The Effect of Tarsia Puzzle on Vocabulary Learning in a Primary School Setting

Omar, Wan Shafika; Said, Nur Ehsan Mohd

doi:10.31871/ijntr.5.7.21

Cited by 6 publications

(6 citation statements)

References 20 publications

(28 reference statements)

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“…Among past local studies reviewed were by Choo (2015), Abdul Rabu and Talib (2017), and Omar and Mohd Said (2019). In Abdul Rabu and Talib's (2017) quasi-experimental study of 70 year four students from a rural primary school, the respondents were classified into two groups.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Moving away from a conventional vocabulary lesson, Omar & Mohd Said (2019) introduced the Puzzle-Based Learning (PBL) for learners' vocabulary acquisition. The aim of the mixed methods research study was to identify the PBL effects on young learners' vocabulary acquisition and their perception of the learning tool in the English as a second language (ESL) context.…”

Section: Literature Reviewmentioning

confidence: 99%

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Using Language Games for Vocabulary Retention in a Rural Primary School in Sarawak

Stavy¹,

Subon²,

Unin³

2019

IJSMS

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This study seeks to examine the impact of using language games on students’ vocabulary retention. Six language games were chosen for this study; (1) describe it, (2) matching pairs, (3) jigsaw puzzle, (4) board rush,(5) ball games and (6) true or false. The rationale for choosing six different games is based on the understanding that students require at least five to sixteen exposures to learn a new word (Nation’s, 2001) foreffective vocabulary retention. For this study, vocabulary retention is the ability to keep or retain the new words that are taught for the duration of two weeks. The Pre-test and post-test were used to measure the vocabularyretention of the students. Prior to the pre-test, all 64 participants were taught for two weeks using the conventional teaching method by getting students to look words up in the dictionary, write definitions, and use the words in sentences (Basurto, 2004).For this traditional teaching, the eight new words were chosen from unit 10 of the text book for grade three of Malaysian elementary schools. For the next stage, the students weretaught eight new words from unit 11 of the same text book. After two weeks of teaching using the above six games, the students were given the posttest. The findings revealed that there was a significant difference invocabulary retention between the pre-test and post-test. The participants were able to retain significantly more words in the post-test than in the pre-test. In fact, they achieved better results in the post-test (M=63.45) than in the pre-test (M=58.71). This study reveals that language games can help to boost the students’ vocabulary retention if they are given a chance to learn and practice English language in a fun learning environment.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Using Language Games for Vocabulary Retention in a Rural Primary School in Sarawak

Stavy¹,

Subon²,

Unin³

2019

IJSMS

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“…Relevant studies that indicated that the use of games had a significant effect on students' language acquisition used students from the same school or classes with the same teacher (Al-Jarrah, Talafhah & Al-Jarrah, 2019). In other studies, the same group of students acted both as an experimental and as a control group (Omar & Said, 2019;Stavy, Subon & Unin, 2019). Control of the student population and of the teachers involved may be an option for future studies in order to control variables whose presence may have affected the results of our study.…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of Modern Board Games in Teaching Greek as L2 to Adult Learners

Mattheoudakis

Panteliou²

2022

EJFL

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The important role of communicative competence in foreign language learning highlighted the need for the use of task-based or content-oriented activities within the foreign language instructional context. Several studies have recently focused on such activities and, in particular, on the use of games (Peters, 2015; Petrovic, 2007; Yaccob & Yunus, 2019); their findings have attracted researchers’ interest as they underlined the positive effects, they seem to have on the development of language proficiency (Bush, 2015; Lan, Van & Huyen, 2019; Nguyen & Nga, 2003). Some of these studies have examined the effect of games on learners’ language development, competency and motivation in learning an L2 (Marzano, 2010; Stavy, Subon & Unin, 2019; Tuan, 2012), while others have focused on students’ and teachers’ attitudes towards their use in language classrooms (Hamzah & Dourado, 2010; Lawrence & Lawrence, 2013; Reyes-Chua & Lidawan, 2019). However, what has not been adequately researched is the impact of board games on adult students and their systematic integration and use within the language curricula (Phuong & Nguyen, 2017). In this study, we aim to present two different types of modern board games which have been adjusted for the teaching of Greek as a foreign language at B1 level (according to CEFR). The games were used to practice vocabulary and grammar as well as promote interpersonal communication according to the syllabus of the School of Modern Greek (2010). The study will compare the use of board games with conventional activities and tasks so as to assess their effectiveness as a tool in the adult foreign language classroom. Article visualizations:<img src="/-counters-/edu_01/0555/a.php" alt="Hit counter" />

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“…Hence, it made answering reading comprehension questions enjoyable and the whole learning session to be less intimidating for students. Moreover, TARSIA employs the concept of versatility (Omur & Said, 2019), which can be used with all levels of students since the teachers are free to choose any reading texts and generate questions in any way that they perceive as parallel with their students' level.…”

Section: Literature Reviewmentioning

confidence: 99%

Redefine Reading Comprehension with Tarsia: An Innovative Approach in Understanding Reading Text

Zakaria,

Mustafah Hussain,

Abdul Jalil

et al. 2023

IJARBSS

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In the global context, students in Malaysia scored lower than the OECD average in reading, mathematics, and science in PISA conducted in 2018. In the field of English education, reading is perceived as a boring and complex process as well as one of the challenging components where students find it difficult to comprehend and tend to give up easily when they look at complex or longer text. Hence, the purpose of this paper is to describe how Tarsia is used to facilitate students' reading comprehension and to explore the effectiveness of Tarsia in improving students' collaboration and communication in ESL classrooms. By using the ADDIE model as the research model, 34 participants from lower secondary students in Kuala Lumpur were selected based on convenience sampling. The significant impacts on students' reading comprehension were proven through pre and post-tests and a simple survey. TARSIA benefited the students in understanding the reading text easily and inculcating the elements of the 4Cs besides acting as useful teaching aid among teachers. TARSIA could potentially be game-based materials, designed for English reading classrooms for A2-B1 achievers. It is fair to deduce that TARSIA might have high commercialisation potentials.

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The Effect of Tarsia Puzzle on Vocabulary Learning in a Primary School Setting

Cited by 6 publications

References 20 publications

Using Language Games for Vocabulary Retention in a Rural Primary School in Sarawak

Using Language Games for Vocabulary Retention in a Rural Primary School in Sarawak

The Effectiveness of Modern Board Games in Teaching Greek as L2 to Adult Learners

Redefine Reading Comprehension with Tarsia: An Innovative Approach in Understanding Reading Text

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