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Lao People Democratic Republic Peace Independence Democracy Unity Prosperity Ministry of Education and Sports Teacher Development Department Luangnamtha Teacher Training College Research Topic: To use the dice game in organizing activities as teaching number 11-20 to the 4th grade students at Demonstrated Primary School of Luangnamtha Teacher Training College, Luangnamtha district and Province. Researcher: AJ.MA: Sihnnakohn SRIMUANG ACADEMIC YEAR 2015-2016

Lao People Democratic Republic Peace Independence Democracy Unity Prosperity Ministry of Education and Sports Teacher Development Department Luangnamtha Teacher Training College Research Topic: To use the dice game in organizing activities as teaching number 11-20 to the 4th grade students at Demonstrated Primary School of Luangnamtha Teacher Training College, Luangnamtha district and Province. Advisors: Assist. Prof. Dr. Sornchai Mungthaisongh Mr. MA: Onnith Sitthilard Researcher: Mr. AJ. MA: Sihnnakohn SRIMUANG

Academic Year 2015-2016

PREFACE Education is really essential to human resource development. According to the director’s introduction of Luangnamtha Teacher Training College, every teacher has to do a classroom research for finding out the issues of teaching-learning and the ways of solution. To reach the goal of director’s instruction, every researcher in each office has been working very hard to conduct classroom research because everyone believes that the results of the classroom research can help teaching-learning process better. This research report consists of 5 chapters: 1) introduction, 2) literature review, 3) methodology, 4) results, and 5) conclusion and recommendation Because of several work for me during writing research report, therefore, I do believe that there are many things must be improved in this research report particularly the contents, grammatical rules, writing principle and others in each chapter that can help readers understand better. In this way, as a research writer, I feel grateful to get the useful comments and recommendation to develop the future research report better. i

ACKNOWLEDGEMENT The study would never have completed without assistance by many people. I would like to take this chance to express my sincerely appreciated to all people who have supported me towards the completion of this study. Above all, I would like to express my deepest attitude to the main advisor from Thailand who gives me the utilized advice all the time and the LTTC advisor committees for the precious advices and utilized suggest and recommendation throughout the research study. I would like to express appreciation from the support of the director of Demonstrated Primary School of Luangnamtha Teacher Training College, Luangnamtha Province that allowed me to conduct the research in the school. Last but not least, I would appreciate my attitudes to my parents, siblings and cousins who always stand on my side and supply everything. ii

ABSTRACT Research Title: To use the dice game in organizing activities as teaching number 11-20 to the 4th grade students at Demonstrated Primary School of Luangnamtha Teacher Training College, Luangnamtha district and Province Advisors: Assist. Prof. Dr. Sornchai Muangthaisongh, Ajan: Onnith Sithilarth. Researcher: AJ. MA: Sihnnakohn Srimuang Academic Year: 2015-2016 The objectives of this study were: 1) To use dice game in organizing activities to help the 4th grade students in learning number; 2) To build students’ abilities in learning English numbers; 3) To know whether the results of pre and post-test difference. The subjects were 11 students who attended the 4th grade students at Demonstrated Primary School of Luangnamtha Teacher Training College, Luangnamtha Province, academic year 2016- 2017. Data was collected through observation, questionnaire, and pre-test and post-test. The average results of questionnaire data analysis about the quality of teacher’s teaching is at excellent level, ̅ = 4.57 and = 0.71(less expand). From pre-test, the result is at pour level, ̅ = 4.09 and =. 1.58 (more expand). However, the post-test result is at accepted level ̅ = 7.48 and =. 1.89 (less expand). At the same time, the result of observation is at a good level, ̅ = 4.43 and =.0.41(less expand). Referring to the above analysis result, it can be summarized like: To teach vocabulary(numbers) by using die game to organize activities with the following steps: set up the appropriate group, each group roles the dice and say in English one by one, students takes time to practice and do role play. The research results can confirm that more students are able to read, write, speak and listen to the number better iii

Content Items page Part I introduction 1.1. Rationale and the importance of the topic ……………………..……………………….4 1.2. Research question ………………………………………………………………………4 1.3. Aims of study …………………………………………………………………………..4 1.4. Study areas ……………………………………………………………………………..4 1.4.1. Target group ………………………………………………………………………..4 1.4.2. Focal points …………………………………………………………………………4 1.5. Study expectation ………………………………………………………………………4 1.6. Word definition ………………………………………………………………………...5 Part II literature review 2.1. Theoretical perspectives ……………………………………………………………….9 2.2. Theories use …………………………………………………………………………..14 2.3.Previous study of topic ………………………………………………………………..16 Part III methodology 3.1.Population and samplings ……………………………………………………………..17 3.2.Study tools ……………………………………………………………………………..17 3.3.Statistic of research…………………………………………………………………….18 3.4.Data collection ………………………………………………………………………...18 3.5.Data analysis…………………………………………………………………………...19 Part IV study results ………………………………………………21 Part V conclusion, discussion and recommendation……………...23 References ………………………………………………………...24 iv

