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Gursharanjit Kaur a/p Santokh

TEJ 100005
SMK Ahmad Boestamam

Students Background
23 students- 3RK1
17 passive students were selected

40 mins (2 periods/week)

the effects and effectiveness of using

games to increase students

participation in classroom
Why students participation?
Students showed less interest and

responded poorly in class

No motivation to learn

'Language learning is hard work... Effort

is required at every moment and must

be maintained over a long period of
time. Games help and encourage many
learners to sustain their interest and
In A Faraway Land, Michael Berman,
UK (2010)

Why games?
Welcome break from the usual routine of

the language class.

Motivating and challenging.
Fun but beneficial
Provides language practice in the various
skills - speaking, writing, listening and
Encourage students to interact and
Meaningful context for language use

1. to evoke the students' interest in
learning German as a foreign language
2. to see the effectiveness of activities
like games to grasp students' attention
and interest during the lesson content
3. to increase the students'
understanding of topic taught by using
activities instead of chalk and talk

Research Questions
1. Does the students' participation in
class affects the understanding of
the lesson content taught in class?
2. Do activities like games influence
the students' participation in class?
3. Do language games enhances
students motivation?

15 students (Form 3)
Learnt German language for past 2

Inactive/passive students were
Teacher as observer
Based on criteria
Set of questions (after each lesson)





Student interacts actively during the game

Student participates in the games
Student is able to work together as a team (cooperation)
Student can communicate well with group members to
complete task
Student is able to voice out ideas clearly and confidently
Student is able to understand the rules and regulations
of the games
Student understands the content of the lesson through
the game
Student shows interest in the games conducted by
participating in activity
Student pays better attention to presentation or
classroom discussion after the game
Student shows better comprehension of lesson/topic
after the game
Student is able to complete tasks individually after the
Student is able to complete task/finish the game in the
allocated time
Student is more motivated to complete tasks in a less
formal activity-game

Activity 1: Memory-game
(partizip +haben/sein),
in groups (responded well, took part,

some were quiet, but when explained

the rules of the game, students
showed interest.
Evidence- Teacher gives speaking
exercise (evaluation) - make sentences
with words learnt.
Students volunteered to present
sentences in class, were more active
and responsive. Answered when
question asked.

Activity 2: Puzzle
(Deutschland und
Nachbarlnder- Nachbarlnder
In groups
- students were given puzzle

pieces to solve, create a German map, and

paste the correct pictures of the places on
the map.
more interactive and active in class, and
asked many questions, able to remember
the names of the places learnt while solving
the puzzle and were able to use it during
the written exercise.
Students were asked to write a short text on
a trip to Germany, and the students were
able to use the words learnt in their writing.

Activity 3: Cooking (Essen

und trinken)
The students are given a shopping list and

a few object that they will have to "buy"

from their other classmates to complete
their ingredients, according to the recipe
given to them
all very participative and worked very well
together in a group.
In the next slot, the students were given
instructions to follow to make their own
salad- teacher reads out the recipe and
each group sends a representative to
measure the correct amount of the
ingredients to make the salad. The most
passive student of all was also helping the
group and took part in the activity

Survey- before lesson

Survey- after lesson

Research proven successful
Student showed positive changes
More responsive and interactive
Could understand and able to remember

lesson very well

Future: have a controlled class/group

Kementerian Pelajaran Malaysia (2006). Manual

Kajian Tindakan. Kuala Lumpur:

Penerbit Bahagian Perancangan dan
Penyelidikan Dasar Pendidikan
Deesri, A. (2002). Games in the ESL and EFL
class. Retrieved December 6, 2012, from
The Internet TESL Journal, Vol. VIII, No. 9:
http://iteslj.org/Techniques/ DeesriGames.html
Games for Language Learning' (2nd. Ed.) by
Andrew Wright, David Betteridge and Michael
Buckby. Cambridge University Press, 1984