CHAPTER ONE

1.0 PROBLEM AND ITS SETTING

1.1 INTRODUCTION
This chapter seeks to indicate the background of the study, statement of the problem, purpose of
the study, sub-problems, significance of the study, limitations and delimitations. All key terms
which are persistently used in this project are clearly defined and lastly, a brief summary of the
chapter.

1.2 BACKGROUND OF THE STUDY

During teaching practice, the researcher found out that learners in ECD B have got problems in
vocabulary. They were struggling to pronounce English words as it is a second language. They
were using mother language in pronouncing some of the words.

As a second language, it was difficult for ECD learners to articulate the language easily during
teaching and learning. To advance human resources, Indonesian government makes a policy by
introducing English as early as possible to elementary school students. ECD learners at
Bvumbura are affected by the environment they live as it is a rural area and they have no access
to technology for example; televisions which may help them in improving vocabulary.

At Bvumbura Primary School, the researcher focused the research on teaching vocabulary, its
problem and solution. In the school, especially at ECD B at Bvumbura Primary, the researcher
found out some problems which are to be discussed. To know how far the method’s role used,
the researcher did some examinations. This new method reaffirms the writer’s desire to have the
learners increase their vocabulary with respect to the creativity as well as productivity. Finally in
this project, the researcher presents discussion and reports entitled: Teaching vocabulary using
games among ECD B learners at Bvumbura primary school in rural Mashonaland East Province.

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1.3 STATEMENT OF THE PROBLEM
ECD B learners at Bvumbura primary school lacked an understanding of vocabulary to use in
sentence construction.

1.4 OBJECTIVES OF THE STUDY

The main purpose of this study was to find out the effects of teaching vocabulary through games
for ECD B learners at Bvumbura Primary School.

1.4.1 Other objectives of the study were to:

 Discover factors that hinder learners’ use of vocabulary in productive skills, spoken and
written language.
 To encourage acceptable teaching techniques that help teachers to teach vocabulary in the
schools in a way that students are more motivated to learn to develop their skills.
 To investigate problems of vocabulary teaching techniques ECD teachers use at
Bvumbura Primary School.

1.5 RESEARCH QUESTIONS

In order to achieve the purpose of the study, the following research questions were formulated:
 Do games help to improve young learners’ English performance and what are the
learners’ attitudes towards teaching English through games?
 How does the use of language games affect the vocabulary learning of Bvumbura
Primary School young learners?
 Do language games enhance student’s ability to memorize the words?
 Do language games develop positive interaction?

1.6 SIGNIFICANCE OF THE STUDY

The present study is said to be important for some major reasons. It can offer pedagogical
applications for teachers, students as well as textbook developers.

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1.6.1 Teachers
First of all, the results will help teachers to have a better view on using a variety of activities as
games. In this way they would utilize this appropriate technique to improve children’s linguistic
abilities. Games help the teacher to create contexts in which the language is useful and
meaningful.

1.6.2 Researcher
The researcher benefited from the research by having a view on using different activities like
games. The researcher also benefited by improving vocabulary in learners. The use of games
helps the researcher to create contexts in use of language.

1.6.3 Pupils
Language games have many benefits for students as well. The application of language games in
classrooms brings out a sound competition among the students. In a similar way, it can reduce
inhibition among shy and weak students calling them to participate in the games.

1.6.4 Textbook developers

Finally, textbook developers will also take substantial benefits from the study. They can select
integrate various types of games for different skills and elements of language in the syllabus of
the course books. This research addressed the following question: Does the use of word games
have positive effect on vocabulary development of third-grade junior high school students.

1.7 DELIMITATIONS TO THE STUDY

This research was carried out at Bvumbura Primary School. The research was confined within
the school premises and not beyond the walls of the school. The researcher used only 16 pupils
to conduct the research. Furthermore, an ECD teacher was used to conduct the research. The
researcher used various games like reading games, puzzles, dominoes and other games to
execute this research.

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1.8 LIMITATIONS TO THE STUDY
Since the researcher carried out this research project during teaching practice, the researcher did
not have sufficient time to visit other schools in other districts to establish how other teachers
teach the same concepts of teaching vocabulary especially at ECD level. Furthermore, the
teachers in charge of ECD were reluctant to accept some of the educational games citing the
issue of time. The resources to carry out this research were also limited as the school is located at
the periphery of the town of Chivhu.

