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Using Game-based Approach to Improve Spelling in Primary Schools - Coggle…
Using Game-based Approach to Improve Spelling in Primary Schools
Problem statements
Teachers
Hard to teach spelling skill.
Traditional method - Spelling test
Students
Rote memorization
Dislike spelling
Significance of study
Offer a useful insight for students to learn spelling through game-based approach.
Stimulate teachers to attempt game-based approach in the teaching and learning process.
Inspire researchers to explore the effectiveness of game-based approach further.
Discussions
Problems and Suggested Games
Problem:
Lack of phonological awareness in English
Suggestion Game:
The Piggy Bank
The Piggy Bank
(Santos et al. 2020)
Children Children acquire spelling by presenting stimuli (sounds) with the same complex grapheme.
Children participated actively in the game due to the playfulness of the game.
Pre-test (mean = 17%) and post-test (mean = 50%)
Problem:
Difficulty in mastering rules of spelling
Suggestion Game:
Crossword Puzzle
Crossword Puzzle
(Amiri and Salehi 2017)
An efficient teaching tool of lexicon and spelling.
Students can use it as a study tool.
Crossword puzzle had significantly affected the improvement of spelling among the intermediate learners.
Pre-test (mean score = 12.25) and post-test (mean score = 20.06)
Problem:
Errors in written spelling
Suggestion Games:
Pac-Man & Fun Spelling
Pac-Man
(Garcia, Kloos & Gil 2008)
A classic game to aid students in achieving words spelling goals.
Can be used for practicing spelling difficulties, practicing the English language and even reforming basic reading and writing skills for young children.
Pre-test (score = 14.4%) and post-test (25.7%)
Fun Spelling
(Mehrpour and Maaedeh 2017)
An educational computerised game designed to help children learn spelling of English words, homophones and words with silent letters.
Helps students to learn spelling faster and better.
Pre-test (mean = 14.02) and post-test (18.38)
Problem:
Influence of social media
Suggestion Games:
U-NO-ME card game & "GOT IT!"
U-NO-ME card game
(Brenda et al. 2020)
Show improvement in their vocabulary retention of theme-based vocabulary.
71% of the students agreed that they can remember the spelling better using this game.
Pre-test (score = 14.4%) and post-test (25.7%).
Students are slowly shaped into independent learners as they have more autonomy in their learning.
"GOT IT!"
(Wan Noorli Razali et al. 2017)
Stands for Group-Oriented Thematic Interactive Technique.
It is potentially useful in increasing learner's memory retention of the theme-based vocabulary in the English language classroom.
Pre-test (score = 7.16) and post-test (15.8).
Implications
Teachers
Intensify the role of teacher as a facilitator
Set up telegram or Facebook groups to share and obtain teaching materials.
Share and obtain teaching materials via DELIMa platform
Students
Active participants
Motivate self-learning (digital games)
Introduction
English, an international language of communication, is an important language to be mastered by the students.
Bilingual proficiency is one of the six attributes needed by every student to be globally competitive (Malaysia Education Blueprint 2013-2025).
Paralle to this, Haijatul Qamariah and Sri Wahyuni (2018) said that spelling is a core thing in students’ literacy
(reading and writing)
acquisition.
To be a successful language user, students need to be proficient in four basic English language skills - listening, speaking, reading and writing.
Research Objectives
To identify the problems of spelling skill among students.
To improve students’ spelling skill by applying games so as to enhance their reading and writing skills.
Research Questions
What are the problems that hinder students from acquiring spelling skill?
How to improve students’ spelling skill in order to strengthen their reading and writing skills?
References
Brenda Lukas, Finola Iba Partick, Chong, G., Nursuriati Binti Janino & Melor Md Yunus. 2020. Using U-NO-Me card game to enhance primary one pupils’ vocabulary.
International Journal of Learning, Teaching and Educational Research
19(5):304-317
Hijjatul Qamariah & Sri Wahyuni. 2018. Teaching spelling through games.
Visipena Journa
l 9(1): 137-150.
https://doi.org/10.46244/visipena.v9i1.447
. [17 April 2021]
Khairunnadiah Mohd Samuddin & Krish, P. 2018. English orthographic depth among Malay learners at a primary school.
3L: The Southeast Asian Journal of English Language Studies
24(1): 56-68.
http://doi.org/10.17576/3L-2018-2401-05
[12 April 2021].
Mehrpour, S. & Ghayour, M. 2017. The effect of educational computerized games on learning English spelling among Iranian children.
The Reading Matrix: An International Online Journal
17(2): 165-178.
https://readingmatrix.com/files/17-e86qd11r.pdf
. [23 April 2021]
Ministry of Education Malaysia. 2013.
Malaysia Education Blueprint 2013-2025 (Preschool to Post-Secondary Education).
Putrajaya : Ministry of Education Malaysia.
Ministry of Education Malaysia. 2020.
Standard Curriculum Document (DSKP) Year 5.
Putrajaya: Ministry of Education Malaysia.
Nur Afiqah Amalina Baharudin & Melor Md Yunus. 2019. English phonics learning using online game among Malaysian primary school students: The upshots and their perceptions.
International Journal of Humanities, Philosophy, and Language
2(6): 63-77.
https://doi.org/10.35631/ijhpl.26006
[12 April 2021].