CHAPTER I INTRODUCTION 1.1. Rationale and the Importance of the topic Language is our primary source of communication. It's the method through which we share our ideas and thoughts with others. Some people even say that language is what separates us from animals and makes us human. There are thousands of languages in this world. Countries have their own national languages in addition to a variety of local languages spoken and understood by their people in different regions. Some languages are spoken by millions of people, others by only a few thousand. There are several factors that make the English language essential to communication in our current time. First of all, it is the most common foreign language. This means that two people who come from different countries (for example, a Mexican and a Swede) usually use English as a common language to communicate. That’s why everyone needs to learn the language in order to get in touch on an international level. Speaking it will help you communicate with people from countries all over the world, not just English-speaking ones. English is also essential to the field of education. In many countries, children are taught and encouraged to learn English as a second language. Even in countries where it is not an official language, such as the Netherlands or Sweden, we will find many syllabi in science and engineering are written in English. Because it is the dominant language in the sciences, most of the research and studies you find in any given scientific field will be written in it as well. At the university level, students in many countries study almost all their subjects in English in order to make the material more accessible to international students (https://owlcation.com › Humanities › Linguistics: 2015) The English language plays an important role in communication in today’s world, particularly in ASEAN region. It becomes a central language of this parts which people take it to communicate each other in business, tourism, governance and etc. on the other hand, English language has been implemented on teaching-learning as a foreign language in Lao national curriculum for more 20 decades. It is the key to accessing information and knowledge in today’s life. In other words, it is used as a mean of 1

exchanging facts, although, the process of English teaching-learning in the classroom is very complicated, particularly classroom language interaction. It is widely agreed that the quality of English in Laos, most particularly in terms of accuracy, has long been and remains a problem, many commentator have attributed these problems to a miss matching between teaching methods and approaches and students’ abilities and needs. Verster (2005) an attempt of this line of critics, has argued that teaching strategies must be designed and implemented in such a manner so as to confirm to the prefer learning styles of students. This will encourage and allow students study better and more quickly. Refer to researcher effective learning strategies must address and include those learning activities that help students to use their own learning style. This doesn’t require a teacher to accommodate each student individually, an impossible task with large the class sizes, but it doesn’t suggest that learning can be more effective when the particular interests of students are taken in to account. Game is one of the most effective tools in teaching English for children, so what are the reasons for this? Firstly, games help children to reduce stress during their studying. They make children funny, happy, interesting and comfortable when they are played games, which will help children concentrate on the lesson and learn better. Moreover, children will remember English words according to games the most effectively In addition, games help children to interact with other members in the class. In fact, games create the opportunity for them to make friends with other members in the class. They become friendly and have a close-knit relationship. After playing games, they will learn experiences, share knowledge and exchange skills with their friends, which makes children learn well. Moreover, games also help children to enhance listening skill. For example: when the teacher gives rules of games in English. In fact, if children don’t focus on teacher’s instructions they won’t understand the rules and can’t play the games. So, children have to concentrate on the teacher’s instructions to understand what the teacher says and do as teacher guides, which help children improve English listening skill (Deesri:2002) Lao Government opens the country widely to do cooperate with other countries todays. To respond for that, English is an essential component to play the role because it is responsible for nurturing human resources for being able to communicate with other overseas people and organizers, for encouraging the entrepreneurs invest in Laos more and more which is one way to develop country as well. Because of the essential of 2

English language, the Ministry of Education has created the curriculums with appropriate context to the entire systems (Minister of Education and Sport yearly conclusion, 2015-2016). What people don't realize, however is that many people have different learning styles. Henry Gardner (2014) explains this through his theory of multiple intelligences. Most people do not function well under the typical range of intelligence used in schools (including verbal/linguistic and logical/mathematical skills). As reported in Learning through many kinds of intelligence, by Dee Dickenson (2011), using games can help pupils tap into the different learning styles such as visual, musical, interpersonal, naturalistic and intrapersonal. When pupils have opportunities to learn using their preferred styles, they often become more successful at learning any subject. Furthermore, as reported on Family Education.com, 'Probably the most important developmental benefit is that games require children to interact and speak with each other. They have to negotiate rules, take turns and correct and challenge each other.' This helps the pupils use and improve their thinking, problem solving, listening and speaking skills. The effectiveness of learning through games conducted a study exploring just how successful games are in terms of helping pupils learn vocabulary. During this study, they gathered pupil reactions to using games in the classroom and found that they were positively received for various reasons. They 'like the relaxed atmosphere, the competitiveness and the motivation that games brought to the classroom'. Pupils also reported that they like using their imagination and creativity and that they learned new vocabulary during that games 'but also were forced to recall existing knowledge and put it to use (Hong.L:2002) As it can be seen above, visual aids, games and others can motivate students in learning languages, however, according to observation in the previous real action at Luangnamtha Teacher Training Demonstrated Primary School, Laungnamtha district and province. It is found that many English teachers use neither teaching aids nor games in their teaching. Lecturing technique is usually used without supplementary. Therefore, this is the big reason that the researcher realizes and selects the issue as a research topic to find out the best way to resolve the problems and encourage students attend the classroom willingly. 3