1.9 DEFINATION OF KEY TERMS

Vocabulary
Vocabulary can be defined as “words we must know to communicate effectively: words in
speaking (expressive vocabulary) and words in listening (receptive vocabulary), Neuman &
Dwyer (2009, p.4). Chou (2014) defines vocabulary as, “the entire number of words in a
language, vocabulary is a list of words with their meanings. While (Christ & Wang (2011), state
that vocabulary is, approximately, the words that are taught in a foreign language. Silverman &
Crandell (2010) defined vocabulary as “the stock of words which is used by a person, class or
profession. According to Zimmerman cited in (Ara, 2009), vocabulary is central to language and
of critical importance to the typical language learning. Furthermore, Ashraf, Motiagh & Salami
(2004), state that vocabulary is the knowledge of words and word meanings.

From the definitions above, it can be concluded that vocabulary is the total number of words that
are required to communicate ideas and express the speakers’ meaning. That is the reason why it
is important to learn vocabulary.

Games
Bakhsh (2016) articulated that one or more players could play in a game to compete or co-
operate according to a set of rules. Derakhshman & Khatir (2015) said that gaming is goal
defined, rule governed and competitive that has a closure and engage the students. Diana (2010)
defined games as an activity carried out by cooperating or competing decision-makers who want
to achieve their objectives following a set of rules. According to Jere-Folotiya et al (2014),

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games are closed activities that have a beginning and an end with a winner who defines the end
of the game.

1.10 SUMMARY
This chapter focused on the background of the study, statement of the problem, purpose of the
study, sub-problems, significance of the study, limitations and delimitations.

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CHAPTER TWO

2.0 REVIEW OF RELATED LITERATURE

2.1 INTRODUCTION
The chapter focuses on review of the related literature and on teaching vocabulary using games.
It also shows the theoretical framework on which the research study is reached.

2.2 THEORATICAL FRAMEWORK

A core assumption of both social constructivism and socio-cultural theory is that knowledge is
constructed via interaction with others during social activities. Through knowledge others are
believed to facilitate the understanding and internalization of the social context and its contextual
elements (e.g culture and language) through which the construction of reality develops. Socio-
cultural theory is well known for its Vygotskian perspectives, particularly the Zone of proximal
development (ZPD), scaffolding, psychological tools and inner speech. These theories imply that
all individuals are active participants in the meaning-making process, so vocabulary instruction
should be perceived as a social dialogue through which meanings are constructed via scaffolding
and collaboration.

Vocabulary mastery is an important thing in order to master four major skills such as speaking,
reading, writing and listening. According to Wilkins as stated in Thornbury (2002), “without
grammar very little can be conveyed, without vocabulary nothing can be conveyed”. Moreover,
learning the vocabulary of a foreign language presents the learner with several challenges. As
stated in Harmer (2002), the challenges are making the correct corrections, understanding the
foreign language between the form and the meaning of words, and discriminating the meanings
of closely related words.

2.3 TYPES OF VOCABULARY

Some experts separate vocabulary into two types: active and passive vocabulary. Mugweni &
Ganga (2010) distinguish between these two types of vocabulary. The first type of vocabulary
refers to the one that the students have been taught and that which they are expected to be able to

6
use. Meanwhile, the second one refers to the words which the learners will endorse when they
meet them, but which they will probably not be able to pronounce. Haycraft, quoted by Hatch &
Brown (1995), indicates that there are two kinds of vocabulary, namely receptive vocabulary and
productive vocabulary.

2.3.1 Receptive vocabulary

Receptive vocabulary is wording that learners recognize and understand when they are used in
context, but which they cannot produce. It is vocabulary that learners recognize when they see or
meet in reading text but do not use it in speaking and writing (Stuart Webb, 2009).

2.3.2 Productive vocabulary

Productive vocabulary is the words that the learners understand but cannot pronounce correctly
and use constructively in speaking and writing. It involves what is needed for receptive
vocabulary plus the ability to speak or write at the appropriate time. Therefore, productive
vocabulary can be addressed as an active process, because the learners can produce the words to
express their thoughts to others (Stuart Webb, 2009).

