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Theoretical review covers young learner characteristics and language games, with action research carried out through problem identification, planning, implementation, observation, and reflection. Data collection combines observation with tests; analysis uses field notes, teacher diaries, student work, cassette recordings, and photos, comparing pre-test and post-test results across cycles.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/improving-students-english-pronunciation-ability-through-go-fish-game-and-maze-game/600748/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/improving-students-english-pronunciation-ability-through-go-fish-game-and-maze-game/600748.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problems does the research identify in kindergarten English learning?","Question",{"text":112,"@type":113},"The research highlights low pronunciation ability caused by uninteresting learning activities, difficulties in pronouncing English, and low motivation. It also notes issues such as limited language input and monotony in classroom activities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the action research procedure organized?",{"text":117,"@type":113},"The procedure includes identifying the problem, planning the action, implementing the action, observing the action, and reflecting on the results. The researcher conducts the classroom action with support from the classroom teacher and collaborator.",{"name":119,"@type":110,"acceptedAnswer":120},"Why are Go Fish Game and Maze Game used in the study?",{"text":121,"@type":113},"The games are used to practice pronunciation through engaging, varied activities. The study emphasizes that game-based learning can increase students’ interest, motivation, and participation while improving pronunciation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600748,1792123006,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Dinamika Ilmu  \nP-ISSN: 1411-3031; E-ISSN: 2442-9651  2015, Vol. 15 No. 2  \nImproving Students’English Pronunciation Ability through Go Fish Game and Maze Game  \nDwi Astuti Wahyu Nurhayati  \nIAIN Tulungagung, East Java, Indonesia  \n[dwiastuti_76@yahoo.com](dwiastuti_76@yahoo.com)  \nAbstract  \nThe problem highlighted in this research is the low pronunciation ability of Kindergarten students in Al-Irsyad Madiun that is caused by (1) the uninteresting activities in learning English; (2) the students' difficulties of English pronunciation ;(3) the students' low motivation in learning. The theoretical review includes the young learners characteristics, games in language and games for young learners. The procedure of the research consists of identifying the problem, planning the action, implementing the action, observing the action, and reflecting the result of the research. In this research, the researcher acts as the teacher who conducts the action research in the classroom and she is helped by the classroom teacher and collaborator. In collecting the data, the researcher uses observational technique supported with tests. In analyzing the data, the researcher uses the field notes, teacher's diaries, students ‘work supported with the cassette recording and photograph,then also compares the result of the students' pre-test and post-test to answer the research questions. It indicates significant improvement in the result of pre-test and post-test of cycle 1 and 2. In cycle 1, t0 (2.55734) is higher than tt (1.73) and in cycle 2, t0 (6.765738) is also higher than tt (1.73) . From these two results, therefore, h0 is rejected and the alternative hypothesis (ha) is accepted. They practice their pronunciation through asking each other for cards to match those they have in their hands, arranging a word and sticking the alphabets on the flannel board in order to arrange the parts of tree, pronouncing the word, giving the meaning and making a sentence such as Go Fish Game and Maze Game. By conducting these games, using  \ninteresting media, creating various interesting tasks and activities can increase the students' motivation in learning English and pronunciation ability.  \nKeywords: improving, pronunciation, Go Fish and Maze game.  \nA. Introduction  \nTeaching English in kindergarten in some ways is a big challenge. Firstly no curriculum is provided for teaching English in kindergarten. The absence of curriculum requires the teachers to provide everything. It is the teacher who should set up the objectives, decide the teaching materials with the teaching techniques, and choose the most appropriate evaluation. Secondly, teaching English in kindergarten is truly different from the one in higher levels due to the typical characteristics of the students. Young learners, as already known cannot sit still longer than 10-15 minutes. As such, teaching them demand high creativity.  \nMoon (2000) states that the child who speaks English as his language can be seen that he is still learning featured by the errors in his speech. By about four and a half years of age, however, he will have acquired the basic grammar system needed everyday communication, though there will be some complex aspect of grammar, e.g. sentence connectors, which he only finally acquires in his teens. A child is one of the language learners of English.  \nThere are some problems to learn English for young learners, especially the kindergarten students. The first students’problem is pronunciation, because English is foreign language so they get difficulties to pronounce English words. Sometimes their pronunciation and the spelling are different but they guess the words, for example: the word”ball”, they will pronounce it /bal/ and they can guess the word by using their logic. They usually read the words based on the letters (alphabets) . It is assumed that most young learners can read English language at five to seven years old but they read the alphabets by imitating their teachers.","cbCaieADvMDrGlIN","https://ap.wps.com/l/cbCaieADvMDrGlIN","pdf",577518,"English","# Abstract\n# A. Introduction\n## Background and Challenges in Kindergarten English Teaching\n## Common Problems in Learning English for Young Learners\n## Rationale for Teaching Pronunciation Through Games\n## Purpose of the Research","[{\"question\":\"What problems does the research identify in kindergarten English learning?\",\"answer\":\"The research highlights low pronunciation ability caused by uninteresting learning activities, difficulties in pronouncing English, and low motivation. It also notes issues such as limited language input and monotony in classroom activities.\"},{\"question\":\"How is the action research procedure organized?\",\"answer\":\"The procedure includes identifying the problem, planning the action, implementing the action, observing the action, and reflecting on the results. The researcher conducts the classroom action with support from the classroom teacher and collaborator.\"},{\"question\":\"Why are Go Fish Game and Maze Game used in the study?\",\"answer\":\"The games are used to practice pronunciation through engaging, varied activities. The study emphasizes that game-based learning can increase students’ interest, motivation, and participation while improving pronunciation.\"}]","Improving Students’ English Pronunciation Ability through Go Fish Game and Maze Game | PDF",1792091307,48]