Chapter 4

RESULTS

Pre-test & Post-test

Pre-test
Marks Students
0-4
5
5-9
15
10-15 8

Percentag
e (%)
17.85
53.57
28.57

Post-test
Marks Students
0-4
2
5-9
5
10-15 15

Percentag
e (%)
9.09
22.72
68.18

Criteria
0-4

Poor

5-9

Fair

10-15

Good

Motivation questionnaire
Reasons for
learning English

Very
important

Important Of some
Not so
Less
importance importan importan
t
t

Get good grade in

English
Watch and
understand English
drama and movies
Travel to Englishspeaking countries
Make new friends

11

11

8
6

9
6

2
8

2
1

1
1

17

Have a job where

you need to speak
English
To further studies

Motivation questionnaire
Attitudes toward learning
English
Do you like learning English?

Agree

Not sure

Disagree

15
3

7
11

Do you feel bored while

learning English?
Do you think it is important to 18
4

learn English?
Do you learn English because
10
9
3
the school wants you to?
Do you learn English because
8
10
4
your parents want you to?
Do you think that the use of
20
2

English is important whether

for work or study?
Perception towards learning English through language games
Did you enjoy learning English 22

through language games?

Chapter 5
DISCUSSION

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 posttest 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
1.

of the class involved

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.