2.4 THE IMPORTANCE OF VOCABULARY

According to Blachowicz & Fisher (2004), young learners need to pay attention to some
elements of English language such as pronunciation, spelling, structure and vocabulary. To
master English skills, students must know the vocabulary of the language for example, a list of
words with their meaning because it supports their skills improvement. Chou (2004) says that in
order to speak and write English, children need to learn one to two thousand words. In this
section, how vocabulary is learned will be discussed briefly and some methods and approaches
of how to teach them will be put forth.

2.5 WAYS OF TEACHING VOCABULARY

The linguist, David Wilkins, stated that, “without grammar very little can be conveyed, without
vocabulary nothing can be conveyed”. Young learners usually use labelling when they first start
to learn to speak then categorize skills. Yolageldili & Arikan (2011) stated that young learners
develop a network building in which they construct complex ideas. They realize that there are

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other words such as synonyms and antonyms and others during this process. According to Dolati
& Mikaili (2011), there are several approaches to methods that could be used to teach English
vocabulary to young learners. Using real objects that children could visualize later is a good way
to learn vocabularies of the language. Dolati & Mikaili (2011) alludes that young learners need
to listen to their teaching using the word and repeat it as well.

Another method is the direct method where there is no translation and using the mother tongue is
prohibited. The complete sentences in the target language are the only thing used in the
classroom. Another method is the Total Physical response (TPR) which is used a lot by teachers
because children are hyper, physically active and cannot concentrate for a long time. Blachowicz
& Fisher (2004) however noted that using this method that includes games and a variety of
activities will allow young learners to learn vocabularies of the language very fast. In addition,
teachers of young learners encourage their students to communicate by using Communicative
Language Approach where they stress language meaning in context.

2.5.1 Teaching vocabulary using games

Halliwell (1991) argued that due to the creative language skills, young children bring into the
classroom, teachers have to provide them with a communicative atmosphere where they could
express themselves. Also because the language used in any activity is unpredictable, teachers
have to encourage them to actively construct language for themselves. That is why games are
important and useful. Not only are they fun, but they also create the desire to communicate and
create predictability.

Using games when teaching vocabulary to young learners require trained teachers who involve
children in playing and have mastered the linguistic part of the language. Rosmalen, Wilson &
Hummel (2015), stated that understanding games will help teachers in finding and creating
games that make their students learn while they play. In this section, a definition of the word
game will be explained and reasons for using games when teaching young learners will be
presented. Advantages and disadvantages of using games in teaching the vocabulary of the
language will be put forth as well.

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2.5.2 Definition of games
Jones (1980) stated that one or more players could play in a game to compete or operate
according to a set of rules. Rogens (1981) said that gaming is goal-defined, rule governed and
competitive that has a closure and engage the students. Gibbs (1981) defined games as an
activity carried out by co-operating or competing decision-makers who want to achieve their
objectives following a set of rules. Games are closed activities that have a beginning and an end.
Games require cooperation with other members and competition against another team or players.
While playing, young learners need to use the language and repeat patterns which will help in
developing and improving their skills. Player could communicate with words, mime, use body
movements and gestures among many which guarantee fun and unpredictability (Rixon, 1981).

2.5.3 Why use games in teaching vocabulary

Games are used to assist young learners during their language learning. They make classes
entertaining and sustaining effort and interest. They create an atmosphere of meaningful
communication where young learners communicate before, during and after the game.
According to Ara (2009), this atmosphere helps in forming comprehensible input including what
they understand as they listen and read and comprehensible output including writing and
speaking. (Chou, 2014b) furthermore said: games give a rise to emotions when language
instruction becomes serious and dry.

They help to decrease their nervousness and shyness especially if the game is played in small
groups as noted by Rosmale et al (2015). Furthermore, games could involve all four language
skills: speaking, writing, listening and reading. Games give learners an active role when playing
promoting student-centered activities. When played in small groups, students could develop their
skills of disagreeing in a polite way, asking for help and working with others as found out by
Punch & Oancea (2014 p.49). They encourage cooperation, team spirit, competition and turn
taking (Wang, Shang & Briody, 2011) stated that games encompass a number of intelligences
such as visual intelligence when games involve drawing, interpersonal intelligences when they
include playing with others and kinesthetic intelligence when providing hands-on elements like
cards.

