use of classroom action research, this study’s aim is to improve the
quality of learning in the classroom by developing a teaching media facilitated in a
form of codename game.In addition, in a classroom action research design, Burns
(2010) also adapted the steps of action research from Kemmis and McTarggart
(1988) namely; i) Planning, a phase which the writer identify a problem or issue and
develop a plan of action in order to bring about improvements in a specific area of
the research context where the kind of investigation and the potential improvements
are considered; ii) Action, a phase that involves some deliberate interventions into the
teaching situation as the questions and assumptions of the current situation; iii)
Observation, a phase which involves observing the effects of the action and
documenting the context, actions, and opinions as data collection; and iv) Reflection,
a phase to reflect on, evaluate, and describe the effect of the action.
8. Inggil Tiara Octaviana, Rayinda Eva Rahmah, Dewi Puspitasari | 108
This research was conducted in the class of the English Language Department
of IAIN Pekalongan in Pekalongan City, where the writers taught. The object of the
study is the third-semester students majoring in English Language Education, IAIN
Pekalongan in the academic year of 2018/2019. The writers involved third-semester
students.
To gain the data of this study, the writers conducted two types of instruments,
namely; 1) the observation instrument which is used to obtain data about student
learning motivation and 2) the interview instrument. The use of observation helps the
writers enable us to see and look directly what happens in the real-world as Cohen et
al. (2007) said that observation offers an investigator the opportunity to gather ‘live’
data from naturally occurring social situations. So, using observation, the writers
carefully prepared the indicators, which consist of five points covering work,
thinking, curiosity, interest, and competition. In addition, to support answering the
writers’ questions, the interview instrument is also needed. This study used a semi-
structured interview which according to Nunan (1992) the interviewer has a general
idea of where he or she wants the interview to go, and what should come out of it,
but does not enter the interview with a list of predetermined questions. In other
words, the writers can enable to gain the data directly from participants regarding
expressions and views of the life situations in the form of having a conversation
rather than asking and answering questions formally. So, the writers already have
considered three indicators as guidance in conducting the interview, which includes
knowing the extent to which students understand English vocabulary, knowing
whether learning class vocabulary is meaningful and easy to understand, knowing
whether this media card game is effective for adding new vocabulary.
Result and Discussion
Regarding the aim of this study, which was to provide the information of the
implementation codenames game helping English department students of IAIN
Pekalongan to enrich and build their vocabulary in a fun way using game cards, this
part displays the result of this study.
Based on the data collection taken from observation and interview instrument,
this study resulted in a cyclical process in a classroom action research as Burns’
adaptation steps (2010) from Kemmis and McTarggart (1988) suggested and
displayed the discussion.
1. Planning
Many learners in English as a foreign language, particularly in English
department students have a weakness mainly in memorizing the English
vocabulary. The students’ vocabulary knowledge is still not well-established and
limited. When students are asked to make sentences by their lecturer, most of
9. 109 | VISION: JOURNAL FOR LANGUAGE AND FOREIGN LANGUAGE LEARNING
them often use a very common vocabulary. To reduce this problem, researchers
have a breakthrough that can be used in English learning. The breakthrough is
using one vocabulary strategy by playing the vocabulary game.The vocabulary
game that the writers suggested was the codename games. According to the
writers, this game is considered suitable and proven to be successful for English
department students because basically the students still need exposure learning
to develop vocabulary in a meaningful and fun way. So, the writers employed
this game by making strategic planning that enables the writers to engage the
students within the implementation.
The strategic planning started with preparing cards that are used as a
learning media for vocabulary. Then the are required looking for vocabulary that
is often used, particularly in an academic reading text by selecting the most
suitable words in a rough concept.The next step was looking at the relationship
between the vocabulary on cards and the procedures on how to play. The final
step was required by creating interactive cards with the words and identified
pictures on them.
