ISSN: 2222-6990
Open access
The current CEFR-aligned Year 1 English syllabus is taught in the British context as the main material in use is the Superminds Student’s Book and Workbook printed by Cambridge University Press. As such, many of the terminology employed in the book are taught in a setting where students do not experience them and are unable to recognise and associate word meanings along with contextual learning purposes. This study is significant as it provides educators facing the same issue with a possible solution in overcoming the issue, which is crucial in learning a second language, especially as English is seen as an international language. The action research model was used in this study as it allowed the researchers to identify the issue, plan an action, implement the action, and review the effectiveness, followed by making adjustments and carrying out a second round of intervention if necessary. The data was collected from twenty five (25) Year 1 students as respondents. This action research used pre-test and post-test as well as observations as instruments to collect data. Findings from this study found that ISG was effective for a large number of participants in the study. Future research can focus on the implementation of the same method on weak learners at a higher level to explore if the method is truly able to help them improve their vocabulary retention. Furthermore, future research can also target a larger number of participants and implement and experimental research design to increase the reliability and validity of the data obtained.
Bakhsh, S. A. (2016). Using Games as a Tool in Teaching Vocabulary to Young Learners. English Langauge Teaching, 9(7)
Barron, B. and Hammond, L.D. (2008). Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning, The George Lucas Educational Fundation.
Blachowicz, C. L., and Fisher, P. (2015). Teaching vocabulary in all classrooms. Boston: Pearson.
Chai Kar Ni, Bonaventure Jong, Mary Dison, Sylvia Thomas, Yunus, M. M., and Ashairi Suliman. (2020). Enhancing Malaysian Primary Pupils’ Vocabulary Skills using Pocable Game and Pear Deck. International Journal of Learning, Teaching and Educational Research, 19(6), 145–160. https://doi.org/10.26803/ijlter.19.6.9
Comighud, Sheena Mae and Futalan, Maria Chona and Pillado, Irene. (2020). Factors on Memory Retention: Effect to Students' Academic Performance. 6. 1-24. 10.5281/zenodo.3780621.
Garba, S. A., Byabazaire, Y., and Busthami, A. H. (2015). Toward the Use of 21st Century Teaching-Learning Approaches: The Trend of Development in Malaysian Schools within the Context of Asia Pacific. International Journal of Emerging Technologies in Learning, 10(4), 72–79. http://dx.doi.org/10.3991/ijet.v10i4.4717
Harwati Hashim, Karmila M. Rafiq, and Yunus M.M. (2019). Improving ESL Learners’ Grammar with Gamified-Learning. Arab World English Journal, 5(5), 41–50. https://doi.org/10.24093/awej/call5.4
Hopkins, R., Lyle, K.B., Ralston, P., Bego, C., and Hieb, J.L. (2018). Board 121: Retrieval Practice and Spacing: Effects on Long-Term Learning among Engineering Precalculus Students.
Huckin, T. (Eds.). (1997). Second language vocabulary acquisition. Cambridge: Cambridge University Press.
Hulstijn, J.H. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. In P.J. Arnaud and H. Bejoint (Eds.), Vocabulary and applied linguistics (pp. 113-125). London: Macmillan.
Kucher K, Kerren A (2015) Text visualization techniques: taxonomy, visual survey, and community insights. In: 2015 IEEE Pacific visualization symposium (pacificVis), pp 117–121.
Lee, S.H., and Muncie, J. (2006). From receptive to productive: Improving ESL learners’ use of vocabulary in a post-reading composition task. TESOL Quarterly, 40, 295-320.
Mashhadi, F., and Jamalifar, G. (2015). Second Language Vocabulary Learning Through Visual and Textual Representation. Procedia - Social and Behavioral Sciences, 192, 298–307. https://doi.org/10.1016/j.sbspro.2015.06.043
Nation, P. (2001). Learning vocabulary in another language. New York: Cambridge University Press.
Paraiso, L. R. (2020, October 17). Multi-Modal Meaning: Connecting Multiple Intelligences To Learning Games. ELearning Industry. Retrieved on 29 November 2020 from https://elearningindustry.com/multimodal -meaning-connecting-multiple-intelligences-to- learning-games
Pérez, M. E. D. M., Duque, A. P. G., and García, L. C. F. (2018). Game-Based Learning: Increasing the Logical-Mathematical, Naturalistic, and Linguistic Learning Levels of Primary School Students. Journal of New Approaches in Educational Research, 7(1), 31–39. https://doi.org/10.7821/naer.2018.1.248
Ramezanali, N. (2017). Short and long-term vocabulary learning retention through multimedia glossing: A mixed methods research. Electronic Thesis and Dissertation Repository, 4588.
Read, J. (2004). Research in teaching vocabulary. Annual Review of Applied Linguistics, 24, 146-161.
Richards, J. C., and Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics (3rd Ed.). London: Pearson Education.
Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12, 329-363.
Shabaneh, Y., and Farrah, M. (2019). The Effect of Games on Vocabulary Retention. Indonesian Journal of Learning and Instruction, 2(1), 79–90. https://doi.org/10.25134/ijli.v2i01.1687
Singh, S. (2016). Game Based Language Learning in ESL Classroom: A Theoretical Perspective. ELT Vibes - International E-Journal for Research in English, 2, 20–34
Taka?, V. P., and Singleton, D. (Eds.) (2008). Vocabulary learning strategies and foreign language acquisition.Canada: Multilingual Matters Ltd.
Wesche, M.B., and Paribakht, T.S. (2000). Reading-based exercises in second language vocabulary learning: An introspective study. Modern Language Journal, 84, 196-213.
Wilkins, D. (1972). Linguistics in Language Teaching. Suffolk: The Chaucer Press.
Yunus, M. M., Lau Yen Yen, E., Hartini Mohd Khair, A., and Mohd Yusof, N. (2020). Acquisition of Vocabulary in Primary Schools Via GoPic with QR Code. International Journal of English Language and Literature Studies, 9(3), 121–131. https://doi.org/10.18488/journal.23.2020.93.121.131
In-Text Citation: (Xin-Li et al., 2021)
To Cite this Article: Su, E. X. L., Ting, M. L. C., & Yunus, M. M. (2021). Improving Lower Primary Students’ Vocabulary Retention Through Interactive Storyboard Game (ISG). International Journal of Academic Research in Business and Social Sciences, 11(6), 1514–1526.
Copyright: © 2021 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode