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DECLARATION OF INTEGRITY
I declare that this research project is my own work except for the references and
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DEDICATION
I dedicate this to
My friends,
Thank you for always being there through the ups and downs,
In my mind forever.
ACKNOWLEDGEMENT
First and foremost, I would like to thank god for enabling me to complete this
educational writing. Despite facing many obstacles, I still managed to accomplish this
educational writing successfully and on time. Moving on, I would also express my
bottomless gratitude to those who have aid in making this research possible. First of
all, my inspiring supervisor, Encik Wahab Bin Sulaiman, for his guidance and advices
not forgetting the support he has given me throughout the process of completing this
research paper. Next, I would like to express my greatest gratitude towards my beloved
mother whom has always been supportive with the decisions I make and never fail in
also goes to the principle and teachers of SRK Stella Maris for allowing me to conduct
this research in the school. Not forgetting the pupils of my class 3 Kamil for cooperating
with me throughout the whole research period. Last but not least, I would like to thank
everyone besides those I have mentioned above who have lend their hands toward
The purpose of this action research aims in using Word Bingo to widen pupils
pool of vocabulary. This invention will be implemented on Year 3 students during the
teaching and learning session. A total of five pupils have being selected to take part in
this research. During the early observation and findings, it can be seen that the pupils
are having difficulty in understanding reading passages and also writing essays due to
the lack of vocabulary. A few data collection instruments such as pre and post-test,
observation checklist and also interview have being used to observe and collect
findings regarding the research. The final result indicates there have being a major
improvement in pupils mastery of vocab words.
1.0 INTRODUCTION
In this chapter, the discussion revolves on pupils who face problem in the mastery
of vocabulary and how the researcher implements the use of game as a tool to develop
pupils vocabulary. This action research project took place in SRK Stella Maris, class
Year 3K.
There are several language components involved in language learning; they are:
vocabulary, grammar, pronunciation, etc. Keith S. folse stated in his article, The
vocabulary is one of the most important components -if not the most important
component in learning a foreign language and foreign language curricula must reflect
this.
Words are tools we use to think, to express ideas and to learn about the world.
Because words are the stepping stone of learning, vocabulary knowledge plays a
significant role in language acquisition. Thornbury (2002) stated that lack of vocabulary
a foreign language, one has to master the vocabulary of that language because if
learners are unable to understand a sizeable portion of the vocabulary in the language
that they are trying to learn, then this language will clearly be unable to be
comprehensible thus cannot be used for acquisition. Wilkins (1972) stated that without
grammar very little can be conveyed; without vocabulary nothing can be conveyed.
teachers used conventional teaching method in teaching vocabulary. Pupils are taught
vocabulary through using drilling and memorizing method. This type of learning can be
burdensome and frustrated for learners because they have to force themselves to
memorize lists of new words at once. . Learners are bored with learning language
classroom. ( Antaegbu et al.,2012). So, this kind of teaching method seems to be very
old fashioned and not very effective for learners of English language.
There are many approaches which can be used to teach vocabulary. One of the
most effective way in teaching and learning vocabulary is through games. Although
some teachers have the mentally that games are a waste of time thus preferring not to
use them in the classroom. However, among many strategies such as drama role
play, visual aids to improve pupils proficiency, games are another effective strategy to
promote pupils language proficiency. Games bring in relaxation and fun for pupils thus
Previous research has proved that language games bring a lot of benefits to
language learning. Games promote active , pupils centred learning (David and
Hollowen , 1977). Games are effective tools in learning because it can stimulate pupils
interaction with others. In other words, games are a way of moving away from teacher
centred.
1.2 Reflection of past experiences
As the researcher for this research, based on the previous experiences during
practicum in a few schools, mastery of vocabulary was the most typical problem found
in pupils which causes the drawback of pupils capability in writing and also
understanding reading passages. This problem occurs due to the lack of exposure
towards using vocabulary in the teaching and learning. Most pupils in the schools are
Malay pupils, and sadly to say that majority of them are surrounded with no-use-of-
English environment and the only time where they are being expose to the use of
English language was during English lesson. However, the researcher noticed that
teachers in school who teaches English often uses their mother- tongue which is
Bahasa Malaysia to communicate and convey meanings during their lesson. In the
long run, this problem will result in less vocabulary exposure to the pupils and at the
same time, it will lead to the deterioration in mastering the other four skills in English.
teachers in schools.
considered the most boring skill to be taught. Relatively, there are three parts in a
reading lesson, doing the reading with the pupils, introducing the new vocabulary
words in the text and checking on pupils understanding of the context through
focusing on the most is ensuring that pupils are able to comprehend the meaning of
vocabularies in the text to enable them to decipher the content easier. Yet, it has been
observed that explanation and drilling of new vocabulary words has been given the
For the third practicum in SRK Stella Maris, the researcher has found out that
there are at least 5 pupils of Year 3 Kamil who have limited pool of vocabulary.