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2.5.4 The importance of games when teaching vocabulary to young learners
Rosmalen et al (2015) argued that games are popular among children because they like to play.
Through games, young learners could interact, discover and experiment with their surroundings.
Using games not only enhances student motivation, but also provides an incentive and stimulus
to use the language (Moyo, Wadesango & Kurebwa, 2012b) stated that in order to have the
ability to speak fluently, young learners need to have the ability to know the language features
and to process information immediately.

Therefore young learners must practice through variety and appropriate techniques that aid their
information process and simultaneous operations of the language. According to Wasik (2010),
games are important in teaching vocabulary because they highlight the necessary and important
words to achieve the objectives of the game. Turgut & Irgin (2009) and Ara (2009) agreed that
games create a fun and relaxed atmosphere where young learners could learn fast and retain
words better.

Cabell, Justice, McGinty, Decoster & Forston (2015) argued that games are an effective tool to
teach vocabulary to young learners. Children participate and play more attention because they
enjoy themselves and the classroom and feel and do better during and after the game. Repetition
will be less boring and fun for children to which consolidates their learning of new words.
Furthermore, by involving physical movements in games, young learners will be alert and
stimulated.

Young learners often get impatient and bored very quickly if they attend lessons for a long
period so involving physical movements every now and then will guarantee their participation.
Facella, Rampino & Shena (2005) stated that games that involve learners to take part in a healthy
competition could help them in learning more without forcing their participation. Thus, choosing
the right game can support healthy competition in the classroom.

2.5.5 How to use games in teaching vocabulary

Even though games are usually started with the aim of having fun they can sometimes end badly
for example if someone gets carried away with all the fun and says or does something that hurts

10
someone else or his feelings. When games are used in the classroom the teacher must keep this in
mind and control the game in the right way. Also make sure everyone is in the positive way
(Steve Sugar p.16) another point teachers need to keep in mind is to choose wisely when it
comes to selecting a game to use in the classroom because one game might be perfect for a
particular group of students (Ingvar Sigurgersson, 1995).

2.5.6 Grouping the learners

Scott & Ytreberg (2004) stressed the importance of making young learners sit together in a group
because they like to have their peers around them. Sitting the students together encourages
cooperation but this does not mean that they have to be in groups all the time while they are
working. Teachers could ask their students to count one until two in a sequence manner and
students with the same number will gather in the same group on the floor.

2.5.7 Giving explanation and instruction about the game

According to Ytreberg (2004), it is important to explain the game to young learners in order to
achieve the desired outcome and fulfill the goal behind its implementation. Teachers have an
integral part in the classroom when implementing games because they have to give clear
explanations and instructions about them so that students understand how to play and practice the
list of vocabularies intended to be learned.

2.6 SUMMARY
This chapter focused on review of the related literature on teaching vocabulary using games. It
also showed the theoretical framework on which the research study is reached.

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CHAPTER THREE

3.0 RESEARCH METHODOLOGY

3.1 INTRODUCTION
This chapter focuses on research design, population sample and sampling procedures. It is also
going to focus on research tools, data collection procedures and data presentation and analysis
procedures.

3.2 RESEARCH DESIGN

Kemmis (1993) defines research design as a plan of action for collecting and analyzing data in an
efficient and relevant way. According to Leedy (1993) research design is a plan for executing a
research in a systematic way. Therefore a research design is a detailed plan or action used to
gather information of a subject being studied and presents the information of a subject being
studied and presents the information in an efficient and relevant way. This study is going to be a
case study at Bvumbura Primary School as it was carried by the researcher whilst on teaching
practice at the aforementioned station.

3.2.1 Advantages of case study

Zainal (2007) states that the examination of data is most often conducted within the context of its
use. In other words, the data that is going to be gathered in this research will be in relation to its
use in schools in relation to the use of games in teaching vocabulary to ECD learners. Case study
also allows the use of both qualitative and quantitative analysis of data. The accounts that will be
gathered in this research can be applied in various school settings that have the same status and
exists in the same environment as the one used in the research.