Research topic: ”To use the dice game in organizing activities as teaching number 1-10 to the 4th students at Luangnamtha Teacher Training Demonstrated Primary School, Luangnamtha district and province, academic year 2015-2016” 1.2. Research question - What game can motivate the 4th year students in learning numbers? 1.3. Aims of Study  To improve teacher’s technique of organizing game to the 4th year students  To build students’ abilities in learning English numbers 1-10 by using dice game to organize activities 1.4. Study Areas  Target group The target group of the study is the 4th students, with total number of 11 students, 5 females at Luangnamtha Teacher Training Demonstrated Primary School, Luangnamtha district and province, academic year 2015-2016  Focal point The main content of this study is organizing activities by using game, unit 1 section A, Activity 2 1.5. Study expectation - To know the advantage of playing game at Luangnamtha Teacher Training Demonstrated Primary School, Luangnamtha district and province, academic year 2015-2016 - To find out the solution of teacher’s problems in using game - To reveal the significant awareness of students in organizing games 1.6. Word Definition Dice game refers to a tool that can encourage students in activities actively Tools mean tool kits that are implemented on the classroom research procedure for collecting information. Expected outcome means something that people do and hope to get Teaching-Learning is a process of sending and gaining knowledge between teacher and students Research questions mean a set of questions that asking the pattern groups 4

collecting data. Analysis means examination of something in order to understand more about it. Questionnaire means a written questions that are answer by the number of people 5

CHAPTER II LITERATURE REVIEW 2.1. The theoretical perspective related to the topic 2.1.1. The History of Educational Gaming The history of educational gaming can generally be broken down into two separate areas of interest. First, is the conception of educational gaming and further justification of why the gaming paradigm lends particularly strong synergy with classical approaches to the way people learn. Second, is the study of what’s known about good educational game design – in essence, what works well and with whom (Edward Y. Zhang: 2013) 2.1.2. The importance of using games Games have a great educational value and it can be used in the classroom to make learners use the language instead of just thinking about learning the correct forms. Games encourage learners to interact, cooperate, to be creative and spontaneous in using the language in a meaningful way. Learners want to take part in activities; to play games and are generally quite competitive. In order for them to take part they must be able to understand and communicate in the target language. Games also encourage learners to keep interested in the work and a teacher can use them to create contexts in which the language is useful (Anne-Louise de Wit: 2012) 2.1.3. Why should games be used in the classroom? Games are used as methods or techniques to involve students in learning. Well- chosen and designed games are invaluable as they give students a break and at the same time allow learners to practise language skills. The benefits of games range from cognitive aspect of language learning to more co-operative group dynamics and as a result games are highly motivating since they are amusing and at the same time challenging. Ersoz (2000) state that games can be used to give practice in all language skills and they can be used to practice many types of communication. Huyen (2003) identifies the advantages of using games to learn vocabulary in the classroom: a) Games add relaxation and fun, so the learners retain words more easily. b) Games involve friendly competition, so it keeps learners interested and motivated. c) Vocabulary games bring real world context to the classroom. Mei (2000) emphasizes 6

similar points by saying that it encourages active learning, as well as collaboration and interactivity. Interactive learning techniques also hold memory, performance and social benefits. According to I-Jung (2005) the benefits of using games in language-learning include that games are learner centred, encourages creative and spontaneous use of language and foster participatory attitudes of the learners. Kim (1995) states more general advantages of using games in the classroom and they include: Games are a welcome break from the usual routine of the language class. They are motivating and challenging. Learning a language requires a great deal of effort. Games help students to make and sustain the effort of learning. Games provide language practice in the various skills- speaking, writing, listening and reading. They encourage students to interact and communicate. They create a meaningful context for language use. Students learn through experimenting, discovering and interacting with their environment. Students need variation to increase their motivation. By using games students already have a context in which the use of the target language is immediately useful. This learning situation is similar to how mother tongue speakers would learn without being aware they are studying. 2.1.4. When to use games? A game must be more than just fun. A game should involve \"friendly\" competition. A game should keep all of the students involved and interested. A game should encourage students to focus on the use of language rather than on the language itself. A game should give students a chance to learn, practice, or review specific language material I-Jung (2005) revealed that games could also be based on real-life sport such as baseball or basketball. The teacher can draw a playing field/court on the board and each time a student/team answers a question they can move to the next base or score a goal. Interactive games such as hot seating or role play can also be used. Teams can, for example, do “shopping”, where they have to buy a certain amount of things with their money, while at the same time practising dialogues and vocabulary. Another popular game is Taboo; where a student from each team sits with their back to the board, the teacher writes a word on the board and the rest of the team must explain the word without using/saying it. The first team to guess the word correctly wins. A similar game that can be adapted for the classroom is 30 Seconds. An ABC game can also be used 7