Nevertheless, this problem has been lowering their performance in writing skill. When
being asked to construct sentences, pupils tend to have ideas ready in their brain yet
unable to transfer them into written form due to the lacking of vocabularies to do so.
Therefore, the researcher hopes to introduce an invention which can aid pupils in their
mastery of vocabulary. The researcher felt that by incorporating this game-like method
into teaching and learning will be able to help pupils to grasp more vocabularies.
(1988) there are four broad phases involves in the cycle of Action Research. The four
phases involves are planning, action, observation and reflection. The order of stages
i. Planning
vocabulary.
- Designing the instructional media intended. The word search are prepared
- To collect the data on the results of the pupils, the researcher designed
test.
ii. Acting
In this stage , the researcher will start the plan but still making the process
without changing the atmosphere among the pupils to ensure they would
not feel that they are being the subject of the research.
iii. Observing
There are two main aspects of the effect of implementing the word
vocabulary score which could be evaluated from the scores of tests. Secondly,
iv. Reflecting
In this stage, researcher will analyse all the data from the tests,
success.
Lastly, Merriam Webster stated that vocabulary is an alphabetical list of words used
in a book, often including their translation or definition. So, it can be concluded that
vocabulary is the total number of words that are needed by everyone to communicate
ideas and express meaning. That is the reason why it is crucial to master vocabulary.
way of conveying messages. One of the factor that affects the process of conveying
plays an important role in the four English language skills. Schmite and Mc Carthy
(1997) stated that vocabulary plays vital role in language skills. In listening, vocabulary
can help pupils to comprehend what the other person speaks. While in speaking and
writing, vocabulary gives ways for the pupils to expand their ideas and last but not least,
in reading, vocabulary can help pupils to comprehend the text. Vocabulary must not
A game is or activity with rules, a goal, and element of fun, which is divided
into two kinds; competitive games, in which players or teams race to be the first
to reach the goal, and cooperative games, in which players or teams work
( Hadfield, 1998)
- Games bring in relaxation and fun for students, thus help them to keep
interested.
- Vocabulary games bring real word context into the classroom and enhance
(Ghada S)
Slattery and Willis (2001) believes that games will help children become familiar
with new vocabulary in an enjoyable way. Fun games that are challenging seem to be
most likely solution to providing cognitive exercise to the pupils. Furthermore, games
give pupils more opportunity to express their feeling and also are highly motivating.
According to Alemi (2010), she believes that games can replace the teaching when
the conventional method is not working with the pupils. Moving on, Celce Murcia
( 1979) has also stated that in games, language use takes precedence over langaueg
practice, and in this sense games help to bring the classroom to the real world, no
matter how contrived they may be. Relatively, Shaheen Ara ( 2009) has also staed
that just like songs and rhymes, games provide wonderful atmosphhere in the
childrens language class. With the implementation of games in the classroom , it helps
learning to be more effective and engaging. The participation of pupils is vital to ensure
that they are able to grasp the content that is being teach and also to ensure that they
2.1.4 Bingo
A puzzle made up of letters arranged in a grid which contains a numberof hid
(Dictionary.com)
One of the appropriate game for teaching and learning in vocabulary process
was Bingo Game. According to Musmanno (2003:4) that bingo is a familiar game, and
bring the excitement of fun in the classroom is a great idea. Bingo Game can build
strengthening their spelling skills and most importantly widening their pool of
vocabulary. Bingo is a traditional game played by people all across the globe. Basically ,
the most common rule to play this game is players get cards with numbers on the in
the desired grid corresponding to the five letter of the word B-I-N-G-O. The numbers
are randomly arranged in the grid until a player gets a BIINGO pattern, which is a line
whether vertical, horizontal or diagonal row on his card that completes the pattern.