3.2.2 Disadvantages of case study

Zainal (2007) states that, too many times the investigator has been sloppy and has allowed
equivocal evidence or biased views to influence the director of the of the findings. In other
words, the researchers’ perceptions will also affect the findings of this research. To avoid such a

12
scenario, the research is going to try avoid being bias than to remove all preconceived ideas
through the implementation

3.2.3 Qualitative research approach paradigm

This research is going to be informed by qualitative research paradigm. Green (2007) argues that
qualitative research is characterized by its aim, which relate to understand some aspects of social
life and its methods which (in general) generate words, rather than numbers as data for analysis.
The aim of this research is to access the effectiveness of using games in teaching vocabulary at
ECD B level at Bvumbura Primary School. The results gathered in this research will be
explained in detail as to how games improve child’s vocabulary and English skills.

Green (2007) further states that, direction and fragments can be revised quickly as soon as fresh
information and feelings emerge. This provides a clear vision of what to expect and data is
collected in genuine efforts of plugging data to a bigger picture. Through the observation method
and interview method as research tools, the information gathered will be examined and polished
so that it fits well with the aim of the study. Research tools to be used during the course of this
research will be looked at in detail in this chapter. The study will be a case of Bvumbura Primary
School in Chivhu rural, using ECD B level as its participants.

3.3 POPULATION
Brynard & Hanekon (2005) state that in research methodology, population does not refer to the
population of a country but rather to objects, subjects, phenomenon, cases, events or activities
specified for the purposes of sampling. Best & Khan (2001) view population as a group of
individuals who have something in common and are of the interest group to the researcher. The
population to be used in this research will be seven girls and eight boys. This is a class at
Bvumbura Primary School. Therefore participants of this research have been chosen because
they will provide vital evidence on the effectiveness of the use of games in teaching vocabulary
in English. The reason why the aforementioned subjects were selected is that they have a direct
link to the problem being researched in this study. The target population is sixteen learners
because they are the one who the researcher can access easily without hindrances.

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3.4 SAMPLING PROCEDURES
O’Leary (2010) defines a sample as intentionally selecting respondents with known
characteristics which are crucial in a research study. Babbie (2010) surmises that the sample size
depends largely on the degree to which the chosen sample approximate the qualities and
characteristics of the target population. The target group comprises of learners and teachers
because they are the ones who are directly linked to the main thrust of this study.

3.5 RESEARCH TOOLS

Baron (2007) concedes that data gathering instruments are ways of collecting data in a research.
Tools that are designed to gather data on a research topic are called research instruments. There
are a plethora of these research instruments but this research will use observations. Bless (2000)
states that the main types of qualitative data collection methods include non-participant
observation. The aforementioned data collection tools will be used during the course of this
research.

3.5.1 Observations
Mason (2002) looks at the word ‘observation’ and in participant observation, says it usually
refers to methods of generating data which entail the researcher immersing herself in a research
‘setting’ , so that they can experience and observe at first hand a range of dimensions and out of
the setting. The researcher will use participant observation and distant observation in gathering
data. Atkinson et al in Mason (2002) argues that participant observation is the best although not
the only one that can generate knowledge. Mason (2002) argues that participant observation
alone would normally result in strange and unnatural behaviors were the observer not to talk with
her/his hosts so turning them into informants or co-researchers. The researcher will avoid pre-
judgements when looking at the experiences being portrayed by the participants. The researcher
will observe how other facilitators are using games in teaching vocabulary and observe the
vocabulary skills/abilities portrayed by learners as they use the games in vocabulary.

3.5.2 Advantages of observation

The method enables the researcher to see what exactly happens during the activities. It also
enables the researcher to capture every useful information that could have escaped when using

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other tools. The method was useful as it helped unveil the challenges with the use of games to
teach vocabulary to ECD B learners.

3.5.3 Disadvantages of observations

It was not easy to mingle with learners observing their activities since they were not told of the
observation. As she took part in the activities, the researcher had fear of forgetting information as
she would record later. Insufficient and some wrong findings might have been recorded for the
research project. Strengths and weaknesses of each collection tool were noted. However, the
weaknesses were addressed and minimized by structuring.

