THE USE OF PICTIONARY GAMES TO

IMPROVE VOCABULARY KNOWLEDGE

AMONG YEAR FIVE PUPILS
PRESENTER : SITI ATIQAH BINTI AZIZAN
GROUP : PISMP TESL SEMESTER 8
INTAKE: JANUARY 2014
ISSUE

Pupils have weak vocabulary

knowledge due to lack of interest in
learning English.

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THE NEEDS FOR IMPROVEMENT

Ministry of Education (2014), emphasised that

pupils need to acquire a substantial number of
words by the end of their primary schooling
years.
Failure to master high frequency words listed in
the syllabus will cause future problems.

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RESEARCH OBJECTIVES AND RESEARCH
QUESTIONS

Research Objectives
To find out if the Pictionary Games assist the pupils in
understanding the vocabulary .
To find out if Pictionary Games will increase pupils interest in
learning English.
Research Questions
Does the Pictionary Games helps the pupils to understand the
vocabulary they encounter in the textbook?
Does Pictionary Games increase the pupils interest to learn the
English?
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TARGET GROUP / PARTICIPANTS

6 pupils of Year 5 Mulia from SRK Stella Maris (M)

Generally, they are mixed proficiency pupils: lower
average English proficiency pupils to low English
proficiency pupils.
Chosen based on Pre-test marks:
Two top scorers.
Two average scorers.
Two low scorers.
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PLAN OF ACTIONS

Step 1: Step 6: Observation Step 7: Survey

Pre-test during intervention through likert scale
(24th April 2017) (14th August 2017) (14th August 2017)

Step 2: Trial run Step 5:

Step 8:
the game Implementation of
Implementation
intervention (1st August
(25th April 2017) of intervention
2017)

Step 3: Observation Step 4: Survey Step 7: Post test, final

before intervention through likert observation and final
scale (2nd May survey.(22nd August
( 2nd May 2017) 2017) 2017)

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DATA COLLECTION METHODS

Pre-test and post-test

Observation checklist

Survey (Likert scale)

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ANALYSIS AND INTERPRETATION OF DATA
(PRE-TEST AND POST-TEST)

All pupils showed improvement in their post test

result.
At least 8% of improvement was recorded in the
post-test compared to pre-test.
Mean of the score increase (from 56% to 77%)
which tells us that in overall, pupils showed
improvement in their vocabulary knowledge.

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ANALYSIS AND INTERPRETATION OF DATA
(LIKERT SCALE)

Before intervention, the Likert scale showed that the total

score of interest is only 63 out of 120 points.
During intervention, the score recorded a 7-points
increment as the total score for this phase is 70.
After intervention, the total score of interest has increased
dramatically from 73 points to 93 points

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ANALYSIS AND INTERPRETATION OF DATA
(OBSERVATION CHECKLIST)

Based on the observation, the researcher recorded the comparison

of pupils participation in the English lesson during the three phases
of interventions.
Before intervention, only two out of six pupils participated in the
lesson
During intervention, the numbers of active participants increase to
four out of six pupils.
Finally, the number of active participants is all six pupils after the
intervention.
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CONCLUSION

RQ1: Does the Pictionary Games helps the

pupils to understand the vocabulary they
encounter in the textbook?
The intervention was effective to help the
pupils to understand the vocabulary the
encounter in the textbook from the pre-test
and post-test result.

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CONCLUSION

RQ2: Does Pictionary Games increase the

pupils interest to learn English?
The action research found out that the
intervention has managed to increase pupils
interest in learning English through the survey
and observation checklist.

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REFLECTION AND IMPLICATIONS

Strengths Weakness
Intervention is simple and Need to adjust for use with
requires minimal resources to other pupils.
accomplish.
Practical within the allocated
timeframe and budget friendly.

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SUGGESTIONS FOR FURTHER RESEARCHES

Improve the game versatility.

Integrate the use of Information and
Technology (IT) to the game.
Increase time allocation for the intervention.
To make the game more challenging even for
the low-proficiency pupils.

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THANKS!

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REFERENCES

group-games.com (2017). Homemade Pictionary games. Retrieved from

http://www.group-games.com/ice-breakers/homemade-pictionary-game.html

Kementerian Pendidikan Malaysia (2014). Kurikulum Standard Sekolah rendah:

Dokumen Standard Kurikulum dan Pentaksiran Bahasa Inggeris SK Tahun Lima. Putrajaya:

Bahagian Pembangunan Kurikulum.

Lee, P. L & Siti Shakilah Nirmala Abdullah (2014). English Year Five: Sekolah Kebangsaan. Kuala

Lumpur: Dewan Bahasa dan Pustaka

Lim, E. S, Lee, P. L & Khor H. M. (2014) English Year Four: Sekolah Kebangsaan. Kuala Lumpur:

Dewan Bahasa dan Pustaka.

Wilson, M., & Sapsford, R. (2008). Asking questions. In R. Sapsford, & V. Jupp (Eds.),

Data collection and analysis (2nd ed., p. 121). London: Sage Publications Ltd.

Whitehead, J & McNiff, J. (2006). Action research: Living theory. London: Sage Publications Ltd. 16