where students have to give a word beginning with the next letter of the alphabet. Or a similar game is Chain spelling, where a student is asked to spell a word and then the next student must say and spell a word beginning with the last letter of the previous word. With newly arrived students teachers can use a school or campus treasure hunt. Kopecky.A (2009) suggested that teachers can use Directed Activities Related to Texts (DARTs) such as jigsaws, prediction, sequencing etc in a competitive way to create a game. For example the first team to assemble their jigsaw wins; the team to make the closest prediction wins; the team who correctly sequences events/storyline wins. The teacher can then use DARTs to present or practice the target language, yet at the same time it can develop into a game. There are innumerable ideas for games available, but the success of the games depends on the teacher. The teacher must ensure that the games are appropriate for their students and that it is relevant to their work or real-life. 2.1.5. Can games be used with all age groups? Games can definitely be used for all age groups, but some caution is needed when used for adult learners. Teachers have to ensure that their games are age appropriate and not too easy or challenging for their students. Kopecky (2009) states that adult students look for structure in lessons and by keeping a game clearly tied to the work it helps maintain their confidence in the teacher. He advises that you should know your adult students (their interest, how they interact etc) and prepare games that are intellectually challenging and have some “substance”. Ensure that clear instructions are given and that students clearly understand the goal of the game. To motivate adult students you have to be motivated and enthusiastic yourself, yet professional when executing the game. Ensure that you monitor as the students play the game to help them keep the goal of the activity in mind and also monitor your time. Hong (2002) suggests a few questions to keep in mind when considering which game to choose for the different age groups: Which language does the game target? Which skills does it practice? What type of game is it? What's the purpose for using it? Does it fit the students? How could I simplify or make it more complex if necessary? How much interaction and participation is there? Do I like the game myself? 2.1.6. Important things to consider when using games in the classroom Choose suitable games (depending on the number of students, proficiency level, cultural context, timing, learning topic, and the classroom settings). The way students 8

perceive a game depends on the actual design and implementation of the game. Give clear instructions, give clear rules and give clear time limits. Rather demonstrate than explain. There must be a clear purpose and achievable goals. Clear objectives and goals must match the difficulty level of the game and ability level of the students. Ensure that shy or quiet students are not alienated and have an opportunity to take part. Debriefing, or the evaluation of results/ events in the game, is crucial to the game’s success. It must still be fun, but still help the students to learn. Games lower anxiety levels, are entertaining, educational and give students reason to use the target language. It is a natural way of learning and exposes students to real learning opportunities. “Games encourage, entertain, teach, and promote fluency. If not for any of these reasons, they should be used just because they help students see beauty in a foreign language and not just problems that at times seem overwhelming Kunar and Lightner (2007) According to Gaudart (1999) there are four types of games that can be used and they are: card games, board games, simulation games, and party-type games. When choosing games a teacher does not have to have a multitude of games up his/her sleeve, but rather creativity at taking existing, familiar or popular games and adapting it to the classroom to aim for maximum student involvement. Traditional games like hangman, Pictionary, charades, Chinese Whisper, Bingo, Snakes and Ladders, Battleships, Who wants to be a millionaire? etc. can be modified and tailor-made for your learners and teaching content. Many games require modification in use when the students' needs are taken into consideration. It is also important to note that a game doesn’t need to involve a lot of movement or excitement or cheering, but it does need to be intellectually challenging. Teachers can use a variety of extra incentives to keep the energy in the classroom going during games with: group or team competition, using small prizes depending on age (stickers, stamps, reward points etc), using dice to determine amount of points or using fake money or playing cards as point system (every time a student answers correctly he/she receives a card or note). Students could be given a sticky ball to throw at vocabulary words, grammar structures etc that are written on the board and then asked to use them in sentences. Or alternatively they could answer a question and throw at a target on the board to win points. A paper airplane or bean bag could also be used in a similar way. Small whiteboards can be used in spelling competitions and be sent 9

around in the team. Students love to play rock-paper-scissor and it can be adapted for various functions within games. 2.2. Theories used 2.2.1. Mei.Y.Y (2000) displayed 10 ways to use dice to make your class more fun and interesting. 1. Use dice to choose students for activities. Using addition or multiplication, 2 to 3 dice can be used to help the teacher have a random way of picking students for activities when each student is assigned a number. 2. Use dice to help choose groups. Though groups may get be a bit lopsided at times, using one die for each student can work if you have odd and even groups. That way there is a greater likelihood that you will split the class into groups evenly. 3. Use dice in conjunction with book exercises. Using 2 -3 dice and addition, any book exercise can become a game in which students roll and the number of the question is the one that they must answer in their group. If they answer correctly, they get a point (etc.). 4. Use dice to learn verb tenses. Very conveniently, there are 12 verb tense forms in English. This works great for grammar review if you assign each tense a number 1-12 on the board and have the students use dice and a verb of their/your choosing. When students roll, they must produce the verb form that corresponds with the number and verb. I usually do this in groups to get more students participating. 5. Use dice for Grammar Board Games. Create your own board games or download games from sites like http://bogglesworldesl.com/esl_games.htm and have students play the games in class for prizes or other incentives. 6. Use dice to choose the level of difficulty in games. If you have a review exercise with varying levels of difficulty, have each student roll a die and answer either the hardest or the easiest question based on their roll (1 being the easiest (simple present), 6 being the hardest (future perfect progressive)). If they get it right, they get more points for their team, if they get it wrong, they either lose points or simply gain nothing. 7. Use dice to assign bonus points. Have a student roll a dice at the beginning of a test to assign how many extra points the bonus will be worth (no more than 6 points). It's up to you how you would give the points. 8. Use dice to decide who goes first in presentations. Every student hates to be first, and every teacher hates to decide who has to go first, so randomize it! This is easier 10

