| Summary: | The purpose of this study is to investigate the achievement of Subject-Verb
Agreement among Malaysian students of year 5 using the Word Bricks Game
and the students’ perception towards learning Subject-Verb Agreement using
Word Bricks Game. Subject-Verb Agreement is unavoidably necessary for
mastering English language which is taught as a second language in Malaysia.
Students who study English at a young age with simple and correct systems
would be successful communicators in the future. Students can only interact
efficiently in restricted circumstances if they do not learn Subject-Verb
Agreement. Furthermore, Subject-Verb Agreement is regarded as a vital
component of the study of language and ideas. Subject-Verb Agreement, in
reality, aids humans in analysing and describing their words. Word Bricks Game
was used to enhance the achievement of Subject-Verb Agreement since
students who used games to learn felt more inspired and excited about their
work. Qualitative research design is used in this study. The participants
comprised of 40 students from a primary school in Kuala Lumpur. Observation
and interview were used as the methods for data collection. Findings include
the interview responses from the year 5 students and opinions shared by some
English teachers, and researchers’ observations of the learning process of
Subject-Verb Agreement using Word Bricks Game. The findings showed that
year 5 students have positive perceptions towards the learning of Subject-Verb
Agreement using Word Bricks Game. They also have high-level of acquisition
of Subject-Verb Agreement using Word Bricks Game in the learning process. In
addition, English teachers shared their opinions on the important criteria of the
games which should be considered before teaching Subject-Verb Agreement. (Abstract by authors)
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