3.6 DATA COLLECTION PROCEDURES

In collection of data, the researcher groups learners in groups of two, playing games.
Observation guides for teachers to observe the learners playing games concerning their
techniques in teaching vocabulary to their learners.

3.7 DATA PRESENTATION AND ANALYSIS PROCEDURE

The data collected will be presented in tables and diagrams as well as written evaluations of the
observed achievements and challenges in using games in teaching vocabulary. The procedures
have been used because this will give the researcher results which will be useful towards the
teaching of vocabulary to learners. Data will be presented using tables and graphs.

3.8 SUMMARY
This chapter focused on research design, population and sample and sampling procedures. It also
focuses on research tools, data collection procedures and data presentation and analysis
procedures.

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CHAPTER FOUR

4.0 DATA PRESESNTATION, ANALYSIS AND INTERPRETATION

4.1 INTRODUCTION
The main thrust of this chapter is to analyse data from observations captured during the data
collection period. The analysis of the data gathered is vital to this study, because this will give
results that are crucial and fulfilling to the knowledge gap. The use of games in teaching
vocabulary will be explained in detail using descriptive narratives.

4.2 DATA PRESENTATION PROCESS

According to Shamoo & Rosmik (2003), data analysis is the process of systematically applying
statistical or logical techniques to describe and illustrate, condense and recap and evaluate data.
Data presentation includes the description of the data set disseminated with main variables
covered; the clarifications and break downs used the reference area. Summary information on the
time period covered and can show the characteristics of the data set described in easily
understandable manner.

The researcher presented her data collected from observations using descriptive narratives. Data
can be presented in the form of narrative presentation. Such method of presenting data is
acceptable to busy persons because it easily highlights about the theme of the report so there is
no wastage of time.

4.3 RESULTS FROM OBSERVATIONS

The observation guide was used to record the findings. Five children were observed, these were
three girls and two boys. The children were observed doing various activities. The skills were
observed and all the findings were recorded on the observation guide.

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4.3.1 ACTIVITY 1: Can he/she speak fluently and audibly?
The main aim of the observation was to see if the children are able to speak fluently. The
researcher wanted to analyze the effectiveness of games in teaching vocabulary skills. The
learners were playing a game of self-introduction. The teacher demonstrates on the playing of the
game, “Do you know my name? No. According to Hudson (2011), fluency is a key contributor to
towards independent and successful reading and is comprised of three components, accuracy,
rate and expression.

Child A
Child A was able to speak fluently. Child A was able to play the game and sing the song fluently.
The child also managed to sing and fluently pronounce the words properly. The results from the
observation showed that Child A showed an improvement in vocabulary skills.

Child B
Child B was given a chance to listen to others as they play a game rhyme. He failed to speak
fluently. This showed that he had not yet developed items of observing a game rhyme and be
able to sing fluently.

Child C
Child C managed to sing a game rhyme taught by the researcher. Using the rhyme the child
managed to name her own name, age and sex. This showed that the child had understood the
rhyme.

Child D
Child D was not able to sing the rhyme that other children and the teacher sung. The other
children tried to help him but could not completely recall the rhyme. The child was also using
baby talk during the process, a clear indication that the vocabulary skills were still in the early
development stage.

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Child E
Child E managed to sing the rhyme in clear details just as the teacher had articulated. The child’s
exceptional rhyme boosted his self-esteem as she managed to present herself.

The teacher used the opportunity to involve all the learners in the activity by asking individual
children to name them-selves through a game rhyme. The learners did this activity with
enthusiasm as they sang a song of identifying their names, age and sex with the teacher. Teachers
thus need to direct learners’ attention towards relevant features and by carefully questioning,
children gain understanding and are encouraged to join interaction thereby gaining knowledge of
the world around them as well as increasing their vocabulary (Curtis, 1998). The teacher
subsequently used the rhymes in the classroom to continue the interaction. From the above
observation, it was evident that pictures have a great value in aiding learner’s communication
and enhancing language skills.