Nowadays, educators have brought forth this game into the education world.
mastery which proves that mastery of vocabulary is the second most important element
in learning English besides grammar. The study The use of Memory and guessing
games in teaching vocabulary to young learners by Haifa Rashed Al Zaabi with the
memory and guessing games. Another study the effect of using word games on
Dr. Amaal Al Masri and Mrs. Majeda Al Najar with the purpose of investigating the
vocabulary.
Moving on, another study entitled The effects of games to reinforce vocabulary
learning by Osha Saeed Al Neyadi ( 2007) aims to study the effect of using games to
practice vocabulary in the teaching of English Language to the young learners by using
UAE the grammar translation method and the audio-lingual method. The results of
the study came out positive as she stated that there was a significant improvement in
her pupils motivation In learning, interaction with other pupils, memorizing words and
games as a tool is very effective. In this study, I also incorporate the use of games in
the teaching of vocabulary. However, what differs with the previous studies above is, I
will be using Bingo Game as the medium to teaching vocabulary for year 3 Kamil pupils
of SRK Stella Maris who have problem in learning and retaining new vocabularies.
2.3 Definition of terms
Vocabulary :
Bingo :
A game which player marks off numbers on cards as the numbers are drawn randomly
by caller, the winner is the first person to mark off five numbers in a row or required
pattern.
CHAPTER THREE
FOCUS OF INVESTIGATION
3.0 Introduction
This chapter focuses on the problem statement and the criteria of selection in
the researchers action research. Basically, it is related to the issue that the teacher
had come across during the teaching and learning process and how the teacher came
up with the intervention to overcome the issue or problem. The intervention created
From my observation of class 3K, I found that a few pupils had problems in
learning and retaining new vocabulary. This problem of the pupils having very limited
knowledge of vocabulary was identified by evaluating through oral and written test.
There are quite a number of pupils in the class who had showed dissatisfying results.
Besides that, through exercises given also indicates that the pupils were unable to
form their ideas into words because of the lacking of vocabulary to either comprehend
a reading text or writing sentences. During the writing exercise, most of them have the
creativity to express their ideas but failed to transfer the ideas into sentences. Some
even have problem comprehending what the teacher is trying to say during lesson.
This problem might have arisen due to the environment the pupils are in.
Influenced by their mother tongue, having less opportunity and exposure to use the
second language as a communication tool in school. Some pupils do not even use
teachers uses Bahasa to teach English because of the fear that pupils will not be able
to understand if they were to speak in English. This made pupils having less exposure
to hearing how the language is used therefore it also hinders pupils knowledge on
this problem of lacking of knowledge in vocabulary is not being treated in the early
phase of education, it may get serious and affect pupils ability in comprehending
vocabulary is being focused on, teachers often list down the vocabularies that have
been introduced and explained orally to the pupils and expecting pupils to memorize
the words and the meaning immediately. Some will also request pupils to write down
the words and look up for the meaning using dictionary, no explanation was given.
Therefore, this means that learners have nothing to do in a vocabulary learning but
only to listen to the teachers lecture (Nguyen Thi Thanh Huyen & Khuat Thi Thu Nga,
speak and write in English and address English language as the second language, the
inability of using English effectively reflects in the citizens lack of fluency towards the
language. There will be communication barriers happening due to this problem of not
games in the teaching and learning in ensuring pupils are able to master vocabulary
effectively.
acquisition and mastery is vital to pupils and through observation, the researcher
noticed that very less emphasize have been given in the teaching of vocabulary skill.
3.3 Preliminary investigation
Before conducting the actual research, the researcher has observed and
analyse the pupils mastery of vocabulary through a test designed specially to evaluate
pupils mastery of vocabulary. (refer to Appendix ?? ). Relatively, the test has been
separated into three parts, which are part A , B and C , which were meant to test pupils
level of vocabulary. The researcher chose her participants for the research based on
Based on the result from the test (table 3.3.1), the researcher identified that
there were a total of 4 pupils who acquire the least marks in the test. The main aim of
the researcher was to choose 4 of the weakest pupil for her research. Therefore, by
using the test as a method for testing pupils level of vocabulary mastery, the
researcher was able to identify the four pupils who had problem with the language in
Table 3.3.1
NO PARTICIPANTS SCORE (%)
1 A 45
2 B 48
3 C 37
4 D 45
3.4 Summary
In the class of 3K, most pupils have good proficiency in the language. However,
during the preliminary investigation, the researcher was able to identify a few pupils
who had difficulty in mastery of vocabulary which relatively affects their proficiency in
using the language. After identifying the problem, the researcher starts coming up with
ideas on the most fitting intervention to overcome this problem which is through the
usage of games. So, the end discussion of this chapter is using game Bingo as the
4.0 Introduction
In this chapter, the discussion revolves on the objective and the research
questions. The main objective of the research is to enable pupils to improve on their
vocabulary mastery. Thus, the research questions will be related to the objectives.
