CHAPTER 1INTRODUCTION

1.0 INTRODUCTIONIf language structure makes up the skeleton of language, then it is vocabulary that provides the vital organs and flesh, (Hammer, 1991, p. 153 as cited in Hossein Aslanabadi & Giti Rasouli, 2013).In learning a foreign language, vocabulary plays an important role. It is a core element that integrates the four skills which are speaking, listening, reading and writing all together. In order to communicate well in a foreign language, students should acquire an adequate number of words and should know how to use them accurately. Vocabulary is the total number of words in a language. (Hornby, 1995, as cited in Ali Sorayaie Azar, 2012) According to a definition provided by Schnakenberg (2013), vocabulary is a list or collection of words or of words and phrases usually alphabetically arranged and explained. He reviews the vocabulary knowledge is the key to unlock the meaning of text. Hammer For the pupils to utilize and apply English in their daily life, the pupils need to have interest and motivation in order for them to learn English by heart. According to ztrk (2012), one of the key factors of the success of the students in learning second language is the value that individual gives on the task or the activity. Therefore, from the statement, it shows that when the pupils have interest and passion towards certain activities that are conducted in the lesson, they can learn the language better. Therefore, as the central of the class, the role of teacher is very crucial to stimulate and cultivate interest inside pupils to learn and utilise English especially when they are still young. In recent years, research has been carried out in developing teaching strategies to teach vocabulary. Therefore, card game is one of the methods that have been chosen by teachers from all over the world in enhancing pupils performance in mastery vocabulary. There are many studies being carried out to prove card games can stimulate pupils interest especially in learning English. Generally, Tunchalearnpanih (2012), in his studies reviewed that games are proposed to solve the problems. Games bring in relaxation and fun for students, and they will learn and retain new words easily. Games create the motivation for learners of English because of the competition between students. Besides, Wright, Betteridge & Bucky (2005) asserted that games add interest to what students might not find very interesting. Sustaining interest can mean sustaining effort (as cited in Jacobs, 2010).During my previous practicum, the schools that I went to are situated in suburb areas where all of the pupils come from middle-class family background. Their parents work as gardeners, government employees, factory workers, and also running small business. Generally, the English proficiency level of the pupils in these schools is low-intermediate level. Therefore, their progression in learning and mastering the language is quite slow and weak. Through my observation in the classroom, I found that the pupils had problems to understand the lesson. Due to lack of vocabulary, they struggled to understand what the teacher taught in the class. Pupils also did not participate well. They chose to be quite and passive rather than to give their responses to the teacher. As I observed the pupils performance in the class, I found that the main reasons that they did not have good understanding in learning English is because of the lack of interest to learn and utilize the words. Therefore, the problem that I would like to highlight from this research is how to increase pupils interest in utilising vocabulary through card games.For last semester, I was assigned to conduct my practicum session at one of the school around Bukit Mertajam area in Penang. This school is situated around Bukit Mertajam suburb which can be classified as a rural school. The enrolment of pupils who came to this school is about 300 pupils who come from different family background. Most of the pupils come from average family social background where their father works as a farmer, factory workers, rubber tapper, and contract workers. Generally, based on the past result of the UPSR examination, I found that the pupils performance especially in English was very low compared to the other subjects. Therefore, I can conclude that most of the pupils in this school have problems in learning and acquiring English language.

1.2 Reflection of Past Teaching Experiences

During the past practicum sessions which I underwent in semester 5, 6, and 7, I noticed that there were a lot of problems that were faced by the pupils as second language learners during English lesson. However, for the purpose of this action research, I focused on the problems that the pupils faced in acquiring vocabulary. As second language (L2) learners, one of the critical problems faced by the pupils was their lack of vocabulary. It was clearly depicted when the pupils were asked to read and explain what they understood about the text, they could not give the explanation. I found that the main factor was because they did not know the meaning of the words. Another incident was when I brought the pupils to read books in the library, I asked some of the pupils why they choose to read Malay books rather than English books and their answers were that they did not understand the words in the story. Here, I could sense that due to lack of vocabulary, the pupils felt discourage to read English reading materials because they did not know the content of the text or story.Apparently, the pupils also had problems to understand the lesson. They struggled to understand what the teacher said in the class. As a result, pupils lost interest to learn English and they were passive during the lesson. They chose to be quiet and passive rather than to respond to the teacher because they were not confident to speak in English. Moreover, the pupils tend to speak in Malay rather than using English to communicate even though it was an English lesson. I found that this incident did not only happen in my practicum school but it also happened in most of the schools around the country especially the schools that are situated in rural areas. According to Normazidah, Koo & Hazita (2012), the recent research which investigate the problems and the practice of English language teaching and learning in Malaysia, they review that most of the school children in particular, those who reside in the rural areas experience contacts with English language only during their English classes. As the pupils were not applying what they have learnt during the lesson, the effect that can lead to this situation is that the pupils will easily forget everything that they have gained in the class. From the past teaching experiences, I can sense that the pupils did not have confident to speak and use the vocabulary that they required during the lesson to respond to teachers questions or giving explanations. As pupils had less motivation to use English in the lessons, they could not utilise the vocabulary that they had learnt in the right context. Pica, Lincoln-Porter, Paninos, & Linnell (1996) asserted that it is a common belief that participation in verbal interaction offers language learners the opportunity to follow up on new words and structures to which they have been ex-posed during language lessons and to practice them in context (as cited in Tong, 2010) Utilising vocabulary is the most crucial aspect that needs to be mastered by second language learners in order to learn effectively in the class. According to the past teaching experiences during the past practicum session, I could see that interest of the pupils in that school towards English subject were not very high. Every weekday, we would have English activities during the assembly for all the pupils for example text reading activities and spelling. These kinds of activities were conducted in order to improve pupils achievement in learning English. Despite all of the activities that had been conducted in order to increase pupils performance in English, I believe that teachers needed to nurture the interest of pupils to learn and utilise the vocabulary. If the pupils did not have intrinsic motivation to learn, it would be difficult for them to master the language. Therefore, in order to find out how to motivate pupils to l utilise vocabulary, I embarked on using Tricky Guess card game to increase pupils interest in utilising vocabulary to pupils. Through this research, I was able to find out whether using the card game is an effective method to increase pupils interest in utilising the vocabulary and also improve pupils participation in ESL classroom.

CHAPTER 2ISSUE OF CONCERN

The focus of this chapter is to enlighten about the issue that is being highlighted in this research. The discussion of the main problem that leads to this research has been stated through this chapter as it relates to the past experience of researcher and pupils.2.1Problem Statement

In this research, one of the problems faced by the pupils is they do not have wide range of vocabulary. Based on my observations, pupils easily forget the list of vocabulary that had been taught in the English lessons and they did not apply what they have learnt outside the classroom. In 2013, I conducted a simple vocabulary test for Year 2 pupils. The main objective of the test was to identify whether the pupils were able to remember the name of clothes that I taught in the previous lessons. I also wanted to identify the effectiveness of the activities that I conducted in their English lessons. However, I found that almost half the pupils in the class could not answer the questions correctly about the types of clothes that they just had learned the day before correctly. According to Harmer (2007), after learning new information, pupils will lost it as soon the end of the learning lesson. Therefore, I believe that when they did not applying the knowledge that they had learnt in the class, they would forget the facts easily.