4.3.2 ACTIVITY 2: Can he/she pronounce words properly without using baby language of
the phonic alphabet?
The aim of the observation was to assess learners understanding and pronunciation of words. The
researchers’ intention was to see if learners are able to pronounce words properly without using
baby language.

During the second phase of the observation, there was a teacher led activity, where the teacher
showed learners the pictures and sounds of the alphabet. Then the teacher sounds all the
letters/sounds of the alphabet. Learners began to imitate the letter sound. The teacher showed
learners the pictures of the alphabet after demonstrating the pronunciation of words in phonic
alphabet using pictures.

The teacher then asked the children to pronounce the word or sounds of the alphabet pictures.
The teacher then observed carefully as the learners play the game in groups of pronouncing the
words using pictures of the alphabet taking turns.

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Child A
Although Child A was able to identify the picture she was not able to pronounce the word. She
struggled to make pronunciation of words and sounds.

Child B
Child B was able to pronounce words and was not using baby language in saying the sounds.

Child C
Child C managed to pronounce some of the words sounds. Some of the word sounds like t, r, s
on words like tin, rat, sun were difficult for her as she was using baby language.

Child D
Child D managed to pronounce all the words and sounds of the alphabet without using baby
language.

Child E
Child E was also able to help Child C on the words. The child was able to pronounce the words
correctly without using any baby language.

Whilst the activity was ongoing, some learners began to imitate the sounds pointing to the
picture phonic alphabet. In addition, Vygotsky (2008), argued that children are part of social
community, whereby adults serve as role materials and are important source of information about
the nature of pictures.

4.3.3 ACTIVITY 3: Talking about events and stories using a logic arrangement of events
using full sentences
The children were asked to tell a story about events using a logic arrangement of events they had
done before or had happened. The researcher wanted to find out whether the children were able
to remember the events they had seen.

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Child A
Child A managed to tell the events logically. Later on he managed to tell a story about his
brother who had fallen from a tree at school. The brother had broken his arm.

Child B
The child did not manage to tell the events logically although he was able to tell the story about
his grandmothers’ attitude.

Child C
Child C managed to tell a story logically about her younger sister who was very greedy as she
mostly loved porridge.

Child D
Child D was not able to tell what she had seen or any event she knows.

Child E
Child E managed to tell her story logically about herself going to school with friends.

The teacher told her story about herself and encouraged children to tell about themselves and
families. As they discussed about their families new words about objects, furniture and
properties in the homes were introduced. The children started to talk about the happy times in
their homes.

4.3.4 ACTIVITY 4: Telling simple stories with own words and predict what might happen
in a story told, using pictures

This was a teacher led activity where the children were presented with the picture of a musician
and were asked to tell a story of what the musician does. The researcher wanted to find out
whether children were able to tell and predict what might happen in a story.

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Child A
Child A was given a picture of Alick Macheso. He managed to identify the musician on the
picture and managed to sing one of the songs.

Child B
The child from the given pictures of musicians managed to pick up the picture of Killer T and
tell a story about his video song ‘Ndamuda”.

Child C
Child C also picked Jah Prayzer and told a story about him.

Child D
Child D was not able to say or tell a story.

Child E
Child E also failed to predict anything from the pictures of musicians on the chart. He admitted
that he knows nothing about the pictures.

The role of the teacher was really a key factor in insuring that children have all the picture media
for most of their interactions. The teacher also encouraged children by giving them positive
reinforcement as she went around the classroom and looked at children’s work, as it enhances
children’s oral language skills.

4.4 DISCUSSION OF RESULTS/ INTERPRETATION

The data collected showed that on the hand, the games are very useful in helping learners to be
fluent and on the other hand produces learners who have limited vocabulary. The ability to
pronounce words and speak fluently enables learners to be good readers in their vocabulary. The
games used during the vocabulary lesson increased the learners’ quest to read. Verner (2016)
says games involve hands on activities and teaching using the games method is one of the most
effective ways to teach a second language. They played word games and this helped in
understanding given sounds and helped them to remember the given sounds easily. Simon (2016)

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says games challenge learners to think before they move. In other words games are very vital in
the learning process for they help the learner to think and evaluate every process before they do
anything. Saricoban & Metin (2000) assert that games, which are task based and have and have
the purpose beyond the production of correct speech, serve as excellent communicative
activities. On the surface, the aim of games is for learners to use vocabulary. However, during
the game play learners also use target language to persuade and negotiate their way to desired
results. The problem discovered during the research is the problem of barking to the learners,
that is, saying out a word that does not exist on the given list. They shout those words which they
know.