2. Actions (Implementing the Plan)
The writers made the procedures and rules of the game that have been
adjusted to the needs of the study so that the game players can develop and
enrich their vocabulary through this game card. The steps are applied as follows:
Step 1: One team consists of four (4) people divided into two spymaster
camps with one jury. Each spymaster camp has two members as the one who
decided to guess a word and the other one who provided adequate clues.
Step 2: Each spymaster member is allowed to guess the vocabulary
included in his area through the vocabulary map given by the jury. Only the
recipient of the clue (spymaster) from each camp is allowed to see the map.
Step 3: The clue giver is only allowed to provide adequate clues using the
English language related to the vocabulary on the card by considering the region
of each spymaster.
Step 4: After knowing the word to be guessed, the guesser points to a
vocabulary card that is supposed to be referred to by a spymaster.
Step 5: If the guesser mentions the correct vocabulary, then the judge
closes the area with a spymaster identity card (red or blue card).
Step 6: If the guesser mentions the word in question, then the spymaster
area is not closed with an identity card, and the chance to guess is diverted to the
turn of the other camp.
Step 7: The game ends if the vocabulary stock in the map is successfully
covered by one of the camps. So, the game will be won by a spymaster who first
completely finished guessing vocabularies, which are all true answers.
10. Inggil Tiara Octaviana, Rayinda Eva Rahmah, Dewi Puspitasari | 110
After the game was implemented,the writers saw the development of
students’ vocabulary knowledge. Through this game, students learned and
enriched many new vocabularies. This is considered a good achievement. The
students found that the codenames game was easier in helping to memorize
vocabulary and to provide a framework incorporating the new words with
information already known. Compared to implementing this game in the
classroom, students become more excited and eager to learn new vocabulary.
Expected within playing this game, students became motivated to develop their
vocabulary knowledge, so they have a broad knowledge and are not easily
satisfied with what they have learned. The two documentations show the
implementation of the game played by students.
Figure 1. The students started to play the codenames game
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Figure 2. The students played the codenames game in a team
3. Observation
Observation and participants’ feedback highlighted the value of a
provocative question format and the metaphor of a card game. On the first
observation, it was found that during supervision, students had difficulty finding
a learning strategy that could develop their vocabulary knowledge. Students who
frequently use memorization techniques are in an effort to increase their
vocabulary; of course, they could not really do it because of not their own
initiative to enrich vocabulary, but because of the demands of the assignment in
some certain subjects asked by the lecturers. As a result, students are more likely
to become easy to forget the vocabulary got from the memorization process.
This happens mainly because the memorizing words that students do is under
compulsion of the subject’s requirement. Here, the important point to underline
is that when students used conventional vocabulary learning strategy, their
interest and motivation could not potentially be gained so they seem less
attractive and enthusiast unless there is found a technique which is alternatively
to create a different variety.
In the first sub-observation holding a vocabulary technique to employ,
students determine a comfortable place to play the codenames game. It was
started with the first game activity which was carried out in a classroom that is
free from formal learning activities. In this playing game activity, there were
seven students present. Five students were players of the game, while the other
two students became spectators watching this game. Of the five players, one
judge was chosen objectively, and then four players automatically chose their
partner to be matched related to the game requirement. After determining the
12. Inggil Tiara Octaviana, Rayinda Eva Rahmah, Dewi Puspitasari | 112
playing partner then they are given the direction and rules of the game from the
jury. At first, these students seem to get a little confused with the rules of the
game, so the direction and the rules of the game were repeated until they really
understood well.
After the students as the players have understood well about how to play
the codenames, they started playing the game based on the instructions. Firstly,
each team gives clues about general things. Once when students were asked to
provide adequate clues to guess the word, they seemed did not successfully
deliver the ideas. This was caused that the student as the player was not yet
accustomed to delivering their ideas within making the sentences. In addition,
the students always found unknown words that they did not find them in
lecturing classes. And sometimes students spontaneously say a few words in
Indonesian. But after that, the jury allowed all players to look up the words in a
dictionary when they felt it difficult to say something using English words.