with 2 dice and addition. The student with the lowest number goes last/first. Again, it's up to you how you do it. 9. Use dice to have students create sentences. The large, soft, foamy dice work well with this. Have one student roll the dice in front of the class and the students have to compete on the board to write a sentence with the number of words that matches the number on the dice. 10. Use dice at the end of class. Very close to the end of class, have students roll dice to find out how many more questions they should answer to get out. If they get a one, they only have one left. If they get a six, they have six left. 2.2.2. Dice can be used in games 2.2.2.1. Hangman (Dice) is an other one that everybody knows except I like to use a dice to bring in other rules  How it works: Split your class into two teams, give each team $500 to start with, and then write 1-6 on the board. Think of a word for your hangman and write the spaces on the board. Next to each number write a rule, for example: Miss a go $1000 Bankrupt (money goes from your account to the other team) $50 Switch (switch team accounts) $10 Teams take turns to roll the dice, if it is miss a go then it gets sent over to the other team, all others the team has a guess at a hangman letter but the either gain or lose money. This is a great one for vocabulary that you have been learning that day, and you can throw in vocabulary from previously classes. Children in Asia tend to be fiercely competitive so bringing in the dice and the bank accounts really spices things up, especially when a team gets bankrupt, they go wild. 2.2.2.2. What’s the time Mr. Wolf This is a great game to play when you have been learning about time  How it works: First make sure that you have covered time and that all students know how to say the question ‘what is the time?’ and the answer ‘it’s X o’clock’. The teacher stands with his face hidden to the board whilst all of the students stand against the opposite wall and shout the question, the teacher then chooses a time ‘it’s 3 o’clock’ at which point all of the students move forward 3 spaces, this keeps happening until the teacher thinks they are close and then instead of saying ‘its 3 o’clock’ the teacher says ‘its dinnertime’ at which point he/she turns and tries to grab a child, that child is then the next wolf. This 11

game is specific for practicing times, however time can be a difficult one to grasp, so this makes it a fun way of drilling the sentence structures for both the interrogative and declarative sentences. 2.2.2.3. Eraser Racer This was one of my favourite games to play when I was teaching, it is an exciting board race game that all students seem to love.  How it works: For this you will need two board erasers, put these against the wall opposite to the board. Put the students into two teams, line them up facing each other so that they have the board to their right and the erasers to their left. Put 2 dots on the board, one for each team to erase, use flashcards/actions related to what you have learnt that day. Choose one student from each team and turn the flashcard, get them to say the flashcard (or sentence) 3 times before they race to get the eraser and then race to wipe their dot off the board. The fastest gets the point. A good technique to making this game fair is to increase the size of the winners dot and colour it in, you will eventually end up with circles the size of beach balls that the kids have to erase, which of course takes longer giving the other team time to catch up. Another twist is to change the dots/circles to funny pictures (pigs, angry birds etc.) 2.2.2.4. Hot Seat This is a great game when you need to go over some vocabulary.  How it works: Split your class into two teams, pull up two chairs that have their backs to the board and have one volunteer from each group sit in the chair. Write one of the vocabulary words you have been using on the board behind them. The idea is that the rest of their team members try to get the person in the hot seat to guess the word behind them by using other language and sentences surrounding the word. Note: Any writing, spelling, or ‘air writing’ is considered cheating, the other team instantly gets the point. This game works amazingly for competitive classes and really gets the students thinking about other areas of the English language they can use to get the point. Plus it’s tons of fun. 2.2.2.5. Charades This game takes me right back to Christmas when I was a child and watching all of the adults in my family make utter fools of themselves after Christmas dinner. Well now I get to make my students do it.  How it works: 12

For those not familiar with the game (shame on you) I shall explain. Before class cut out a bunch of pieces of paper that have a word on them (make sure they are words the students will know) screw them up and put them in a bag. Split the students into two teams, take it in turns choosing a student from each team and have them pick a vocabulary word from the bag, the student has to then act out the word without making any sounds, the first team to guess the word gets the point. A good tip to get the ball rolling is for you the teacher to go first, this does two things; first it shows them how to play the game and secondly it puts them at ease as you can look as silly as possible to make them feel comfortable. 2.2.2.6. Sticky target Sticky balls are an ESL teachers’ best friend, and they are incredibly versatile when it comes to ESL games. I think every teacher has a version of sticky target, this is how I like to do it.  How does it work: Review with your students the vocabulary that you have been covering, then, depending on your artistic flare, you can either draw pictures of the vocabulary on the board or stick the flashcards to the board. Set the class up like you would for eraser racer (number 4 in this article) but replace the erasers with sticky balls. Put an object on the floor around 2 meters from the board (this will be their throwing point; they can’t cross this point to throw). Choose one student from each team, turn a vocabulary flashcard and have them say the word clearly 3 times, once they have said it clearly they can run to get their sticky ball and run to the throwing point, here they have to hit the flashcard/picture that links to the one you had them say. The first team to hit it gets the point, if neither hit you look at the closest one to the target. This game plays to the competitive side of the students, and can also work for sentences. For example if you have been practicing, ‘there is a (ball) in the bedroom’ turn over a picture of a ball and have them say the whole sentence three times. You will notice they try to rush through the sentence, make sure you get them to say it clearly. 2.2.2.7. Pictionary This is a good game for drawing out any vocabulary that the students have been taught.  How it works: Split your class into two teams, write on a piece of paper the vocabulary you want them to use and have them each use a marker to try to draw pictures to get the other students to guess the vocabulary word you wrote down. The students that are drawing are not 13