The interest of the pupils to utilise the vocabulary also is one of the main aspect that affect the performance of the pupils in mastering English. As pupils learn English as their second language, they need to have positive attitude and mind-set so that they able acquire the language effectively. Most of the pupils in school consider English Language is a challenging subject to learn and master. I also noted that most of the pupils in my practicum school viewed English as a killer subject and they believed that English was difficult to catch up. I asked a few Year 6 pupils about their favourite subject and what subject that they did disliked. Most of the pupils chose Malay Language as their favourite subject and English as the least favourite subject. I believed that due to those negative thoughts, they lack of interest to learn English and found that English lesson was boring. This could be due to some teachers used drilling method to teach vocabulary to pupils and I believed pupils would easily get bored and less motivated to learn if teaching method was not diversified. Besides, from my point of view, pupils easily lost their interest and do not like English lesson because of the methods that are used by certain teachers to teach English are not fun and interesting. Some of the senior teachers still chose traditional methods to teach in class. I witnessed it during my previous practicum sessions; Chalk and Talk method were still being applied by some teachers in the schools during their lessons even though there were thousands of interactive card games that had been introduced to increase the effectiveness of teaching and learning activities in the classroom. Professor Michael Fullan from University of Toronto claims that traditional chalk-and-talk methods of teaching no longer work in a world in which students expectations have been raised by 21st-century technology. (Stewart, 2014) If teachers still hold the belief that chalk and talk method is still the best method to teach English, I believe that pupils will not be able to express themselves confidently and develop critical thinking in the lessons. Moreover, activities that are conducted in the classroom also play an important role in enhancing vocabulary in the classroom. Some teachers tend to give more drilling and ask pupils to copy everything on the blackboard rather than plan interesting and enjoyable activities that would give meaningful experiences to the pupils. Patrick, Ryan & Kaplan (2007) asserted that success in school depends on the extent to which students engage adaptively in classroom learning tasks. (as cited in Rajaletchumi Thaliah & Rosna Awang Hashim, 2008) From this statement, I am certain that by conducting interactive activities like card games can help pupils to enhance their vocabulary in English lessons.

2.2.Focus of investigation

Based on my observation from the past teaching, the main issue that I would focused for this action research how to develop the interest of the pupils to utilise the vocabulary from the English lessons. I discovered that pupils were not participating well during the lessons. Every time I entered the class, they would ask whether there were any game that would be conducted during the lesson. From the statement of the pupils, I realised that the pupils demanded activities that were interesting in order for them to enjoy the lessons and take part actively during the activities. Thus, I am certain that in order to develop pupils interest to utilise the vocabulary, teacher need to prepare and conduct attractive activities during the lesson. Meece (1991) claimed that teachers who motivate students to learn often develop intrinsic motivation in students to learn for the sake of knowledge (as cited in Yang, 2008). Hence, it shows that interesting and joyful activities is the key aspect that would increase pupils interest and promote intrinsic motivation in utilising vocabulary in ELS classroom. Reflection from the past practicum experiences, I also believed that the pupils in primary schools had difficulties in mastering English language learning because they did not attain a wide range of vocabulary and an inability to master the structures of the language. These problems raised due to the teaching methods that are being used by the teachers in the English lessons were not interesting and fun. As pupils found out the activities that was conducted by the teacher were plain dull, and uninteresting, they would be bored and not be interested to participate in the lessons. In the statement of problems, I have mention about the Chalk and Talk method which is still being applied in the vocabulary lessons even though researchers had already stated that the method is unreliable to be practiced in todays lessons. Based on my observations, the main reason for the teachers to use this method is because they did not have time to plan interesting vocabulary activities or preparing teaching kits in their lessons. Based on discussions that I conducted with a few teachers from the previous schools, they did not have enough time to focus on their lesson because they were burdened with a lot of clerical works such as key in pupils data, preparing numerous types of files and paper works as well as attending courses and meeting. Therefore, I believe that with all these heavy teaching loads, the teachers could not really concentrated in planning interactive and effective lessons for the their pupils. Thus, it affected pupils interest to learn utilise the vocabulary as the lesson were conducted in unattractive ways. In the recent research of English teaching and learning process, the activities that are conducted by the teachers in the class are the determinants of pupils success in acquiring and utilising the vocabulary. According to Felder (2012), by applying active learning methods in the class can help pupils to engage with the lessons and encourage pupils to learn English meaningfully. Therefore, it is very important for the pupils to participate in the activities that can help them exploit the vocabulary that they have learnt in the lessons. There are a lot of attractive and remarkable activities that teacher can apply in vocabulary lessons. Card game is one of the popular methods that teachers can use to teach vocabulary. Nowadays, there are a lot of teachers around the world use this method to teach vocabulary because card game is an activity that can help to stimulate pupils critical thinking, bring meaningful to the lesson, encouraged pupils to utilise the vocabulary and also develop co-operative learning among the pupils. Thornbury (2002) reviewed that there is probably vocabulary learning method which more worthwhile than the use of card games. Based on that statement, I am certain that the use of card game can help Year 3 pupils in utilising the vocabulary that they have learnt during English lessons. Therefore, in order to overcome this problem, I had conducted an action research to help Year 3 pupils to acquire the vocabulary that they had learnt in English lessons and able to use them outside the classroom. The action method that I carried out in this research was Tricky Guess card game where this method was one of the guessing card game that I invented based on my pupils cognitive level and also my research objective. This game is one of the method that can stimulate fun learning and active participation among the pupils in the classroom where they need to work together to identify the vocabulary that have been used in a suitable context and situation. By conducting the game in my lesson helped me to assess the ability of the pupils in utilising the vocabulary that they have acquired during the lessons. Besides that, the game also needed the pupils to think critically as they had to identify and analyse the contents of the cards. Then, the pupils needed to choose which cards were written with the correct sentences in the suitable context. In the practicality aspects, I found that the use of Tricky Guess game is totally suitable for the Year 3 pupils because this game can be conducted either in large classes or the classes with small number of pupils. This game is also available to be conducted in any stages of the lesson. However, for this research, I had conducted this game during practice stage. Furthermore, I did not have problems to conduct the game as the participants had already have the prior knowledge about a few types of card games that they had played in the previous English lessons as well.

2.3 Review of literature related to research focus

In order to investigate the importance of the teacher in developing the interest of the pupils to utilise vocabulary during English lesson, there were a lot of research that had been carried out by the researchers in education field. Yang (2008) claimed that commonly, learners have no idea why English language is important to them and their interest in English relies on their teacher. Based on Malaysia context, pupils started to learn English since there were in pre-school. As they started to learn English in such young age, they did not know and understand why they needed to learn and competence in English. As they entered primary and secondary level, most of the pupils felt that English was not important as their society did not use English as the main interaction language. According to Norazman Abdul Majid, Faruk Muhammad, Fatimah Puteh & Ghazali Bunari (2009), learning English as a second language especially for pupils who stay in a rural area where the language is hardly being spoken and its needs for everyday use is hardly available, put the learners in a much disadvantaged situation. As the result, the pupils did not have any interest and demotivated to learn English.Card Game have been prove by many educators around the globe on its effectiveness in improving mastery skills in acquire the English vocabulary. It is widely documented that English language games improve learning, and with children, they are one of the most effective classroom tools. Why games are so useful in improving language learning? According to Ara (2009 since games make learning fun, children are willing participants and are not just present in class because they have to be. Students pay more attention because when they enjoy themselves, they do better, feel better about themselves, and do even better.CHAPTER 3RESEARCH OBJECTIVES & RESEARCH QUESTIONS