The researcher showed that the problems associated with the use of games in vocabulary can be
overcome by the use of phonetic sounds approach as a supporting method in teaching
vocabulary. However, the use of games produces learners with a limited bank of vocabulary
hence the need to merge it with the phonetic words. The problem, which was also discovered, is
that of dyslexia as well as that of memorizing words to the extent that they can pronounce words
that do not exist on the given list. Using games in teaching vocabulary helps learners to speak
fluently.

4.5 SUMMARY
The chapter presented the findings from the observations conducted to bring answers to the sub-
research questions. The themes that emerged from the observation gave an overview of how
games based stories and their effectiveness reflects the literature review. The observation
highlighted the interactive process game based stories sought to bring, thus building, the
vocabulary skills.

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CHAPTER FIVE

5.0 SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 INTRODUCTION
The previous chapter focused on data presentation and analysis after using games. This chapter
highlights the main findings of the study. The researcher went on to summarize the research
giving personal judgement and recommendations based on the research observation. In addition,
the researcher gave the conclusion and suggestion on the use of games in teaching vocabulary at
ECD B level. The researcher commended on the implications of what was found including
possible solutions to problems pertaining to the use of the method during the research period.

5.2 SUMMARY OF FINDINGS

The researcher focused on the use of games in teaching vocabulary at Bvumbura Primary School
in Chivhu, Mashonaland East Province. The researcher came up with varied research findings
from an instrument that have been used which is observation and has provided adequate data
collected on the use of games. Learners did all the activities and exercises practically, enabling
learners to practice the use of games using chosen teaching methods selected by the researcher,
that is, group work and explanation and instruction.

This study focused on the use of games in improving vocabulary skills in ECD B learners at
Bvumbura Primary School. These are the main findings from the analysis of data collected from
the observation guide. In order to achieve that, it became necessary to conduct four activities
focusing on vocabulary using games.

Learners participated in different activities and facilitators observed and noted down the
outcomes. During the activities the learners showed that they had developed and also showed
improvement as they played different games. The researcher discovered that the learners were
having difficulties in fluency and pronunciation of words and sounds. All authorities from the
literature review agreed that learners need to be engaged in games which develop vocabulary.

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The researcher discovered that children who were not exposed to different games were not able
to pronounce words and sounds well. Later, through doing the activities the learners fairly
developed vocabulary.

5.3 CONCLUSION
The findings of the research work show that the games are effective in the teaching of
vocabulary to the ECD B learners. Learners developed interest vocabulary skills in English as a
second language through the use of games. The learners were able to speak fluently for they
were able to identify words at first sight and produce the required sound. Other teaching methods
which can be used together with the game method in the teaching of reading English language to
the learner as a second language are phonetic and cyclic method, just to mention but a few.

5.4 RECOMMENDATIONS
This research is going to help the researcher, teachers, parents, policy makers and learners
towards effective reading by learners in English language. The recommendations are also
directed to other teachers and school heads.
 The game method to be used with a lot of supervision to avoid rote learning by the
learners.
 Teaching of vocabulary to be designed in such a way that it suits the learners’ ability to
remember learnt concepts.
 Varied learning aids to be married together with the teaching methods to motivate the
learners towards successful vocabulary. Use of ICT tools to be complimented in to the reading
program to increase the learners’ desire to learn.
 Teachers should design games which suit the level of learners’ ability and also relevant to
the type of vocabulary exercises to be conducted. Task oriented games give effective meaning to
the lesson.
 Facilitators should thoroughly assess the effectiveness of each game before implementing
it in class because if not well designed it cannot give a meaning of what the teacher intends to
teach.

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 School Heads to encourage teachers to rely heavily on child-centered approach as it helps
to attract learners attention throughout the lesson. The research study can be used with those who
want to carry out a similar research in the feature as it can be used as a foundation to start on.

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