allowed to mime or speak the word, if this happens it is considered cheating and the other team gets the point. You will find that playing this game can get very loud as you have two teams calling out their guesses at the same time. Try to use vocabulary that will be a little more difficult to guess, for example a word such as ‘cat’ will be easy to draw and easy to guess, so this won’t last very long. But a word like ‘bedroom’ will be a little more complex. In conclusion, there are many ways that the teacher can use dice in game. It can be used not only vocabulary but also grammar rules and others. Thus, the researcher team considers the dice game in organizing activities while teaching numbers 1-10. The steps are below: 1) Presentation stage - Elicit and drill the new language:1-10 by flash cards 2) Controlled practice stage - Split the students into 5 big groups (each group has a dice with numbers) - And then split into pairs - Demonstrate by throwing the dice and say the number in English (take turn one by one in group) 3) Freer practice - Ask each group to do role play in front of the board 2.3. Previous study S Shokouhi-Moqhaddam (‎2013) studied about computer games and other audio- visual media as social situation are very attractive and have a great effect on children and adolescents. This study aimed to investigate 1) the correlation between computer games and 2) behavioural problems on male guidance school students. The method was a descriptive-correlative study on 384 randomly chosen male guidance school students. They were asked to answer the researcher's questionnaire about computer games and Achenbach’s Youth Self-Report (YSR). The results of this study indicated that there was about 95% direct significant correlation between the amount of playing games among adolescents and anxiety/depression, withdrawn/depression, rule-breaking behaviours, aggression, and social problems. However, there was no statistically significant correlation between the amount of computer game usage and physical complaints, thinking problems, and attention problems. In addition, there was a 14

significant correlation between the students’ place of living and their parents’ job, and using computer games. AnneMarie Egtved Bradley (2004) examined how the games for understanding (GFU) curriculum created a social constructivist learning environment that influenced eighth grade girls’ levels of engagement within a sport based physical education program and identified pedagogical methods that assisted boys to value girls as participants and work to facilitate girls’ engagement. Data consisted of teacher journal entries, student questionnaires, focus group interviews, co-teacher interview, and independent observations. Data were analyzed using open, axial, and selective coding. The findings suggested that cognitive aspects of the GFU environment actively engaged both boys and girls through small team activities. Shared responsibilities for team selection and peer coaching enabled students to become decisions-makers. Providing students with choices and minimizing competition helped girls feel supported. Likewise, modified games and ability groups helped boys value girls as participants and facilitate their engagement. Deborah Vivian Warren (2001) analyses the potential for disjunctions between these two groups of designers. Twenty-two designers of home entertainment computer games were surveyed and interviewed about the prospect of simulation/game software to be developed for use in online education. Specifically, their perspectives were probed with respect to three dimensions: a) designing for open exploration of a specific closure (winners and losers), b) relative commitment to objective or subjective representations of knowledge, and c) preference for pre-planning or a tolerance of the iterative nature of software development. The survey results indicated a preference of game designers to design for a specific closure (with a final determination of winners and losers) rather than an open exploration. A high commitment to representing objective knowledge was also indicated. Interview responses indicated a high tolerance for the iterative nature of software development. The analysis emphasized a disjunction/overlap of an academic culture that elevates critical thinking and a consumer entertainment culture that elevates curiosity. The use of computer simulation games may be most supportive of learning, in a culture than elevates the curiosity above critical thinking, and thus better serve the democratization of knowledge where ‘everyone is invited to the knowledge party’. Such an implementation would be a divergence from the typical approach in higher education, where knowledge- 15

participants are required to join a ‘members-only’ club. Future researchers may wish to profile the curiosity of learners and specifically design for this dimension. In conclusion, according to the works mentioned above, game was implemented in various dimensions in the classrooms: computer games and other audio-visual media as social situation, games for understanding (GFU) and the potential for disjunctions between these two groups of designers. Twenty-two designers of home entertainment computer games were surveyed and interviewed about the prospect of simulation/game software to be developed for use in online education. Unfortunately, very few to none researcher studies could be found investigating the dice game on teaching the second language in the classrooms. Therefore, this study attempts to examine the strategy used in organizing activities by using dice game 16

CHAPTER III METHOD OF RESEARCH This chapter describes the methodology of study. It consists of total 4 parts of procedure like: making experiment tools; data collection, data analysis and statistic used for data analysis. 3.1. Target Group The target group of the study is the 4th students of Demonstrated Primary School. It is called target group. It consists of, 33 students, 13 females, Luangnamtha district and province, academic year 2015-2016 3.2. Study Tools The research experiment tools were consisted of 3 parts: firstly, prepared the content of pre-test and post-test, class observation and also questionnaire. They were designed which based on the objectives of the study for investigating the achievement of new techniques of organizing activity by using game, then took them to a tutor for giving advice and lastly, the some collections were done.  Pre-test and post-test The test sheet was jumble word, fill in the gap, write the number in English and translate simple sentence in to English. Each item consists of 5 topics.  Questionnaire The questionnaire was consists of 3 main parts:1) general information of indication, 2) the main contents of the questionnaire which included 11 items with the scales and 3) more suggestion of study.  Class observation The classroom observation was focused on the content of unit 1, section A, activity 2 3.3. Statistic of Research Three kinds of statistic were considered to use in this research: percent %, Average ( ̅) and Standard Deviation (SD) with the tools: Pre-test and Post-tests, 17

