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Figure 10. The students’ difficulties when taking part in games before and after experiment

Figure 10. The students’ difficulties when taking part in games before and after experiment

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Question 10. In your opinion, among the following solutions, which can be used

to improve the writing class?

In the last question, the researcher asked students to give their suggestion

to improve the writing class. Before experiment, most of students (75%) have no

idea about the solution but after the experiment, they are confident in giving

their own suggestions like: teacher should choose a game that involve “friendly”

competition or a game should give students a chance to learn, practice or review

specific language material.

To sum up, after conducting an experiment for the grade 10 th

students at Yen Khe high school, the researcher proved the effectiveness of the

suggested solutions. From the experimentation, the researcher shows that some

games attracted and motivated students a lot and especially, they help students

better in improving writing skill.

4.3. Discussion of the data from the interviews

4.3.1. The assessment of teachers about using games in writing lessons

(Question 1, 2, 3).

Question 1. Do you think that using games are useful for writing lessons?

When being asked this question, all of the teacher answered “Yes”. A

teacher said that “I know that games play an important role in English teaching

and it is very useful for me and others English teachers to organizing activities

in teaching”. They also recognized the importance of using games in teaching

writing skill.

When researcher applied games in teaching writing lessons, a teacher said

that she saw a big change in the students’ attitude towards the writing lessons.

“Through observing your teaching writing lessons, I found that games really

attract students in learning”, a teacher said. The two English trainee teachers

agreed with the great effect of using games in writing lessons.

Question 2. Are your students willing to join in the games organized in the

writing lessons?



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To answer this question, the one English trainee teacher said that “The

suitable way in organizing games surely makes students be willing to taking part

in the activities”. The researcher is aware of students’ difficulties when their

teachers conduct games in writing lessons so that she can avoid making this

problem in teaching writing skill. Another teacher said “There are still some

students do not want to taking part in, they maybe shy or the games could not be

appropriate with their level”. This is an item the researcher should pay attention

to when applying games in teaching writing class.

Question 3. What do you think about the writing lessons after the teacher used

games? Which games did your students like best?

All of the teachers who involved in the research have positive attitudes

towards the result of the experiment. A teacher said that “The games are really

fun. It’s extremely important because they help activate students who may have

been inactive before, due to lack of interest”. Other English teachers states

“Through these games, students can learn a lot of new words or have a variety

of vocabulary to write”.

Beside, she also pointed out the weakness that “When organizing games, the

researcher should pay attention to the friendly atmosphere. Playing games in

the classroom should set a friendly and positive atmosphere”.

All of teachers said that their students are very interested in game Jumbled

Paragraph and they also like game The Missing Sentence very much.

4.3.2. The teachers’ difficulties when organizing games in writing lessons

Question 4. What were the difficulties you encountered when organizing games

in writing lessons?

The researcher finds that, each teacher has their own difficulties when

organizing games in writing lessons. A teacher says that she can not control the

class during the game organizing and make them continue paying attention to

the task after playing games. Another teacher points out her difficulties in giving

mark when organizing games, “students often debate to the other group, they

think that teacher is unequal”. She said “I believe that most kids cheat by

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copying homework, sharing answers and using copyrighted information without

citations, and sadly, they don’t feel it is wrong. Therefore, it is not beneath them

to cheat during a game.” This is also her difficulties when using games in

teaching English. In addition, a teacher shows her opinion that “It is challenging

for teacher to make all of students involved in the game.”

4.3.3. The teachers’ suggestion about using games in the writing lessons.

Question 5. What are your suggestions/recommendations about using the games

in writing lessons?

When being asked this question, all of the teachers are very enthusiastic to

give their suggestions. A teacher said that “When organizing games, teachers

should divide them into small group. It’s easier for teachers to control them”.

Other teacher said “Teacher should apply several of games to motivate students

in writing lessons. In addition, teacher should choose games carefully, do not

choose the games that are difficult for students to play”. The last teacher points

out an important suggestion that teacher should give all of students chance to

take part in the games. “Gradually they will be less shy and eager to play games

in writing lessons”.