The first objective of this study is to use Bingo game to help pupils develop and improve
The second objective of this study is to measure the effectiveness of using Bingo
The third objective of this study is to help pupils to master knowledge of vocabulary so
that they will be able to comprehend reading text and write with ease.
This chapter enables the researcher to lay out her objectives and also
questions which she wants to uncover. The research focuses on the development of
pupils vocabulary through this use of games in English. Relatively, it aims to view the
5.0 Introduction
This chapter revolves with the respondents background and also the
explanation of details regarding the targeted group in this action research. Besides
that, this chapter also discusses the limitations of the research in the selection of
targeted group.
The targeted group of pupils are from SRK Stella Maris , Kangar, Perlis. They
are of Year 3 Kamil. 3 3 Kamil is the top class for Year 3. The class consists of 38
Malay pupils where 15 are girls and the other 23 are boys. Most pupils in the class
implement her intervention on pupils who are considered to be in the lower proficiency
group. However, even though most of the pupils in the class are good in their written
and spoken skill, some are still lacking in their pool of vocabulary as they have very
limit knowledge of words to use when being asked to construct sentences. Pupils have
been given tasks regarding constructing sentences multiple times and yet each they
failed to deliver their idea in their mind into words every time because they could not
find the suitable word to do so. Teacher has to always provide a list of words for the
pupils to help them. After undergoing the results from the preliminary test, the
researcher has identified a total of 4 pupils (refer to appendix) who are lacking in the
session has been done with the respective English teacher. Based on the interview,
the researcher found out that the family background and socioeconomically status of
those pupils were among the factors that hinders the pupils proficiency in the language.
Most of them came from family of low socioeconomic status. Their setting is that the
parents or siblings rarely or never use English in their daily life. Thus, besides from
learning English in school, they were rarely being exposed to English outside of school.
Based on the background of the study and the identification of the problem
above, there are some problems related to teaching and learning process. It is
impossible for me to solve all those problems. So, this research is only limited
decided to overcome this problem by using Bingo Game because it was rarely
that it influenced the pupils interest on the lesson. It can also be one of the
factors that influence the low level of pupils vocabulary mastery. Therefore,
in order to make the vocabulary learning more interesting and fun. I decided to
use Bingo Game to improve the targeted pupils vocabulary mastery in 3 Kamil. The
researcher wanted to conduct the research under the following limitation. Firstly, the
researcher focused on the use of games despite among other various well known
There are a few reasons why the researcher chose Bingo Game to improve
pupils vocabulary mastery. First, like the other games, Bingo can be used in any part
of the lesson as an effective way of language teaching. Second, it can encourage the
students to recognize and appreciate the contribution of others and use teambuilding
is interesting and fun, the students do not feel bored to follow the lesson. Fourth,
Bingo is not only fun and interesting but it also gives an opportunity to face
challenge and to solve problems in the game. Finally, the students could also
6.0 Introduction
This chapter explains the plan of action, the flow of procedures of action and
The researcher has started conducting the action research after undergoing
practicum in the Year 3K class of SRK Stella Maris. After months of teaching, the
researcher identified a very serious issue with the language proficiency of the pupils
regarding the issue. After the collection of information, the researcher analyses the
data in order to seek for appropriate solution to resolve the issue through the use of
games. Analysation was done and an intervention was being implemented by the
researcher to aid in curbing the problem. Moving on, data collection through the use of
document analyse, tests and also observation was studied, reviewed and analysed
with the purpose of identifying how well the intervention was carried out and whether
it answers the research questions thus resolving the issue. The process of using the
intervention will continue until the targeted pupils are able to have a solid mastery of
vocabulary and shows positive improvements in their tests. In the end, the researcher
was able to resolve the problem using the intervention implemented, thus the process
Day Activities
Pre- test
Day 1
Questionnaire
Day 2
Intervention First trial
Day 3
Intervention second trial
Day 4
Post test
Day 5
Date Activities
1. Pre- test (Test 1)
Day 1:
16th August 2017 lesson. From the results of the test, the targeted group of
1. Classroom observation
2. Questionnaires
Second set of the word bingo game was being carried out on
The same test done during Day 1 was being given again after
Day 5
the intervention has being completed.