3.1 Research Objectives

Specifically, this research was undertaken to achieve the following objective:1. To investigate whether Tricky Guess card game can enhance pupils interest in utilising vocabulary in ESL classroom. 2. To identify how Tricky Guess card game enhance pupils interest in utilising vocabulary in ESL classroom. 3.2 Research Questions

1. Does Tricky Guess card game able to enhance pupils interest in utilising vocabulary?2. How Tricky Guess card game enhance pupils interest in utilising vocabulary in ESL classroom

CHAPTER 4RESEARCH PARTICIPANTS

4.0 TARGET GROUP

In this research, I had chosen one of the Year 3 classes in the school as my target group. This class consisted of 30 pupils, 15 are female and 15 are male. According to their proficiency level, the pupils were divided into three groups which are advance group, intermediate group, and low level group. The first group was the advance group. There were nine pupils in this group. They were very good in terms of mastery the lesson, easy to understand teachers instructions and also active participation in the classroom. They had excellent performance during the lessons as they managed to act as the facilitators to the weak pupils especially in solving problems that had been given by the teacher. They were also able to complete their exercises worksheets and workbook in time. The pupils had appropriate behaviour in the classroom and they were more focus and listened to my instruction well. The second group was intermediate group. There were about ten pupils in this group. Their performances were average. Some of them were good and abled to participate well in the classroom but when it came to answer the questions in exercise sheets, they were still a little bit slow and needed guidance from the teacher. Some of them were very shy and not pro-active in the class. When I asked them to read or answer my questions, their voices were very slow and they kept looking at their friends asking for the answer. From my opinion, their self- confidence was low and needed more guidance from the teacher.The last group was low proficiency group. Most of the pupils in this group were illiterate and have difficulties in reading and recognising words. This group consisted of eleven pupils and they needed extra attention from the teachers. Their behaviours in the classroom were not really good and sometime causing chaos during the lessons. Besides, I found that the pupils were easily to lose focus, did not pay attention, always doing other things like drawing, colouring, and chatting with their friends rather than listening to my explanation and attention. Therefore, I had chosen all the pupils from that class to participate in my research where I had followed their progress in stimulating their interest to utilising vocabulary through card games as the intervention to enhance their performance in the classroom. Based on my observation, I would conclude that most of the pupils, around 20 of them were weak in acquire the vocabulary. In additional, some of the pupils from advance group were still struggling in utilising the vocabulary Due to the pupils environment, their English proficiency level was very low. All 30 pupils in that class did not have English background at home. Furthermore, most of the pupils came from low income group as stated in the background section. Therefore, their English learning environment is nil in order for them to apply all the vocabulary that they have learnt in the class. They only get to learn English Language when they were in school and during English hours only.After I conducted the action plan, I could see that some pupils were improving in the aspect of utilising the vocabulary as the interest of the pupils increased. When this research was conducted, I ensured that these pupils gain interest to acquired vocabulary and improved their performance in learning English.

CHAPTER 5RESEARCH METHODOLOGY

In this chapter, I will describe about the action method that I took in conducting the action research. In the first part, I will explain about the steps and procedures that I carried out and how I conducted the action method. Then, I will explain about the data collection methods that I carried ways in gathering the data for the research. Lastly, I will describe about the ethical concern that I took in conducting this action research. 5.1 Implementation of Action 5.1.1 Action Plan

In conducting action research, there are many theories that were proposed in order to show the right procedures in carrying out the inquiries. Therefore, in order to carry out the research, I found that the Spiral Model of action research that being developed by Kemmis and McTaggart (2000) was suitable to be applied in my action research (as cited in Denzin & Lincoln, 2007). According to Koshy (2005), he also agreed that for researchers who want to conduct the action research to follow the steps that being proposed in Kemmis and McTaggarts Spiral Model because it offers the opportunity to visit a phenomenon at higher level each time, and so to progress towards greater overall understanding. Figure 5.1: Kemmis and McTaggarts Spriral Model of action research

Based on this model, Kemmis and McTaggart had proposed four basic steps starting with planning, act, observe and lastly reflect. I realise that these steps were very practical to be applied in my action plan. Therefore, I started my research by identifying the issues and problems that I faced during the lesson. Then, I planned the action that needed to be taken in order to overcome these issues. Next, I conducted the action that I had planned in order to solve the issues and collected the data. After that, I analysed the data and reflected whether the action method that I carried out was able to overcome the problems. 5.1.2Action Method

Hence, in order to carry out this action research, the method that I focused on is about card game. I came out with a card game as my action method and conducted in my reading lessons. The game was called Tricky Guess Card Game. This game was based on Kims game but I had improvised it according to my research focus and objectives. Besides, the English proficiency level of the pupils also was taken into account when I adapted the game. Oxford vocabulary (2010) defined the word Tricky as a set of task, problem or situation that required care and skills due to its difficulty or awkwardness while the word Guess brought up the meaning of estimation or suppose about something without sufficient information to be sure of being correct. Hence, inspired by its meaning, I named this game by combining the two words which was Tricky Guess to explain about how the game was about. Besides, the words Tricky Guess presented the characteristics of the game and what the pupils should do when playing the game. This game was conducted into six groups. Each group consisted of five pupils with mix abilities, advance, intermediate, and low level. Every group would have at least one advance learner in order to help other group members who had low achievement when playing the game. Before the game was started, I emphasised the role of every member in the group. In order for them to win game, they needed to co-operate and helped each other so that the game could be conducted smoothly. Furthermore, by conducting task in mixed abilities groups able to encourage co-operation and participation between the pupils. According to Evans (2013), the purpose of setting up mixed abilities group to increase interaction across students with different abilities.As the main goal of this study, the game persuaded pupils interest to utilise vocabulary in the right context. The first step in this game, each group was given a set of cards which consists of eight to ten cards per group. Group leader rearranged the cards on the table without showing the content of the cards to their group members. Then, the pupils took turns to own the card. They needed to read and identify the sentence on the cards whether its context was correct or wrong. If the card was correct, the pupils needed to keep the card but if they took the wrong card, they needed to put the card back to its original position and the next pupil would choose another card. The first group who were able to collect all the correct cards would be the winner.Figure 5.2: Steps how to play Tricky Guess Card Game

During the lesson, I had implemented my action plan in practice stage. I chose to conduct the game in practice stage because usually, in the lesson, teachers conducted games had planned the lesson according to the stage above:Figure 5.3: Briefly explanation on the stage in implementation the action plan

5.1.3 Schedule

In order to implement the action plan, I conducted two lessons for each topic. The first lesson which was lesson A was the lesson that I carried out using traditional method without applying any effective approaches. The second lesson which was Lesson B, I conducted my action method and collected the data. The lesson was an hour and time needed to conduct the action plan was about 15 minutes and less. Figure 5.2 shows the allocation of topics to be taught in each of the lessons. Figure 5.4: Allocation of the topic for the lessons

Table 5.1 shows the list of words that being used in this research. Table 5.1: List of words that was highlighted in the gameTopicWords

Unit 4- People Around Usa) Football playerb) Tailorc) Zookeeperd) Farmere) Engineerf) Fire fighter

Unit 5- Having Funa) Kiteb) Spinning topc) Tennisd) Hopscotche) Hide and seekf) Netball

All the words that being listed in Table 5.1 was taken based on two topics in Year Three English syllabus which are Unit 4; People Around Us and Unit 5; Having Fun. In every topic, six main concrete words would be highlighted based on the topics. The list of words also was given to me by the English teacher of that class. She assigned me to use the six words in my lesson and at the end of every topic, all pupils needed to understand the meaning at least four out of the six words and use them correctly. 5.1.4LessonIn this research, implementation of action plan was very important in order to increase the effectiveness of the game in increasing pupils interest in learning and utilising the vocabulary in the lesson. There were two lessons was conducted as being mentioned in Action Plan section, which were lesson A and B. Table 5.2 and Table 5.3 show the lesson plans that were conducted before and during the implementation of the game. Table 5.2: Lesson plan for Lesson AStageProcedure

Set Induction1. Teacher recalled pupils prior knowledge about the previous Lesson.