In short, two teachers help the researcher find out more detailed

information about using games in teaching writing classes.



They are



appreciating the games which the researcher carried out in the experiment and

shows the positive changing in the students’ attitudes. They are also enthusiastic

on answering questions and give many useful suggestions like choose suitable

games, making all of the students involved in the lessons…

In this chapter, the researcher analyzed the data collected from the

experiment and discuss on the result of experiment. From two research methods,

qualitative method and quantitative method, the researcher found the

effectiveness of using games in writing lessons, especially, the change of

students’ attitude when applying three games in teaching writing classes.

PART C

CONCLUSION

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1. Major findings

The study has been completed to find out the current situation of using

games in writing lessons of grade 10 th students at Yen Khe high school by

finding out the students’ attitudes and feelings when working in the groups as

well as exploring the advantages and disadvantages of group work.

Firstly, after discussing the result of the experiment, the researcher finds

out the change of the students’ attitude towards using games in writing lessons.

Before the experiment, writing is difficult for most of the grade 10 th students at

Yen Khe high school and their interest in learning writing is very low. In

addition, they have no more chance to take part in games in writing lessons. But

after applying games in teaching writing, they pay more attention to writing

skill, especially they like taking part in games using in writing lessons.

Secondly, the researcher finds that using games in writing lessons gains

many benefits. Some games attracted and motivated students a lot and

especially, they help students better in improving writing skill. Using game is

effective for both students and teachers in learning and teaching English.

2. Suggestions

Firstly, teacher should choose suitable games to the students’ level

with clear objective and purpose. The game must have a clear learning

objective and purpose. It should be clear what the students are learning and

practicing in the activities and procedures of the game. Teacher should be sure to

explain all necessary procedures and rules clearly and slowly. Make sure

everyone is listening and understands. If necessary, ask the students to restate

them. With games that have been played before, ask the students to state the

rules and procedures prior to beginning game play.

Secondly, the teacher should assign students to teams. The grouping

may depend on many things but it should ultimately depend on the task the

students will be completing. Having fair teams depends on knowing the

students’ abilities and personalities fairly well. Try to separate the smartest or

best and also those that struggle the most so each team has a fair chance. This

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will also allow those that are struggling to learn from the ones who are more

secure and confident about what they have learned. Random grouping is not

recommended because often one group may have an unfair advantage

intellectually, or students will choose to work with their friends. Obviously, the

latter option does not usually promote much discourse about the language or

learning in general. Other students will try to pair up with the know-it-all and be

carried through the game.

Thirdly, teacher has to make sure that there are enough materials,

time, questions, etc. As an educator the unexpected always happens: an

assembly, absent students, uncontrolled class, extra or not enough time. It is the

facilitator’s job to make educated and well-thought out decisions on the spot.

Knowing how the game works helps making those decisions.

Fourthly, teacher should be consistent. If necessary, use a timer to make

sure that everyone has the same amount of time to answer. Do not start another

round if all the teams will not have a chance to go before class ends. Decide if

only the first answer will be accepted because sometimes students say things

incorrectly, realize it after they say it and then fix it.

Finally, in the process using games in teaching writing skill, the

teacher should pay attention to some note following:

Games must include everyone. This may be the hardest for the teacher to

achieve. When playing games for an extrinsic reward, the slower shier student

may withdraw not wanting to be resented by his teammates for “blowing the

game.” Smarter students with more outgoing personalities or confidence may be

regarded as the hero or the ringer.

Games can be noisy. You have to be strong enough to answer honestly

and make a strong case for using games as a learning tool or come up with a

quieter format for your game. One time during standardized testing week, the

students got a bit out of hand relieving some of their stress. Then games have

been a bit tamer, and better planned not to coincide with such important events.