Observation and Questionnaire. Pre-test and Post-test are used for assessing students’ ability in memorizing the numbers through the dice game whether the results of pre-test and Post-test are different. Observation was used to find out the stages of teaching vocabulary (numbers) in grade 1. The questionnaire was used for investigating students’ satisfaction and awareness on the dice game used. 3.4. Data Collection To find out the real information, the researcher team had collected data as the following steps: Firstly, wrote the proposal to the director of LNTTC Demonstrated Primary School. It is called target group. It consists of 11 students, 5 females, for doing a study in the school, after that, cooperated with the teachers and students for collecting sample group. Lastly, the lesson was taught by one of the group member. Before and after teaching, the pre-test and post-test were conducted 10 minutes for each session, and at the same time, the peers were observers by using observation sheet. Finally, the target group was asked for completed the questionnaire. 3.5. Data Analysis The collective data was analysed by organizing the information to gather and calculated them in accordance with kind of information that got from the pre-test and post-test, questionnaire and class observation. And then, the calculation was done by computer program with using basic statistic formula which allocate the next stage, and put the final results on the table provided. At the end, the final study results were needed to interpret in expression which based on the condition setting. The detailed meaning of scoring was shown below: 1. The Measurement Scales of pre- and post- tests scores 8 - 10 = advanced 5 - 7 = accepted 1 - 4 = weak 2. Table 1: The Scales of Interpretation the Value of Average( ̅) and Standard Deviation ( ) Space of average Meaning 18

5.00-4.51 Excellent 4.50-3.51 Good 3.50-2.51 2.50-1.51 Quite good 1.50-1.00 Satisfactory Weak 3. Statistic Used for Data Analysis To collect the detailed information on the study, three formulations were used on the data analysis: Percentage (%), average ( ̅), standard deviation ( ).  Percentage (%) The percentage (%) was calculated by using the formula: P refers to percent (%) F refers to frequency of the percent calculated N refers to number of request  Average ( ) The average or Arithmetic Mean was calculated by using the formula: ̅∑ refers to the average score of each question ∑ refers to the sum of average score N refers to the number of sampling  Standard deviation (SD) The standard deviation (SD) was calculated by using the formula: SD  N ( 2 )  ()2 N (N 1) SD refers to Standard division (∑ )2 refers to the square of sum of score of each question 19

∑ refers to the sum of square score of each question N refers to number of sample 20

CHAPTER IV RESEARCH RESULTS 4.1.The study result of organizing activities by using dice game Table 2: The Analysis of Teaching number 11-20 by using dice game to organize activities No Descriptions ̅ Levels 1 Greeting 5,00 0 Excellent 2 Revision 4,33 0,57 3 Presentation 4,43 0,57 Good 4 Controlled practice 4,33 0,67 Good 5 Free practice 4,41 0,28 Good 4,43 0,41 Good Total Good Table 2 indicates the results of data analysis that got from the observation on teaching number 11-20, which focused on organizing activities by dice game in the of controlled and freer stages is at a good level, ̅ = 4.43 and =.0.41(less expand). The most successful of teaching is greeting ̅ = 5.00 and =.0. and others: revision, controlled practice, freer practice are at good level ̅ = 4.37 and = 0.52(less expand) 4.2.The students’ satisfaction and awareness to learn numbers by dice game in organizing activities Table 3: The Average ( ̅) and Standard Deviation ( ) from Questionnaire No Contents ( ̅) ( ) Levels 1 Short and lively eliciting 5 0 Excellent 2 Presenting new language 4.48 0.49 Good 3 Easily understood game instruction 4.54 0.81 Excellent 4.51 0.92 Excellent 4 Students understand well how to play game 4.39 0.98 Good 5 Student’s involvement the game 4.39 0.88 Good actively 4.66 0.76 Excellent 6 Clear giving example to students 7 Have a good atmosphere in playing game 21

8 Student are interested in the game 4.54 0.74 Excellent dices 4.45 0.89 Good 9 Dices are used clear, large and 4.54 0.89 Excellent comfortable to use in the local area 4.75 0.49 Excellent 10 Students can be encouraged by game 4.69 0.67 Excellent dices 4.57 0.71 Excellent 11 Appropriate game to students’ level 12 Students have a chance to play in front of the board Total Table 3 presents the results of data analysis that got from questionnaire on students’ satisfaction and awareness to teacher’s organizing activities by dice game strategy when they were encouraged participated in learning number. The total results are at excellent level, ̅ = 4.57 and =. 0.71(less expand). Anyway, there were 8 points at excellent level, ̅ = 4.65 and = 0.64, and then 3 topics at quite good level, ̅ = 4.42 and =.0. 56(less expand). 4.3.The result of pre-test and post-test Table 4, the analysis of Pre- test score (before and after using dice game to organize activities) No Assessment content score average meaning SD expand 1 Pre-test 4.09 pour 1.58 More 2 Post-test 7.48 accepted 1.89 Less Table 4 presents the results of data analysis that got from pre and post-test. The total average results of are different, the pre-test result is at pour level, ̅ = 4.09 and =. 1.58 (more expand). The post-test result is at accepted level ̅ = 7.48 and =. 1.89 (less expand) 22