Presentation1. Teacher pasted pictures on the whiteboard and asked pupils to name the words that described the pictures.Eg:a) football playerb) farmer2. Teacher wrote the words under the pictures.3. Teacher wrote example of sentences for each word.

Practice1. Teacher read the words and sentences. Then, pupils followed after teacher.2. Teacher asked pupils to read the words as a class, in groups and as individual.

Production1. Teacher asked the pupils to write the words in their exercise book.2. Then, teacher asked the pupils to construct the sentences from the words given.

Closure1. Teacher asked the pupils to spell and read the words that they just learn out loud.

Table 5.3: Lesson plan for Lesson BStageProcedure

Set Induction1. Teacher did spelling quiz with the pupils.

Presentation1. Teacher conducted Matching Card game. Teacher asked the pupils to sit in their groups and distributed two sets of cards; cards with pictures and cards with words.2. Teacher explained the steps of the game to the pupils and facilitated pupils achievement and participation during the activity. 3. Teacher discussed the answer with the pupils and determined which group had won the game.

Practice1. Teacher conducted Tricky Guess Card Game. In the same groups, the pupils were given another one set of cards which contain sentence in every card. 2. Teacher explained the steps of the game to the pupils and facilitated pupils achievement and participation during the activity. 3. Teacher discussed the answer with the pupils and determined which group had won the game.

Production1. Teacher distributed exercise sheet to every pupils.2. Teacher guided pupils in answering the questions.3. Teacher discussed the exercises with pupils.

Closure1. Teacher asked the pupils what they have learnt in the lesson..

The lesson A was conducted one time only which was in Unit 4; People Around Us and Lesson B was conducted in two topics; Unit 4; People Around Us and also Unit 5; Having Fun. I conducted Lesson A once in order to get some feedback from the pupils about the lesson during pre-interview session. Then, I compared it with the responses from post-interview session which was conducted after Lesson B.

5.2 Data Collection Method

For this research, I used three data sources:5.2.1Interview

I chose interview as one of my sources of data in order to identify the thoughts and opinions of the pupils in the class. I found that this method was suitable to get the data on the interest of the pupils because from the answer given by the pupils, I could identify whether the interest of the pupils to utilise vocabulary had increase after they played Tricky Guess Card game in the lesson. I chose three pupils to be the respondents of the interview, two of them were males and one of them was female which every pupil represented their achievement level; high achiever, intermediate, and low performance pupils. Due to time constraint, I conducted group interviews so that I would be able to manage the time and able to get the data immediately.I conducted two interviews with the respondents before I implemented my action method (pre-interview) and after I implemented the method (post-interview). For both interviews, I used the same respondents so that the data would be more valid and I could compare their responses before and after the interview. Each interview was conducted around 8 to 15 minutes. Approximate time given to each respondent was about three to five minutes to respond towards the questions. Therefore, the time taken for each interview was quite long due to the discussions were carried out in group. Thus, in order to get equal responses from each respondent, more time was needed. The style of interview that I chose when conducting this method was semi-structure interview. Before I conducted the interview, I had prepared a set of questions as a guide when conducting the interview. Then, as the discussion was on going, I added more questions that were related to their interest to learn and utilise the vocabulary so that I wasable to get in depth information about the topic that we discussed on.

5.2.2Observation

In order to apply observation method, I had conducted my action method when teaching reading and vocabulary lessons to my pupils. As I conducted the lesson, I had prepared an observation checklist to get the data. The questions stated in the observations checklist were specific and focused on during the lessons conducted. Therefore, based on my research objectives, the aspects that I wanted to highlight in this research was the effectiveness of my action method which is the Tricky Guess card game in enhancing pupils interest to utilise the vocabulary. The questions that I prepared in the observation checklist helped me to identify whether the game was implemented effectively or vice versa. Besides, I consulted my supervisor about the criteria that were needed in the checklist so that the data that I collected could answer my research questions. As I conducted my action method in two lessons, I recorded the lessons that I conducted when I applied the intervention and after the lesson and took some photos as to document it when the pupils played the game. In order to avoid bias, I asked my supervisor teacher and my friend to assess and fill up the observation checklist according to the aspect that I wanted to focus on.

5.2.3Survey

In order to get the feedback from the pupils about Tricky Guess Card Game that I had implemented during the lesson, I distributed survey questions to identify whether the game was effective in increasing their interest to learn vocabulary in English lessons. Before I implemented the action method in my lesson, I conducted an initial survey in order to investigate about their experiences in learning English in previous lessons, the activity that they used to do when learning vocabulary, and also what activities that they preferred when learning vocabulary. I conducted the survey in the form of open- ended discussion as I asked some questions regarding the topics to all pupils in the class. I took around 10 to 15 minutes to conduct the discussion with the pupils. Then, after I conducted the action method in my lessons, I distributed a set of survey questions for the pupils. There were eight questions that needed to be answered by the pupils according to what they experience and their own opinion about the Tricky Guess Card Game. These questions helped me in identifying pupils views about the action method.

5.3 Ethical Consideration

Koshy (2005) stated that ethical concern is one of the important aspects that every researcher need to follow and carried out when conducting action research because of the small- scale nature of projects located within the working situations of the researches. Hence, there were a few ethical concerns that I had taken as I conducted this research.5.3.1Permission

Before conducting any research in school, permission from the school administrators and the research participants was very important. Concerning to this, I had asked permission from the school headmaster to conduct my action research with the Year 3 pupils in that school. I also asked permission from their class teacher and my supervisor teacher who taught English in that class and explained to them about the activities that I would do with the pupils in order to complete my action research. As I implemented the action plan, I always obtained the permission from my research participants every time I conducted any activity that was related to the research. I informed the pupils about the research that I would conduct and asked whether they were able to give their co-operation towards the research. I would not force any pupils who were uninterested to involve with my research and fortunately, all pupils were willing to give their co-operation to me.

5.3.2Confidentiality

Confidentiality is one of the most important aspects that every researchers need to be taken into account on in order to protect the identities of the participants in the research. Therefore, in this research, I used pseudo name for every participants that took part in this research. As I conducted the interviews with three respondents, I chose to use Respondent 1, 2, and 3 as the pseudo name for the pupils whom I had picked for the interview. For this research purpose, the name and the place of the school also confidential due to protect the privacy of the school.

5.3.2Explanation

It is important for the researcher to explain the aim and the objectives of the research to anyone who participated in this research. Therefore, before I conducted the research in the school, I gave some explanation to the school administrators as well as other teachers regarding the research that I wanted to conduct with the Year Three pupils so that they were aware to it. Besides that, I also explained briefly about the activities and the plan that I would conduct with them so that they were able to give co-operation and understand the intention of every activity that I carried out with them that was associated with the research.

CHAPTER 6ANALYSIS AND INTERPRETATION

In this research, qualitative and quantitative data collection methods had been applied in collecting the data. In this chapter, I will explain about the analysis and the interpretation of every data that I have gathered from three different sources which were interview, survey, and observation. The first part of this chapter is about the data analysis of the methods that I have used in collecting the data. Then, proceed with the elucidation and the explanation of the data.

