Enhancing the Achievement of Subject-Verb Agreement Among the Year 5 Students Using Word Bricks Game

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