2. Questionnaires
23th August 2017
A set of questionnaires were given to the pupils after the
completion of intervention.
Table 6.2.2 shows the actual flow of the action research. This research took
approximately 5 days to complete which is from the 16th of August to 23th August2017.
On the first day of the research, the researcher has conducted a simple pre-test (photo
refer to Appendix) to all pupils of 3K. The test was as a preliminary investigation to
collect information regarding pupils level of proficiency in the language. Besides that,
this test was also a form of medium to test pupils vocabulary mastery. On the second
day which is 17th of August 2017, the researcher entered the class once again during
the lesson of the respective teacher in order to carry out an observation (refer to
(refer to appendix) were given to pupils in order to identify their view and perception
towards the teaching and learning process. A total number of four pupils who were
among the weakest scorer during the test were chosen to participate in the action
research.
On the third day which is 21th August 2017, the intervention Bingo Game was
implemented during the English lesson. The game was conducted at the library. Pupils
were given each a piece of paper consisting of 3x3 bingo grids (refer to appendix). On
the board were different words and pupils were required to copy the words down onto
the grids in their paper. Then, the teacher will start the game by showing pupils
pictures which carries the meaning of the words. After viewing the picture, pupils will
have to use colour pencils or highlighter to choose and cancel out the word on their
paper which they think is the explanation for the picture shown. The first pupil who is
able to complete five grids horizontally, diagonally or vertically in the bingo paper can
raise their hands for their answer to be checked by the teacher. If all the answers
provided by the pupil is correct, he/she will be the winner of that round. Relatively, if
the teacher identified a wrong answer, the pupil will have to continue playing the game
until he gets 5 correct grid. The game can be continued until all pupils were able to
On the fourth day which is 22th August 2017, the same intervention was being
implemented, however this time round, the researcher uses a different set of words to
carry out the game. (refer appendix) The teacher will show pupils words and the pupils
will have to highlight or colour the grid of picture which they feel is the answer to the
word shown to them. The same observation checklist which was used on the second
day was given to the researchers partner to observe pupils behaviour during the
activity.
For the last day of the implementation of intervention which is 23th August 2017,
the researcher conducted a post test (refer appendix) on the pupils to see their after
The results obtain from the test will be the supporting evident on whether the
intervention has been effective towards pupils or the other way round. Besides post-
test, the researcher has also provided another set of questionnaire (to be filled by the
pupils. The aim of the questionnaire was to check on pupils view and opinions on the
Bingo Game conducted. Pupils response in the questionnaire before and after will be
made comparison on the different perception and view of pupils towards the different
teaching approach.
Throughout the period of carrying out the intervention, the researcher has used
methods such as observation, questionnaires and also pre and post-tests to collect
6.4 Summary
This chapter shows the outline and the flow the plan, procedure and also the
7.1 Introduction
This chapter will be explaning on how the research uses the research
collected will also be discussed in this chapter. Data analysis and interpretation is one
giving pupils Pre-test (Test 1) and Post-test (Test 2) (Refer to appendix) . Both tests
serve as a measurement of how much pupils have learnt during class and the
comparison between the knowlege pupils gain before and after the implementation of
the intervention. Both tests were also used to quantify the knowledge attaned in te
class from a group of pupils with diverse learning styles and educational backgrounds.
Test 1 was admistered at the time when pupils only have some revelant knowledge on
the topic. On the other hand, test 2 was admistered at the time when pupils have
vocabulary mastery. In other words, test 1 has being given to the pupils before the
and also their achievements in the aspect of vocabulary. Meanwhile, test 2 was given
after the intervention has being completed. By the time pupils were given test 2, they
would have enough mastery of vocabulary to answer the test. Test 2 serves as a
medium to investigate pupils achievement to be made comparison with Test 1 and also
topic which they had covered. For both tests, pupils were required to circle the correct
answers, fill in the blanks and also to construct simple sentences using the words given.