6.1 ANALYSIS OF QUALITATIVE DATA

In this study, I used two types of qualitative data collection methods which were interviews and observations.6.1.1Interview

Interviews were carried out in order to identify the views, opinions, and thoughts of the pupils regarding the effectiveness of Tricky Guess Card game in stimulating their interest in learning the vocabulary which had been implemented during reading lessons. Besides, the aim on these interviews were to help me to answer my research question in greater depth as interview is one of the methods that can provide effective qualitative data to the researchers. These interviews were conducted with three respondents which were Respondent 1 (R1), 2 (R2), and 3 (R3). They were chosen based on their performance level in the class. Respondent 1 represented the pupils from advance group, Respondent 2 from the intermediate pupils in the class, and Respondent 3 is a slow leaner and has low proficiency in English. The interviews were conducted in groups due to time constrain. Besides, the maturity levels of the respondents were low and it would be difficult for me to gain the efficient responses from the respondents if I conducted individual interview with them. Both interviews; pre and post interviews were conducted about 8 to 15 minutes and one respondent was given around five minutes to respond to the questions. Both interviews were conducted in Malay Language due to the English fluency level of the respondents was very low. Thus, in order for them to respond to the questions well, I decided to conduct the interviews using their mother tongue so that they would be able to elaborate more about their opinions, thoughts, and experience. a) Analysis and InterpretationThe interviews were conducted in two sessions; pre and post interview. Pre-interview was conducted before Tricky Guess Card game was implemented in the lesson right after I conducted Lesson A for Topic Two; Having Fun. Then, in the following lesson, after the action method was implemented in the classroom, the post- interview was conducted with the same respondents. Thus, interview analysis presented based on the theme that was related to interview questions administered to the respondents. i) Pre-interview analysisIn pre- interview sessions, there were around six questions that would be asked to the respondents related to the interest and the motivation of the respondents. Questions 1, 3, 4, and 5 were being asked based on the pupils interest during the lesson. The questions were asked in order to identify whether the pupils enjoyed and were interested to utilise vocabulary using the traditional methods that I applied when conducting Lesson A. Question 1 and 3 highlighted the interest of the respondents in to learn English during the lesson. Based on the responses given by the respondents based on questions 1 and 3, I predicted that generally, most of the respondents liked to learn English and enjoyed the lesson despite using traditional approach in conducting the lesson. The following are based on responses given by the respondents. Question 1: Kamu semua suka tak belajar bahasa Inggeris?Kalau suka beritahu teacher kenapa.(Do you like to learn English? Why?) R1: suka! Sebab seronok.(I like to learn English because it is fun.)R2: Suka juga sebab ade game.(Yes. Because it has enjoyable games.)Question 3: Tadi awak semua suka tak teacher ajar?(Do you like my lesson just now?)R1: Suka!(Yes, I like it.)R2: Sama suka jugak(I also like it.)However, Respondent 3 who is in low proficiency group felt that English was a difficult subject. Some of the respondents found that the lesson was quit boring and they were not really interested to learn and participate especially when Lesson A was conducted.Question 3: Tadi awak semua suka tak teacher ajar?(Do you like my lesson just now?)R 3: Boring sikit la teacher(A little bit boring.) It was supported with the responses given by respondents towards questions 4 and 5:Question 4: Kenapa awak bosan masa teacher ajar tadi? Sorang sorang bagitahu teacher kenapa.( Do you fell bored with the lesson just now? Why did you feel so?)R3: Tadi asyik teacher je yang cakap(Teacher talks a lot!)R2: Saya ada la rasa boring sikit masa teacher ajar tapi bile da last-last tu saya dah tak boring da(Sometime. When teacher talk about the pictures I feel quite bored but not all the time.)Question 5:Awak suka tak teacher cakap banyak dalam kelas? (Do you not like teacher to talk a lot in class?)R1: Tak suka! (No. I dont like it.)

Questions 2 were asked based on the motivation aspects of the respondents in utilising vocabulary using traditional approaches. The respondents expressed that sometimes they had difficulty in memorising the vocabulary that they had learnt. Question 2: Awak ada rasa susah tak nak ingat ke nak belajar perkataan English?(Do you have any difficulty to learn or memorise the words in English?)R1: Takdalah susah tapi kalau teacher ajar perkataan banyak sangat susah sikit la nak ingat. (Not really but sometimes when the words are too many, it will be a little bit difficult.)R2: Tak.( Not difficult)R3: kadang-kadang susah(I feel difficult sometimes.)However, I found that they would learn better if the activities were conducted in fun ways regarding on the responses given by respondents towards the question 6.

Question 6: Kalau teacher ajar game kan awak suka tak?awak ada rasa boring tak? ( Will you like or enjoy English lesson if I conduct language games during the class? Will you feel bored if we play games?)R1:Suka!. Tak rasa boring(Yes. I wont feel bored. )R2: Suka! Sebab ada game. (Yes. Because it has games.)R3:Saya pun suka jugak sebab saya suka main game.(No, I wont feel bored. I like game)Table 6.1 which shows the summary of the pre-interview analysis..Table 6.1: Summary of pre-interview analysis

ThemesInterview texts

Interest

R1: I like to learn English because it is fun. R1: Yes, I like it.R3: A little bit boring.R2: Sometime. When teacher talk about the pictures I feel quite bored but not all the time.R3: Teacher talks a lot!R 1: No. I dont like it.R3: Its interesting and fun.

Motivation

R2: Yes. Because it has game. R3: Not really because English is difficult.R3: I feel difficult sometimes.R1: Not really but sometimes when the words are too many, it will be a bit difficult.R2: I wont feel bored.R1: It will be interesting and fun.R2: There will be an enjoymentR3: No, I wont feel bored. I like game

Pre- interview gave me a rigid data on pupils needs in the lessons. I found that all the respondents demanded to learn English in fun and joyful way so that they would be able to engage with the lesson better especially for low performance pupils. This statement is supported based on the response from Respondents 3. She stated that the lesson which I conducted using traditional approach was boring and uninteresting due to I talked a lot during the lesson without giving much chances for the pupils to express their thought. The following is an answer that she gave for this question. Question: Kenapa awak bosan masa teacher ajar tadi? Sorang sorang bagitahu teacher kenapa.(Do you fell bored with the lesson just now? Why did you feel so?)R 3: Tadi asyik teacher je yang cakap(Teacher talks a lot!)However, Respondent 1 and 2 who were advance and intermediate learners gave opposite reaction from Respondent 3. The pupils liked the lesson even though the lesson was conducted without any fun element. Both of them stated that they enjoyed my lesson very much based on the following question:Question: Tadi awak semua suka tak teacher ajar?Do you like my lesson just now?R 1: Suka!(Yes, I like it.)