Santos, A. S., Carneiro, J. F., Silva, A. F., Abreu, P., Garrido, C., Marques, C., Santos, R. & Restrivo, T. 2020. Child friendly app for spelling training.
International Journal of Online and Biomedical Engineering
16(4): 82-90.
https://doi.org/10.3991/ijoe.v16i04.12315
[6 April 2021].
Wan Noorli Razali, Noraziah Mohd. Amin, Nazima Versay Kudus & Muriatul Khusmah Musa. 2017. Using card game to improve vocabulary retention: A preliminary study.
International Academic Research Journal of Social Science
3(1): 30-36.
http://www.iarjournal.com/wp-content/uploads/IARJSS2017_1_30-36.pdf.[26
April 2021].
Ouellete, G. & van Daal, V. 2017. Introduction to the special issue. Orthographic learning and mental representations in literacy: Striving for a better understanding of a complex lead role.
Scientific Studies of Reading
21(1): 1-4.
https://doi.org/10.1080/10888438.2016.1254635
Oxford Advanced Learner’s Dictionary (8th ed.). 2010. Oxford University Press.
Zhang, F. 2018. The application of game-based approach in primary school English teaching.
Proceedings of the 2nd International Conference on Economics and Management, Education, Humanities and Social Sciences (EMEHSS 2018)
, hlm. 595-600.
Şevik, M & Bostancıoğlu, F. 2020. Spelling games and the orthographic abilities of young EFL learners.
Journal of Language Education and Research
6(2): 320-334.
https://dergipark.org.tr/tr/pub/jlere
[14 May 2021].
Amiri, B. & Salehi, H. 2017. Effects of using crossword puzzles on improving spelling among intermediate EFL learners. Asian Journal of Education and e-Learning 5(5): 159-171.
https://www.ajouronline.com/index.php/AJEEL/article/view/5040
[21 April 2021].
Tsai, C. Y., Hsu, J. M., Tsai, H. H., Yu, P. T. & Huang, W. F. 2016. A multi-party Mahjong-like spelling game for English vocabulary learning. International Journal of Innovation and Learning 19(4), 397-411.
http://dx.doi.org/10.1504/IJIL.2016.076795
.
Garcia, R. M. C., Kloos, C. D. & Gil, M. C. 2008. Game based spelling learning.
Proceedings - 38th ASEE/IEEE Frontiers in Education Conference
, hlm. 11-15.
Shokri, H. & Abdolmanafi-Rokni, J. 2014. The impact of computer games on EFL learners’ spelling: A qualitative study.
Studies In English Language Teaching
, 2(2), 266-274.
http://dx.doi.org/10.22158/selt.v2n3p266
Literature Review / Concepts
Games
Types of Games
Games applicable in physical classrooms
U-NO-ME card game
"GOT IT!"
Crossword Puzzle
Games using technological gadgets and applications
Pac-Man
Fun Spelling
The Piggy Bank
Definitions
According to Oxford Advanced Learner’s Dictionary (2010), game is an activity with rules in which people or teams compete against each other.
Game-based approach is a kind of instructional activity, which integrates games into teaching for educational purposes (Zhang 2018).
Games are student-centred activities requiring active involvement of learners (Sevik & Bostancıoğlu 2020).
Benefits of Games
Motivates students extrinsically and intrinsically to learn (Amiri and Salehi 2017; Brenda et al. 2020; Mehrpour and Maaedeh 2017).
Attract students’ attention to learn spelling (Nur Afiqah Amalina Baharudin & Melor Md Yunus 2019).
Games can create a fun, meaningful and purposeful learning environment which adheres to the curriculum principle (Ministry of Education 2020).
Influence students’ cognitive advancement (Amiri & Salehi 2017).
Spelling
Students need to acquire 3 basic cognitive components which are phonological knowledge, orthographic knowledge and morphological knowledge to have a good spelling skill.
Phonological knowledge - The conscious awareness of the sounds of language, and the ability to talk about and manipulate those sounds (Sevik & Bostancıoğlu 2020).
Morphological knowledge - Spelling rules.
Orthographic knowledge - Use spelling as the strategy to help students to be able to store letter in long-form through exposure to, experience with the written or printed words (Ouellette & van Daal 2017).
According to Templeton and Bear (as cited in Khairunnadiah and Krish 2018) spelling knowledge is strapped together with the development of reading and writing.
According to Oxford Advanced Learner’s Dictionary (2010), spelling is the act of forming words correctly from individual letters.
Spelling and Games
Haijatul Qamariah and Sri Wahyuni (2018) conducted a study upon students in the elementary school and their results indicate that students love to learn spelling when games are utilized.
A word spelling game can involve the students to efficiently comprehend and learn English words according to a study done by Tsai et al. (2016).
Based on a study done by Shokri and Abdolmanafi-Rokni (2014), students are motivated to learn the spelling of English words through playing different computer games.
Conclusion
Utilising game is effective to promote spelling proficiency both in reading and writing skills.
Spelling games serve as a media to boost students’ motivation and confidence in using the English language.
It is hoped that this study will encourage teachers to use the game-based approach when teaching spelling and inspire researchers to explore the effectiveness of spelling games further.