AMALAN TERBAIK PEJABAT PENDIDIKAN GUA MUSANG 2023

HIP REMEDIAL INSTRUCTION

AUTHOR/RESEARCHER’S NAME:

MUHAMMAD ALI IMRAN BIN ROSLI

NAME OF SCHOOL:

SEKOLAH KEBANGSAAN JERAM TEKOH

AUTHOR/RESEARCHER’S EMAIL:

ali69imran1192@gmail.com

Using Word Games in

Remediation for Year 4
Pupils
ABSTRACT
1. Context-In general
2. Purpose-Objectives
3. Sample group
4. Findings/Impact/result
This study explores the effectiveness of incorporating word games in remedial sessions for
young learners who struggle with language acquisition. The purpose of this research is to
determine if the use of word games can improve the language skills of young learners who
require remediation. The participants were young learners aged 10 years who were identified as
having difficulty with language acquisition. The results show there are some progress for the
pupil in the classroom with the increase mastery of vocabulary knowledge. The study concludes
that the use of word games in remedial sessions can enhance the effectiveness of traditional
remediation programs for young learners. The incorporation of word games in remedial
sessions can make language learning more enjoyable and engaging for young learners, and
this can lead to better outcomes for their language development.
AMALAN TERBAIK PEJABAT PENDIDIKAN GUA MUSANG 2023

HIP REMEDIAL INSTRUCTION

Introduction/Background
1. About the choice
2. Which Remedial Group
3. Which unit of SOW
4. When it started
5. Why you choose the intervention
6. Aim/Objectives/Limitation/Funding etc
SK Jeram Tekoh is located in the rural areas. Such as many rural or outskirt areas of the
country, access to quality education is often limited, leading to low levels of literacy among
young learners. Language acquisition is an essential aspect of education, and poor language
skills can limit a child's ability to learn and succeed in school. Remedial education programs are
designed to help students who are struggling with language acquisition to catch up with their
peers. Hence, incorporating word games in remedial sessions has been has been chosen as
the best practice as it also a way to make language learning more fun and engaging.
Pupils from Year 4 USM has been chosen for this purpose. 4 USM pupils has been classified as
a class for poor learners generally, without putting in perspective which subject they are lagging
behind. To make matter worse, most of the pupils in classroom have not been able to master
even their first language that is Malay which put learning English is an uphill task.
I am a firm believer practice is something needs to be done almost every time or else we could
just best called it as initiatives. However, it is easier said than done, I need to take a close look
on the curriculum content which suit my pupils the best so the lesson would be contextual and
can be related to the pupils lives and past knowledge as the Stephen Krashen Language
Theory Acquisition i+1. Not all the contents provided by the ministry of education reflects on this
theory, their naivety could best describe dreaming in the heaven without touching the reality of
the earth when they provided us with the contents. Some of the chapters was integrated with
the word games to aid pupils acquisition of language and vocabulary; Eating Right, Amazing
Animals and Get Active!
Prior to the Remediation takes place, ever since the completion of the Remedial Instruction for
Year 4 course completed, we the participants has been told the steps to be taken in the school.
I had been giving out short course to my colleagues about what I learnt and what I am supposed
to do but in the end it would be just a lonesome journey all by my own. As my first initiatives it
would be to diagnose the problem first. Hence, I has been testing them on paper as well as
verbally. Through my observations, the lack of vocabulary in the pupils has been the kryptonite
for the pupils to progress further added by the inability by most of them to master their first
language, Malay which they can’t even read in Malay.
Incorporating word games in remedial sessions can be particularly beneficial for young learners
in rural or outskirt areas who may not have access to resources such as books, technology, and
other educational materials. Word games are easy to create using materials that are readily
available, such as paper, pencils, and markers. Overall, incorporating word games in remedial
sessions can be an effective and cost-efficient method for improving language skills in young
learners in rural or outskirt areas. By making language learning more engaging and enjoyable,
word games can help to increase the effectiveness of traditional remedial education programs
and improve the academic success of young learners.
AMALAN TERBAIK PEJABAT PENDIDIKAN GUA MUSANG 2023

HIP REMEDIAL INSTRUCTION

Related Review of Literature/Theories

1. Share about literature or previous studies that were reffered for this intervention/activity
2. What are the theories underpinned
3. Any specific model used to support
Numerous studies have shown the benefits of using word games in language acquisition. Here
are some examples of literature studies on the topic:

 A study by Dincer and Yesilyurt (2015) investigated the effectiveness of word games in
improving vocabulary knowledge in ESL students. The study found that word games
helped improve vocabulary acquisition and retention.
 Another study by Topal and Karakus (2017) explored the use of word games in
improving the writing skills of Turkish EFL learners. The study found that word games
can be an effective tool in improving writing skills by enhancing vocabulary and spelling.
 A study by Jiang and Zhang (2019) investigated the effectiveness of word games in
improving reading comprehension in Chinese EFL learners. The study found that word
games can improve reading comprehension by enhancing vocabulary knowledge and
promoting critical thinking.
 A study by Januszko and Rogowski (2015) explored the use of word games in improving
spelling skills in primary school students. The study found that word games can be an
effective method of improving spelling skills, especially when used in conjunction with
other teaching methods.
 Journal of Educational Psycholgy by Beck & McKeown (1991) found that solving word
search puzzles increased vocabulary knowledge in middle school students.
 Gardner & Trussel (1980) journal published by Reading Research Quarerly found that
playing Hangman improved vocabulary acquisition in elementary school.
Overall, these studies suggest that word games can be an effective tool for improving
vocabulary acquisition in both children and adults. The use of word games in language
acquisition is an engaging and enjoyable way to improve language skills, and it is recommended
that teachers incorporate word games into their language instruction.
Incorporating word games in remedial education also aligns with the principles of the
Constructivist Learning Theory. This theory suggests that learners actively construct their own
knowledge and understanding of the world through meaningful experiences. Word games
provide an opportunity for learners to encounter new vocabulary and grammar structures in a
fun and engaging way. When learners are engaged and motivated, they are more likely to pay
attention which can lead to better retention and understanding.
AMALAN TERBAIK PEJABAT PENDIDIKAN GUA MUSANG 2023

HIP REMEDIAL INSTRUCTION

Project/Framework
1. Chart/Diagram/Infographics/Data analysis
2. How the entire interventions(in paragraph)
3. Explain how you use the toolkit activity
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AMALAN TERBAIK PEJABAT PENDIDIKAN GUA MUSANG 2023

HIP REMEDIAL INSTRUCTION

Students performance/Progress
1. In graph/Chart/Diagram/Infographics/Data analysis-in words-short report

Student improvement
4.5

3.5

2.5

1.5

0.5

0
Danish Haqeem Hakim Abdullah Norsofea Damia Eiza

Mid term SBA End term SBA

Challenges
1. In paragraphs-the challenges faced in implementing the intervention/activity/project
Implementing remedial in a classroom during teaching and learning is no easy task. Some
people might have control group which are not exposed with word games in their learning and
other group which were exposed to it, to me all this are a blatant lie. Furthermore, pupils were
not lab rats to be handled in such a way, hence the study conducted actually might have not
been valid at all.
AMALAN TERBAIK PEJABAT PENDIDIKAN GUA MUSANG 2023

HIP REMEDIAL INSTRUCTION

Evidence/s
1. Maximum 5 images –every image accompanied by description/statement
2. *Jpeg Format

Before Remediation After Remediation

AMALAN TERBAIK PEJABAT PENDIDIKAN GUA MUSANG 2023

HIP REMEDIAL INSTRUCTION

AMALAN TERBAIK PEJABAT PENDIDIKAN GUA MUSANG 2023

HIP REMEDIAL INSTRUCTION

Challenges/Way Forward
1. What challenges faced
2. Improvement strategies
3. Moving forward
4. Sustainability measures
This study was not done by the own accord of the writer. Everything was done in instant. Last
minute letter issued by the department asking for this article to be written in such a short notice
is absolutely ridiculously. It is also hard to argue what writer will receive in return. Almost in all
the time, nothing and only the officer in charge would get all the plaudits.
Hopefully, when you ask something to do something for you, do provide for then incentive and
reward for their motivation. Moving forward, please give a reminder a lot earlier and please do
provide to them money for them to carry out their research. You asking people to fork their own
money to write a research that is something cruel to do.
Under the leadership of Minister of Education, YB Fadhina Sidek, she aspires the teacher to
focus more onto the teaching and developing the children rather than involvement in this type of
reporting. I just really hope there will nothing of this thing anymore in the future.