Using Technology-Mediated Board Game on Young Learners

Background: The use of games and technology for educational purposes can be an appropriate method of enhancing learning performance. Therefore, this study presents a technology-mediated board game and its related course to engage young learners in Indonesia for learning English vocabulary. The study investigated young learners' vocabulary learning performance and learning motivation as the effects of using technology-mediated board game in the course. Methodology: This study employed a quasi-experimental design involving 67 students of one urban and one rural primary school. The vocabularies of fruits and vegetables were implemented online in the game by using QR codes. The instructional practices are to improve students' learning achievement and to find out students' learning motivation. The pre-test, post-test, and Keller's ARCS motivation model were conducted to analyze the effectiveness of technology-mediated board game for learning English vocabulary. Findings: The main finding indicated that technology-mediated board games could improve students' English vocabulary learning achievement. Moreover, the use of technology-mediated board games encouraged young learners to have strong learning motivation. On the other hand, the game could promote students to have a concept in gardening that can be encounter in their daily life. Conclusion: These findings imply that technology-mediated board game becomes an effective way of teaching English vocabulary to young learners in Indonesia

The comparison between the effects of using total physical response with pictures and translation on grade two students’ vocabulary achievement.

There are three language components that are important in learning English, namely vocabulary, pronunciation and grammar. As one of the components of language proficiency, vocabulary plays an important role in developing the language skills. Therefore, many English teachers introduce vocabularies as early as possible. However, teaching young learners is not easy. Young learners usually get bored in learning and they cannot sit quietly. For English teachers, selecting an appropriate method to teach young learners is important. Teachers must provide enjoyable and interesting activities that can motivate young learners in learning English. Considering the problem above, the writer conducted a study about teaching vocabulary by using Total Physical Response method with Pictures and Translation method. The objective of the study is to find out whether the Total Physical Response method with pictures is effective to teach vocabulary to the second grade students of elementary school. In conducting the experiment, the writer used two classes of the second grade students of elementary school outside Surabaya, belonging to the school year of 2014-2015. The research instrument used in this study a vocabulary test consisting of 25 items. There are three parts of the vocabulary test. The first part consists of 5 items in the form of multiple choices. The second part consists of 10 items in the form of matching pictures with the words. The last part consists of 10 items in the form of filling in the blanks. The test was administered in 35 minutes. Before conducting the treatments, the writer administered a pretest to the two groups. After five meetings of the treatment, the posttest was administered to both groups. Then, the writer compared the pretest and the posttest scores of the experimental and the control group. The writer analyzed the mean of the gain scores of the two groups using the t-test. The result showed that there was a significant difference between the mean score of the experimental group and that of the control group. It can be concluded that the second grade students taught by using Total Physical Response method with pictures showed higher vocabulary achievement than those taught by using Translation method

The comparison between the effects of using total physical response with pictures and translation on grade two students’ vocabulary achievement.

There are three language components that are important in learning English, namely vocabulary, pronunciation and grammar. As one of the components of language proficiency, vocabulary plays an important role in developing the language skills. Therefore, many English teachers introduce vocabularies as early as possible. However, teaching young learners is not easy. Young learners usually get bored in learning and they cannot sit quietly. For English teachers, selecting an appropriate method to teach young learners is important. Teachers must provide enjoyable and interesting activities that can motivate young learners in learning English. Considering the problem above, the writer conducted a study about teaching vocabulary by using Total Physical Response method with Pictures and Translation method. The objective of the study is to find out whether the Total Physical Response method with pictures is effective to teach vocabulary to the second grade students of elementary school. In conducting the experiment, the writer used two classes of the second grade students of elementary school outside Surabaya, belonging to the school year of 2014-2015. The research instrument used in this study a vocabulary test consisting of 25 items. There are three parts of the vocabulary test. The first part consists of 5 items in the form of multiple choices. The second part consists of 10 items in the form of matching pictures with the words. The last part consists of 10 items in the form of filling in the blanks. The test was administered in 35 minutes. Before conducting the treatments, the writer administered a pretest to the two groups. After five meetings of the treatment, the posttest was administered to both groups. Then, the writer compared the pretest and the posttest scores of the experimental and the control group. The writer analyzed the mean of the gain scores of the two groups using the t-test. The result showed that there was a significant difference between the mean score of the experimental group and that of the control group. It can be concluded that the second grade students taught by using Total Physical Response method with pictures showed higher vocabulary achievement than those taught by using Translation method