R 2: Saya pun suka.(I also like it.) Thus, from the answer given by Respondent 1 and 2, I found that the pupils enjoyed the lesson because they liked and were interested to learn English. Thus, they had intrinsic motivation and passion in learning and utilising the language in any approaches was applied by the English teacher during the lesson. Question: Apa subjek kegemaran awak? (What is your favourite subject?) R 1: English. (English) Question: Okay, kenapa awak suka belajar English? (Okay, Do you like to learn English? Why?)R1:Sebab seronok. (I like to learn English because it is fun.)R 2: Suka. Sebab ada game.(Yes. Because it has games.)Based on the responses, Respondent 3 felt the lesson was boring because she needed some extrinsic motivation to push her interest to learn English. Referring to Respondent 3 answers, she stated that she was struggling to learn English as she found that English was a difficult subject.Question: Kenapa awak suka belajar English? (Do you like to learn English? Why?)R 3: Tak suka sebab susah.(Not really because English is difficult.)Based on the responses, it could be assumed that respondent 3 needed fun and interesting lesson in order to generate her interest to utilise the vocabulary and participate well in the English lesson.The result of the pre-interview may be explained that by the facts that the approaches and the activities that were conducted by the teachers influence pupils interest to utilise the vocabulary and participation of the pupils during the lesson. ii) Post- Interview AnalysisIn post-interview session, there were 16 questions that being posed to get the respondents opinion about Tricky Guess Card Game which was implemented during Lesson B. The interview analysis presented based theme that related to interview questions administered to the respondents. As the interview went on using semi-structure techniques, the questions given were not really followed the topics accordingly. Thus, based on the transcription of the post interview, questions 1, 3, 5, 6, 10, 15, and 16 were related to the interest of the pupils to learn vocabulary when they played Tricky Guess Card Game during the lesson. From those questions , it depicts whether the respondents were interested to play the game. Therefore, from the responses of the respondent, I found that they liked and enjoyed playing the game.Question 3: Kalau game yang nombor tu macam mana plak?Awak suka tak main?(How about the second game? Tricky Guess Card Game? Did you enjoy the game?)R 1:Suka!(Yes!)R2: Mula-mula seronok pastu diorang asik nak gaduh je saya malas da nak main teacher. (I enjoy the game but when our group fights then I dont feel good.)R3: Seronok tapi saya suka game yang satu lagi.(I enjoy the game but I prefer matching game.)Question 6: Kenapa awak suka main game Tricky Guess tu?Why do you like to play Tricky Guess Card Game?R1: Sebab mencabar minda(Because it challenges my mind.)R2: Seronok(I like it because it was fun.)

R3: Suka tapi game tu susah nak main(I like it but the game is difficult to play.) From their responses, it could be assumed that most of the respondents prefer to utilise the vocabulary in the fun way. Thus, based on the interview, I found that all the respondents liked to play game during English lesson and I realised that the respondents participated more actively when they played the game.In the aspects of motivation, I could deduce that most of the respondents were more motivated to play the game when their group was able to co-operate well without getting any conflict among them. Based on their responses, I could see that their intrinsic motivation affected when their group encounter with some arguments when they play the game. Question: Kalau game yang nombor tu macam mana plak?Awak suka tak main? (How about the second game? Tricky Guess Card Game? Did you enjoy the game?)R2: Mula-mula seronok pastu diorang asik nak gaduh je saya malas da nak main teacher.(I enjoy the game but when our group fights then I dont feel good.)Question: Bila group awak menang atau kalah, apa awak rasa? What do you feel when your group win or lose?R3: Saya rasa sedih sebab kitaorang tak menang.Sebab salah pilih kad.

(I feel sad when we do not get the first place because we have chosen wrong cards.)Based on the answers given by the respondents, the aspect of collaboration in playing the game was important in stimulating their interest to utilise vocabulary. I found that respondent would enjoy the game when their group members were able to co-operate well and played the game together without getting any arguments.Question: Awak rasa bila awak main permainan Tricky Guess ni awak ada rasa ta semakin minat nak bejar perkataan English?( Does this game increase your interest to learn English words?)R3: Ada sebab seronok main dengan group saya.(Yes because I can play with my group members.) Question: Awak tolong tak ahli group awak masa main tadi? Tolong bacakan ayat ke?tolong dieorng pilih kad yang betul ke? Ada tak?Did you help your group to choose the correct cards?R1: Ada! Masa saya, saya pilih kad yang betul pastu saya tolong Nabil pulak.(Yes! I choose the correct card and I help Nabil to choose the correct card.)Question: Awak suka main game ni dengan kawan-kawan ke sorng-sorang?Kenapa? (Do you like to play the game with your friends? Or do prefer to play it individually?Why?)R1: main dengan kawan. Sebab bila saya tak tahu ada kawan tolong. (Play with friends. When I do not know the answer, my friends will help me.)R3: Dengan kawan. Lagi seronok.(Play with friends. More fun.)The reason for this is not clear but it might be something to do with the characteristic and attitude of the pupils themselves when they were playing the game. Different personalities among the pupils might contribute towards the conflict that happened in certain groups. I found that some of the pupils did have domain qualities inside them. They tend to lead the group and also had strong personalities which sometimes brought unfavourable situation in the group.Table 6.2 below shows the summary of result for post-interview session. The data provided some positive feedback on the effectiveness of Tricky Guess Card Game in enhancing pupils interest in utilising the vocabulary

Table 6.2: Summary of post-interview analysis

ThemesInterview texts

Interest

R1: Yes, I had fun during the lesson.R2: I enjoyed the lesson.R2: I enjoy the game but when our group fights then I dont feel good.R3: I enjoy the game but I prefer matching game.R2: Because it challenges my mind.R1: I like it because it was fun.R2: Because it was fun!R3: I like it but the game is difficult to play. R1: Yes. I like game so I will remember the words in long period. R2: Yes because it was fun. R3: More fun.R1: Because its fun.R2: Because I like to play game.R3: Because its fun.

Motivation

Positive

R1: Our group got second place. I am happy because we win.

Negative

R2: I enjoy the game but when our group fights then I dont feel good.R2: My group got last place. I feel sad because they did not know which cards are wrongR2: I dont like when they were fighting. R3: I feel sad when we did not get first place because we choose wrong cards.

Collaboration

Positive

R1: Our group did not fight.R3: Yes because I can play with my group members. R3: Yes. My group members help me to read the sentence and choose the correct cards. R1: Play with friendsR3: When I did not know the answer, my friends will help me.R2: I dont like when they were fighting.

Negative

R3: Our group fight a bit when Juni choose the wrong card.R2: Play individually.

Overall results from pre and post interviews impart some dissimilarity especially on the pupils views about both of the lessons; Lesson A and B. Therefore, it seems impossible that the results from pre and post interviews were affected from the action method that was implemented in this study. 6.1.2ObservationObservation was conducted as I implemented the Tricky Guess Card Game during reading lesson. The focus of the observation was to identify the effectiveness of the action method in various aspects and also to analyse the implementation of the action method whether it was suitable to be practice in the lesson in stimulating the interest of Year Three pupils in learning and utilising vocabulary.Therefore, there were two observations that were conducted for this research. As the observations were conducted, a checklist was provided to the every observer in order to rate the effectiveness of the Tricky Guess Card Game in in different aspect and perspective; content, learners, teachers and curriculum aspects. Hence, based on the checklist, there were a few aspects that were assessed by the observer in order to analyse the suitability of the action method as the activities that can attract pupils attention and interest to learn vocabulary in reading lesson. In order to avoid any biasness, two different observers were employed to analyse and fulfil the checklist on what they could see and interpreted about the effectiveness of the game. Before the lesson was conducted, two observers were given a short brief regarding their roles and how they needed to fulfil the checklist based on the questions listed. a) Analysis and findingBased on the data collected from two observations, both observers agreed that the game was in accordance to according to the content of the lesson and therefore achieved the objective of the lesson. Throughout the whole observation data, I found that there were some behaviour changes after the action method was implemented which could be categorised into three aspects which are the content, learners, and also teachers. Based on the aspect of content, the observers stated that the game was effective to be implemented during practice stage due to the enjoyment of the pupils when they played the game and the game did not require much time to play. From the aspect of the learner, I could interpret that the game suited with the pupils level and most of the pupils actively participated with the game. Both observers agreed that the role of the teacher in implemented the action method in the lesson was important as they stated that teacher was able to facilitate pupils performance while playing the game. The last aspect that was highlighted in the observation was the curriculum aspect. From the aspect of curriculum, I was able to interpret that both observers come to an agreement that Tricky Guess Card Game was able to fulfil the curriculum requirement as well as curriculum syllabus. Table 6.3 shows summary of the analysis of the behaviour that changed at the end of the action.Table 6.3: The behaviour that changed at the end of the action

Criteria

Pupils 1. Pupils enjoyed the lesson.2. Pupils able to identify the correct vocabulary in the right context.3. Pupils actively participated in the lesson.4. Pupils able to work together as a group.