Both tests consist of 20 questions with the same structure and purpose of preseriving
the reliability and validity of the test. Results from the tests indicates that there were
significant improvement in the master of vocabulary among the targeted pupils . Test
1 was being conducted on the second day whereas Test 2 was being conducted on
the fourth day so that the effectiveness of the intervention can be observed.
For this research, the marking for both test was marked based on this band;
1 A 45 88
2 B 48 81
3 C 37 73
4 D 45 92
Table 7.1.1 shows the analysis of results of the 4 pupils in both test. For test
1, it was being carried out during the first week of internship before implementing the
intervention. The total score for test 1 is 100%. Relatively, participant A scored 45% ,
participant B scored 48% , participant C scored 37% and participant D scored 45%.
Most of the participant scored between 45-48% which puts them in the intermediate
category. However, there is one participant who scored the lowest 37% which falls
test. The second test was carried out after the implementation of the intervention which
is on the fifth day. Figure 7.1.1 shows the comparison of both pre-test (Test 1) and
post-test (Test 2) of all 4 participants score before and after the implementation of
intervention.
60
50
Pre-test(Test1)
40
Post-test (Test2)
30
20
10
0
A B C D
PARTICIPANTS
1 A 45 88 43
2 B 48 81 33
3 C 37 73 36
4 D 45 92 47
Figure 7.1.1 shows the average score of the pupils for Test 1 and 2 while Table
7.1.2 indicates the scores together with the percentage of increase of each participant
for both tests. Table 7.1.2 serves as the summary for pupils achievement in both tests.
In distinction of table 7.1.2, it can be observed that there had been an enormous
intervention. Based on the Table, participant A scored 45% in test 1 and 88 in test 2.
It shows an increase of 43% from before and after the intervention. Participant B
scored 48% for the first test and 81% for the second test which shows an increase of
33%. Participant C scored 37% in the first test which is the lowest among the other
three participants but was able to obtain 73% in the second test, pulling her up to a
higher band good. Finally, participant D obtained 45% for test 1 and managed to
score 92% for the second test. She showed the highest percentage of increase from
8.0 CONCLUSION
Week Action
The data for the intervention of this action research will be analyzed based on
the types of data collection. In this research, four instruments is going to be used to
collect the data; document analysis which is , observation, pre-test and post-test, test
scores and also field note. The collected data will be analysed by comparing the result
for the pre-test and post-test. Plus, the bar chart will show the changes in the result
before and after the use of innovation. To confirm validity, I will check the marks for
the pre-test and post-test. The tests result will be recorded and shown in the graph.
Hence, the result will determine whether or not the action research hypothesis
can be accepted or rejected. From the data gathered, I will decide if the innovation
needs to be modified as how far it helps the pupils to add on their vocabulary of places
in school.
The finding of this study shows that games can afford a valuable
technique in language classroom for students at intermediate level and
hence can be used to facilitate the process of vocabulary learning. The
exciting nature of playing games can facilitate the vocabulary learning
process. Language games are suitable evaluation tools in the hands of
teachers. They quickly reveal the depth of students understanding and
reinforce their previous knowledge. The teacher needs to argue that,
through games, learners are given opportunities to meet and explore new
vocabulary without direct teacher assistance. In this case, the results are especially of
great value to teachers who despite devoting much
time to vocabulary teaching encounter various problems in teaching
vocabulary to the learners. The finding of this study may also help syllabus
designers and textbook writers to embody sections related to pedagogical
games in the materials they develop.
CHAPTER NINE
9.0 Introduction
9.2 Summary
REFERENCES
Burns, A. (2009). Doing Action Research in English Language Teaching. New York:
Routledge.
Carter, R., & McCarthy, M.(1988). Vocabulary and language teaching. London:
Longman.
Normazidah Che Musa, Hazita Azman, Yew, L. (2012). Exploring English Language
Learning And Teaching In Malaysia. 12(1). Retrieved May 17, 2016, from
http://journalarticle.ukm.my/3262/1/pp_35_51.pdf
Sazali Abdul Wahab, Raduan Che Rose and Suzana Idayu Wati Osman (2012).
Defining the Concepts of Technology and Technology Transfer: A Literature
Analysis. International Business Research, 5(1), 70. doi: 10.5539/ibr.v5n1p61
Taka, P., & Singleton, D. (2008). Vocabulary learning strategies and foreign
language acquisition.Canada: Multilingual Matters Ltd.
APPENDICES
Questionnaire 1
Questions Yes No