CHAPTER V CONCLUSION AND RECOMMENDATION This chapter summarises the whole study and provides some feedback on areas that require the ways of teaching number 11-20, which focuses on organizing activities by dice game to the 4th grade students at Demonstrated Primary School in academic year 2015-2016. The conclusion and recommendations were also presented lately at the end of this chapter. 5.1. Conclusion According to the fundamental result of the research, it is said that the research results matched to the mentioned objective because the average results of questionnaire data analysis about the quality of teacher’s teaching is at excellent level, ̅ = 4.57 and = 0.71(less expand). From pre-test, the result is at pour level, ̅ = 4.09 and =. 1.58 (more expand). However, the post-test result is at accepted level ̅ = 7.48 and =. 1.89 (less expand). At the same time, the result of observation is at a good level, ̅ = 4.43 and =.0.41(less expand). Referring to the above analysis result, it can be summarised like: To teach vocabulary(numbers) by using die game to organize activities with the following steps: set up the appropriate group, each group roles the dice and say in English one by one, students takes time to practice and do role play. The research results can confirm that more students are able to read, write, speak and listen the number better 5.2. Recommendations Recommendation is so essential thing on doing research because researcher can bring it to improve in the future study better. After the study we have some recommendation as below: - Teaching vocabulary successfully, dice game should be involved because students have a chance working and sharing something and make a great activities for them - The teachers should use more games in teaching-learning - Clear instruction can enhance student more joyful in games 23

- If anyone prefers to do a research similar this, groups setting is one thing that should be considered - All the types of tools should be created and consults with the advisor be for going to local school - Each member of the group should be side by side and help each other in the process of doing study, share ideas as much as possible to make the study more valuable and useful. 24

References Deesri, A. (2002) Games in the ESL and EFL Class in The Internet TESL Journal, Vol. VIII, No. 9. Ersoz, A. (2000) Six Games for the EFL/ESL Classroom in The Internet TESL Journal, Vol. VI,No.6. Hong, L. (2002) Using Games in Teaching English to Young Learners in The Internet TESL Journal, Vol VIII, No. 8. Huyen, N.T.T. &Nga, K.T.T. (2003) Learning Vocabulary through games in Asian EFL Journal. I-Jung. C, (2005) Using Games to Promote Communicative Skills in Language Learning Kopecky, A. (2009) Using Games to Motivate your Adult ESL Students. Kumar, R. &Lightner, R. (2007) Games as an Interactive Classroom Technique in International Journal of Teaching and Learning in Higher Education. Volume 19, Number 1, 53-63. Mei, Y.Y. (2000) Using Games in an EFL Class for Children in Daejin University ELT Research Paper. 25

Questionnaire 1. Indication: This information is used in researching to find out problems of teaching- learning and find resolution it doesn’t cause of any problem to the answerer please read the information and tick the best responds. 2. Answerer personal information: age ………… sex………. Class………. 3. Criteria: 5=Very good , 4=Good, 3=Fair, 2=Weak, 1=Very bad No Contents Criteria 1 Short and lively eliciting 543 2 1 2 Presenting new language 3 Easily understood game instruction 4 Students understand well how to play game 5 Student’s involvement the game actively 6 Clear giving example to students 7 Have a good atmosphere in playing game 8 Student are interested in the game dices 9 Dices are used clear, large and comfortable to use in the local area 10 Students can be encouraged by game dices 11 Appropriate game Comment:……………………………………………

Observation Teacher’s name: ………………………… Observer: ……………………Class :………………… Time…………… Please use tick () in the table with real content of teacher’s teaching. Grade : 5 =Very good, 4 =Good, 3 =Fair, 2 =Weak, 1 =Very weak No Contents 5 Criteria 2 1 43 Greeting 1 Preparing Lesson plan 2 Greet students 3 Ask day, date, year and absentees Review 4 Teacher ask about last lesson 5 Interesting technique of review 6 Students interest with old lesson Presentation 7 Elicits new words from students 8 Short presenting new language and easy to understand

9 Use 4 stage of drillings 10 Give time to students for practice Give time to students to 11 ask the lesson 12 Use appropriate language Lao and English Practice 13 Clear instruction how to play games 14 Provide appropriate group work for playing dice game 15 gives clear examples of using dice game 16 Limited time for doing game 17 Sts have a chance to ask about dice game Production 18 Monitor while students playing game 19 Give chance to play in front of the board 20 Good class room

management 21 Get feedback

Test Date: ……………. Time:10’ 1. Match numbers to English ຈົ່ ງົ ຈບັ ຄ່ົ ພາສາອງັ ກດິ ໃສົ່ ຕວົ ເລກໃຫຖ້ ກື ຕອ້ ງ 1. eleven a, 13 …… 2. thirteen b. 17…… 3. twelve c. 11 …… 4. seventeen d. 16 …… 5. fifteen e. 12…… 6. sixteen f. 15 ……. 2. Complete the words with right letters ຈົົ່ ງຕົ່ ມຕົ ວອັ ກສອນໃສົ່ ຄຳສັ ບໃຫ້ ຖກຕ້ ອງ 5% ຕວົ ຢົ່ າງ: t…e…t… = twenty 1. t…e….v……. = …………… 2. s…x…t….en = …………… 3. el…v…n = …………… 4. n…n….. = …………… 5. f…v… = …………….