Content:

1. Lesson became more interesting.2. Teacher able to apply varieties teaching methods during the lesson

Teacher:

1. Teacher able to develop effective teaching and learning environment during the lesson.

6.2ANALYSIS OF QUANTITATIVE DATA

In this research, I used survey as one type of quantitative data collection method. 6.2.1 Survey

Survey was conducted in order to get the feedback of the pupils about the action plan that was implemented during the reading lessons. Every pupil in the class took part in the survey. There were two types of survey that I had conducted with the pupils. The first survey was the initial survey in order to get some ideas about pupils problems and interest in learning English. This survey was also very important where it helped me in planning the actions that needed to be taken and also to identify whether the problem of the pupils suited with my research concern. I conducted the initial survey in the form of open-ended discussion where I threw some questions that related to pupils interest and difficulties in learning English. From the answers that were given by the pupils, I was able to identify that the pupils preferred to learn English in fun and enjoyable environment. The pupils liked to play games and they wanted the teacher to conduct language games as many as possible especially during English lesson. The second survey which I conducted with the pupils was after I implemented the action method. I distributed one survey form for every pupil in order to acquire every pupils opinions regarding the game. In the survey form, there were eight items that the pupils had to respond to. To answer the survey items, the pupils needed to tick on Yes or No column based on the game. As the survey went on, I assisted the pupils to answer every item in the survey form. I provided Malay translation for every item so that the pupils were able to understand the items well. a) Analysis and findingBased on the survey questions, the results of the data were presented in the form of table and graph. Table 6.4: Survey result

Items

YesPercentageNoPercentage

1Do you like English?

3010000

2Do you like to play games during English lesson?

2893.3

26.7

3Do you like to play Tricky Guess Card Game?2583.3516.7

4Do you think Tricky Guess Card Game is interesting to play?

2376.7723.3

5Is your interest to learn vocabulary increase after you play Tricky Guess Card Game?

2996.713.3

6Is your vocabulary increase after you play Tricky Guess Card Game?2480.0620.0

7Are you having fun playing Tricky Guess Card with your friends?

2066.71033.3

8Do you want to play Tricky Guess Card Game in the future?

2066.71033.3

Based on Table 6.4, the result of the survey show that all the pupils in the class liked to learn English and most of them preferred to play games during English lesson. It point that up to 83.3 % of the pupils liked to play Tricky Guess Card Game and felt that the game was interesting to play. Due to the interest of the pupils in utilising vocabulary through Tricky Guess Card Game which was highlighted in item number 5, it showed that 96.7 % of pupils agreed that the game stimulated their interest in learning vocabulary and only one pupil (3.3%) who did not agree with the statement. About 20 pupils who represented 66.7 % of them found that the game was interesting and wanted to play it in the future. Therefore, based on the analysis of the result of the survey, it interpreted that most of the pupils in the class preferred to play the game as one of the activities in acquiring vocabulary. With the high number of pupils who found that Tricky Guess Card Game able to fulfil their requirement for utilising the vocabulary, it determine the effectiveness of the game in enhancing pupils interest. Therefore, the figure 6.1 and 6.2 below show the total results and the percentage of the survey.

Figure 6.1: Analysis of total result of surveyFigure 6.2: Analysis of percentage of the survey

Graphs in figure 6.1 and 6.2 explained the responses that given by all pupils in the classroom towards the interest and the operational of the action method in the lesson. However, it is apparent from these tables, 7 out of 30 pupils found that Tricky Guess Card Game unable to attract their interest in utilising the vocabulary that they had learnt before. The reason of this result was not clear but it might be something to do with the proficiency level of the pupils itself where I found that some of the slow learners struggled when playing the game. It might be difficult for them to understand the meaning of the sentence in the cards due to lack of vocabulary. Thus, it could be one of the factors that affected their interest towards the game. Based on the overall result of the survey, it shows that Tricky Guess Card Game provided positive reinforcement in enhancing pupils interest to utilise vocabulary. It encouraged positive attitude and development of pupils where pupils became more actively participated and learnt to collaborate during the lessons.

CHAPTER 7FINDINGS

In this chapter, I will explain about the finding of this research in order to answer the research questions.

7.1 FindingsIn order to answer the first research question which is Does Tricky Guess card game able to enhance pupils interest in learning vocabulary? there were several data that could provide some elucidation to answer this question. The data given from pre and post interviews showed positive feedback towards the effectiveness of Tricky Guess Card Game. From aspect of stimulating pupils interest, I found that all respondents agreed that Tricky Guess Card Game enhanced their interest in utilising vocabulary. It helped pupils in bursting their motivation to learn and embarked their interest in utilising the vocabulary. Following questions show that interest of pupils to learn the vocabulary upsurge during the reading lesson. Question: Awak rasa bila awak main permainan Tricky Guess ni awak da rasa tak semakin minat nak bejar perkataan English? (Does this game increase your interest to learn English words?)Answer:R 1:Aah.Nanti saya boleh ingat perkataan tu lama. (Yes. I like game so I will remember the words in long period.)R 2: Ada sebab seronok.(Yes because it was fun.)R 3: Ada sebab seronok main dengan group saya.(Yes because I can play with my group members.) The observation data supported the statement from the respondents in the interview where Tricky Guess Card game helped to enhance their interest in utilising vocabulary. Both observers agreed that the game was able to create fun and joyful learning environment in the lesson. It could be seen from the change of pupils behaviour at the end of action method. I could see that the pupils actively participated in the activity and able to work together as a group. Besides, the survey also prove that the game able to boost their participation and interest in utilising the vocabulary during the lesson. Based on the result of the survey, 29 pupils (96.7 %) agreed that the Tricky Guess Card Game able to enhance their interest and 24 pupils (80.0 %) admitted that their vocabulary level increased when they played the game. Thus, from the explanation above, it proved that Tricky Guess Card Game able to enhance Year 3 pupils interest in utilising the vocabulary.The second research question discussed about how Tricky Guess card game enhanced pupils interest in learning vocabulary in ESL classroom. Therefore, the results of this study indicated two main aspects that affected the increasing of pupils interest the in utilising the vocabulary. The first aspect that marked their interest was collaboration. From the analysis of the data, collaboration and co-operation among the group members played importance role to embark interest inside pupils. The responses given from the pupils showed that any argument that happened when the action method was implemented totally influenced their motivation and excitement to participate in the activity. One of the respondents expressed their belief that conflict that happened between his group members demotivated him from enjoying the game .Question: Kalau game yang nombor tu macam mana plak?Awak suka tak main? (How about the second game? Tricky Guess Card Game? Did you enjoy the game?)R 2: Mula-mula seronok pastu diorang asik nak gaduh je saya malas da nak main teacher.(I enjoy the game but when our group fight then I dont feel good.)Questions: Awak suka main game ni dengan kawan-kawan ke sorang- sorang?Kenapa?(Do you like to play the game with your friends? Or do prefer to play it individually? Why?)Respondent 2: Sorang-sorang. Dieorang asyik nak gaduh. Tak best.Play individuallyI dont like when they were fighting.By referring to the survey data, there were 10 pupils (33.3%) who did not enjoy playing the game with their friends. It could be due to miscommunication or different personalities among the group members that lead to the misunderstanding between them. Therefore, collaboration and co-operation among the group members were very important so that they could play the game without feeling stress or uncomfortable.Fun and joyful element in the game was the second aspect which I found very significant to enhance pupils interest in utilising vocabulary in ESL classroom. Based on the overall data from three different sources, it stated that Tricky Guess Card game required fun and joyful learning that made the pupils excited to participate in the activity. The feedback from the post-interview session showed that the action method generated respondents motivation to take part in the lessons due to fun and joyful element inside the game, Question: Kalau game yang nombor tu macam mana plak?Awak suka tak main? (How about the second game? Tricky Guess Card Game? Did you enjoy the game?) Answer: R1: Sebab mencabar minda(Because it challenges my mind.)R2: Seronok(I like it because it was fun.)Question: Awak rasa bila awak main permainan Tricky Guess ni awak da rasa tak semakin minat nak bejar perkataan English? (Does this game increase your interest to learn English words?)R 2: Sebab seronok (Yes because it was fun.)Based on the statements from the respondents, I believe that implementation of the game in the lesson in order to enhance pupils vocabulary utilisation gave positive result towards pupils participations and attitudes in the class.Hence, the result of this study indicated Tricky Guess Card game able to enhance Year 3 pupils interest in utilising vocabulary in ESL classroom. From explanation and the triangulation data that was presented above provide strong evidence that support the effectiveness of the action method in generating pupils interest in utilising vocabulary and encouraged them in engaging to the lessons.

