Chapter 4RESULTS

Pre-test & Post-test

Marks Students Percentage (%)

0-4 5 17.855-9 15 53.5710-15 8 28.57

Marks Students Percentage (%)

0-4 2 9.095-9 5 22.7210-15 15 68.18

Pre-test

Post-test

0-4 Poor

5-9 Fair

10-15 Good

Criteria

Motivation questionnaireReasons for learning English

Very important

Important Of some importance

Not so important

Less important

Get good grade in English

11 6 5    

Watch and understand English drama and movies

3 7 11 1  

Travel to English-speaking countries

8 7 7    

Make new friends 8 9 2 2 1Have a job where you need to speak English

6 6 8 1 1

To further studies 17 4 1    

Motivation questionnaireAttitudes toward learning English

Agree Not sure Disagree

Do you like learning English? 15 7  Do you feel bored while learning English?

3 11 8

Do you think it is important to learn English?

18 4  

Do you learn English because the school wants you to?

10 9 3

Do you learn English because your parents want you to?

8 10 4

Do you think that the use of English is important whether for work or study?

20 2  

Perception towards learning English through language gamesDid you enjoy learning English through language games?

22    

Chapter 5DISCUSSION

Research questions

1. Does the use of language games aid in improving the students’ literacy skills?

2. Does the use of language games help in promoting the students’ motivation?

Question 1 Percentage of students scoring good level of marks

have increased in which pre-test percentage of students who scored good level is only 28.57% but after the treatment which is the language games, the percentage of students who scored good level in the post-test have increased to 68.18%.

The percentage of students who scored poor and fair level are decreasing where percentage of students who scored poor level in pre-test is 17.89% while in the post-test there are only 9.09%.

Question 2

The students’ achievement based on the post-test result has increased as much as 39.61% compared to the pre-test.

Students were eager and willing to participate in the lesson as the researchers introduce new language games in the classroom during the intervention.

Limitation

Short duration

1. 4 days of intervention

2. Was not done continuously but in 2 days a week for 2 weeks

3. Students absent due to the long gap between the two weeks

Number of the class involved

1. Only 1 class of students with low-achievement was involved

Recommendations

Longer duration

Can observe the influence more thoroughly

Bigger number of participants

Can study the average better and fairly

Conclusion There are positive effects of using languages games to

enhance literacy. Though the students are weak in their school achievement and

literacy skills, they value the importance of learning English and love to possess the language skills.

Educational practitioners and literacy enthusiasts could take the recommendations and research significance into account and employ such approach to assist the students in overcoming their weak literacy skills.

Language games as a more natural way of teaching reading and writing – encourage students’ attention and participation.