From the delivery process, the writers looked at all the game parts in
playing activities that could help students enrich and develop their vocabulary.
Besides, the game trained them to practice in a peer group by not only verbally
saying and interacting using English and also engaging their relationship.
Students who became guessers also had difficulty in guessing from the given
clues; this was due to the fact that the logger was unfamiliar with a few words
conveyed by the provider. Sometimes the guesser asked his colleagues about
clues in unknown words provided by the giver of the opponent. The reason why
some words were unknown to the guesser was that due to students’ listening
skill is considerably still poor. So, the guesser tried to incorporate the new
vocabulary containing the foreign terms and unknown words in clues relevant to
vocabulary knowledge that they had.
Every team always had a discussion and used strategies to be able to guess
and give difficult answers. Basically, it showed competition and interaction for
each player. After conducting an observation throughout the implementation of
the game, students felt challenged with the need given by each team. They
looked very enthusiastic and enjoyed playing the game. It could be proved by
seeing students’ expressions when they succeed in guessing every code that was
given. They also regretted when they failed to guess the code given. From their
emotional state, it is expected that the players can leave an impression that
makes them always easy to memorize and remember the important things and
words vocabulary by playing this game.
4. Critical and Self-Critical Reflection
After watching as the game progressed, researchers interviewed the
players two days later. The interview questions included the development of the
vocabulary obtained by students after playing the codenames. As we have seen
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in the result, students agreed that the codenames game is effective to enrich and
develop their vocabulary. This was evidenced by the ability of those who still
remembered the new words when they have been given a clue by the opponent.
And then the important thing here was that they still remember the correct
answer shown by the judge when they guessed incorrectly.Finally, from their
statement, students assumed that the codenames game is very meaningful to
build teamwork and good communication between players, train them to
compose words that were not usually practiced in the classroom, and could help
experience for listening skills.
The present study focused on the use of codenames games as a way of
vocabulary delivery. After a cyclical process in a classroom action research, the
writers came to an end of the implementation of the codename game and got the
data from the participants through observation. Having collected the data, the
process of data analysis was conducted by the writers to come up with the
results. It was found that vocabulary learning through the use of codenames
game proved as an activity providing entertainment, amusement and competitive
activity in which the players in a collaboration team within the procedures and
rules of the game.
Since the present study was based on a classroom action research design,
the survey part was done by an attitude of the semi-structured interview. The
students’ attitude was drawn to do the analyzing of data collection. The data
analysis showed a positive attitude in participants towards using codenames
games as a way of memorizing the words.
When the findings of the present study were compared with the findings in
the literature using card game, it was revealed that those of this study fit n the
previous related studies (e.g. Reza, Mohammad, & Sayed, 2015; Luu Trong
Tuan, 2012 & Robert & Laura, 2017). These studies proved that students prefer
to use cards game for learning vocabulary because it could facilitate memorizing
words in a more fun way.
Conclusion
In conclusion, the use of codenames game could enrich students’ vocabulary and be
as an alternative entertainer learning English words in a more fun way. Due to the
boredom of the memorization technique that most students experienced in lecturing
class, the codenames game then could facilitate to memorize the words. At first,
when conducting an observation in implementing the codenames game,the students
seem to get a little confused with the rules of the game. So, the direction and the
rules of the game were repeated to encounter students’ understanding. After the game
was played, the students felt challenged by the need given by each team.They looked
very enthusiastic and enjoyed playing the game. It could be proved by seeing
14. Inggil Tiara Octaviana, Rayinda Eva Rahmah, Dewi Puspitasari | 114
students’ expressions when they succeed in guessing given code.The writers,
however, decided that this result still needs enlightenment so that is why the writers
are open to other possibilities of the codenames gameor any other card games that
can be used in vocabulary learning strategy and be more explored in many ways to
reach the next milestones
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