CHAPTER 8SUGGESTION FOR FURTHER RESEARCH

In this chapter, I will describe about the limitation of this study with some explanation about the evaluation on the action taken. The suggestion of the further research will be elucidate at the end of the chapter.

8.1Limitation of StudiesIt has to be acknowledging that this study had several limitations. One of the limitations was the time constraint. Due to lack of time in school, I was unable to conduct many lessons to implement the game. Therefore, I did not have much time to collect more data that could give me more rigid evidences towards the effectiveness of the Tricky Guess Card Game in enhancing pupils interest in utilising the vocabulary. Based on the overall result from this research, I found that Tricky Guess card Game was a suitable vocabulary game that helped in enhancing my pupils interest in utilising vocabulary during English lessons. However, this result would not be the same with other pupils in different schools who had different learning style and background. The other limitation of this research was in the aspect of pupils proficiency level. I could not claim that pupils proficiency level in utilising the vocabulary would increase because this study was focusing on enhancing pupils interest and motivated them to actively engage in the activity. 8.2Evaluation on the action taken

Based on the actions taken in this research, I found that the implementation of the action method was well conducted and received positive responses from many parties, not only from the Year Three pupils but teachers and school administrators also gave good feedback about this research. When this research was conducted, the pupils gave fully co-operation as they participated actively during the lessons. Even though some of the pupils were having diffucult time to deal with their group members, they still enjoying the game. I could see that pupils more encouraged participating in the lessons. Besides from time to time, it helped pupils to change their mind-set about English subject. Nevertheless, I realised that my classroom management was quite poor. I could not really control the pupils behaviour well. I admit that not all pupils gave their fully attention during the lesson. This might be happened due to lack of experience and not really prepared for the lesson.

8.3 Suggestion based on the evaluation of action taken

Further research should be done in order to improve the quality of the action method and the research procedures. Hence, for this research, there are several improvements can be done. First, the steps of the Tricky Guess Card Game can be improvise so that it can give more challenges to the pupils and able to stimulate higher order thinking skill (HOTS) among the pupils. I realise that the game was not really encouraged pupils to think critically about the vocabulary that they had learnt. I believe if the pupils able to use and apply their thinking skills in solving the game, they will enjoy and feel more excited to play the game. In this research, I found that it is important to improve pupils collaboration among the group members in order to increase the effectiveness of the action method. Thus, in the next cycle, I will provide more encouragement and reinforcement among the pupils to improve their communication and social skill with their colleagues. I believe it is my role to assist the pupils movement in the class so that they can play the game without facing any problem and the action method can be done smoothly. Thus, before the game start, it is important for me to raise concern among the pupils to work together as group and encourage them to have good communication among the group members in order to avoid any internal conflict in the group itself. As the action method being implemented, I will always highlight the value of togetherness and co-operation among the pupils. I believe that by providing support to the pupils, it will increase their competitiveness in positive way.

CHAPTER 9CONCLUSION

9.1 ConclusionThis study aimed at enhancing Year 3 pupils interest in utilising vocabulary using Tricky Guess card game in ESL classroom in order to increase pupils English language learning. Generally speaking, the basic objectives of this research study were achieved. According to the research finding in the chapter 7, I conclude that using Tricky Guess Card Game able to enhance Year 3 pupils in utilising vocabulary in ESL classroom. Based on the data that was collected using the three main data sources, which interview, observation, and survey, it provided evidences and explanation in answering all research questions. After the implementation of the game, majority of pupils in the class were able to participate well especially during vocabulary lesson. They became more active and showed interest to learn and took part in the lesson. Therefore, to certain extant, Tricky Guess Card Game might help in enhancing Year 3 pupils interest in utilising vocabulary in ESL classroom.

TABLE OF CONTENT

PageENDORSEMENT BY SUPERVISORiiDECLARATIONiiiDEDICATIONivACKNOWLEDGEMENTSvABSTRACTviABSTRAKviiTABLE OF CONTENTSLIST OF TABLESLIST OF FIGURESLIST OF APPENDICES

CHAPTER 1 INTRODUCTION11.1 The Context Of The Research11.2 Reflection of Past Teaching Experiences4

CHAPTER 2 ISSUE OF CONCERN7 2.1Problem Statement7 2.2.Focus of investigation10 2.3Review of literature related to research focus13

CHAPTER 3 RESEARCH OBJECTIVES & RESEARCH QUESTIONS143.1 Research Objectives143.2 Research Questions14

CHAPTER 4 RESEARCH PARTICIPANTS154.0 TARGET GROUP15

CHAPTER 5 RESEARCH METHODOLOGY17 5.1 Implementation of Action17 5.2 Data Collection Method245.2.1Interview245.2.2Observation255.2.3Survey26 5.3 Ethical Consideration27

CHAPTER 6 ANALYSIS AND INTERPRETATION30 6.1 ANALYSIS OF QUALITATIVE DATA306.1.1Interview306.1.2Observation43 6.2ANALYSIS OF QUANTITATIVE DATA456.2.1 Survey45

CHAPTER 7 FINDINGS 517.1 Findings51

CHAPTER 8 SUGGESTION FOR FURTHER RESEARCH568.1Limitation of Studies568.2Reflection on the action taken578.3 Suggestion based on the evaluation of action taken57

CHAPTER 9 CONCLUSION599.0 Conclusion59

REFERENCEAPPENDICES