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Cheating is a constant worry of most of teachers. Sadly, most students

cheat by copying homework, sharing answers and using copyrighted information

without citations, and sadly, they don’t feel it is wrong. Therefore, it is not

beneath them to cheat during a game. The researcher has seen open books and

notebooks, students giving answers to others, or a team strategizing to frame

another group. During physical games there may be pushing and other

potentially harmful acts. The teacher must have clear rules and consequences

for breaking those rules. If the rules are violated the consequences must be

enforced. That usually minimizes the cheating.

Competition can work positively as a motivator, as discussed previously,

or negatively. Winning should never be the focus or goal of the game or the

players. In some instances, the competitive edge of a student may take over and

cause hurtful things to be said.

Furthermore, games are supposed to be fun and by saying those things the

fun is being spoiled. It is also important to watch for intimidating or dominating

personality traits from some students.

3. Limitation of the study

The study gained some results in applying games using in teaching

writing lessons of grade 10th students at Yen Khe high school. However, the

paper is mainly based on the researcher knowledge, therefore, mistakes and

errors are inevitable. Moreover, the study was researched on small population

subject and short time. Besides, the questionnaires were not delivered to all

students in all classes of grade 10th at Yen Khe high school and the interview

was delivered for only 2 English trainee teachers. The researcher carried out

experimental teaching in only one class, which may lead to less reliability of the

effectiveness of the activities. Therefore, the data collected was not enough to

master and all the tests which the researcher designed should be improved in

order to be more valid and reliable.

4. Suggestions for further research



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Because of the limited time, knowledge, materials and little experience,

the study still remains some problems which need to solve in future study. More

possible games to improve and enhance students’ knowledge of writing skill can

arise from practice. Writing well is a good foundation for the students to

improve other skills as well as learning English better.



REFERENCES

52



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APPENDIX 1

Survey questionnaire for students (before and after experiment)

This survey questionnaire is designed for my study “A study on using

games in writing lessons of grade 10th students at Yen Khe high school – Phu

Tho province”. Your assistance in completing the following items is highly

appreciated. All the information provided by you is of great use and solely for

the study purpose. Thank you!

Please circle the answer where necessary.

Question 1. What do you think about writing skill?

A. Easy



B. Rather difficult



C. Difficult



D. Very difficult



Question 2. How do you like learning writing?

A. Very much



B. Much



C. Not much



D. Not at all



Question 3. Do your teachers often organize games in writing lessons?

A. Yes



B. No



Question 4. How often do you participate in the games when teachers use

games?

A. Never



B. Rarely



C. Sometimes



D. Often



Question 5. How did you feel about the games in writing lesson?

A. Very interesting



B. Interesting



C. Boring



D. No idea



Question 6. Among the following games, which games have you ever joined in/

heard about? (Choose more than one option)

A. Jumbled Paragraph

B. Pass Story

C. Other games that you know……………………………………………….

Question 7. How do you think about the lesson with games organized? (You can

choose more than one option).

A. Make students more interested in the writing lesson

B. Make the writing lesson more effective

C. Foster the whole class’s participation

D. Other opinion………………………………………………………….



Question 8. What do you think of using games in writing lesson? (You can

choose more than one option).

A. Time wasting

B. Noisy class

C. Relaxing only

D. Both relaxing and useful for learning

Question 9. In your opinion, what factors prevent students (you) from

participating in the games organized by teachers? (You can choose more than

one option)

A. These games are not suit to students’ level

B. The instruction is not clear

C. These games are not various

D. The class is very noisy

E. Your own factor:………………………………………………………….

Question 10. In your opinion, among the following solutions, which can be used

to make games organization more feasible in the writing class? (Choose more

than one option)

A. Teacher should organizing suitable games to students’ level

B. Teacher should giving instruction clearly

C. Teacher should organizing various of games

D. Teacher should keep controlled class

E. No idea

F. Your own solution:…………………………………………………………



Thank you very much for taking time to complete this

questionnaire!



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Figure 10. The students’ difficulties when taking part in games before and after experiment

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