Documente Academic
Documente Profesional
Documente Cultură
CONTENT
NO.
NAME
TITLE
PAGE
12
22
32
43
53
61
JICIKA JOHANES
71
84
10
93
11
MCELLEY LORIENCE
101
12
13
121
111
NURFATHIAH SALIYANA
BINTI SALLEH
133
15
141
16
151
17
160
18
169
19
178
20
YOHANIECA JOSEPH
188
Measurement
This method of data collection was used to gather information in order to answer research
question one. I used pre and post vocabulary test as the instrument to compare pupils
performance in their spelling before and after the treatment given. It was an objective test paper
which I divided into three sections. Pupils needed to fill in the missing letters in Section A with
45 questions. In Section B, pupils were asked to complete the spelling of the 26 words with the
first letter given as clue. In the last section, pupils were asked to write down the complete
spelling of the words to the 17 pictures given. An amount of one hour was given to the pupils to
answer all the questions and the test papers were checked by me right after the test. All the
participants were present at the time the test conducted.
2.
Documents
The documents were used to answer the first research question too. Since I gave the pupils
worksheet at the end of each intervention, I refer to these documents closely in order to examine
if pupils showed improvement on their spelling ability. There were nine words tested in each
worksheet which were the same words used in the Tic-Tac-Toe game played earlier. The
worksheets were collected after they answered them individually without any oral interaction
between them in range of 10 minutes. Then, I checked their answers and tabulated the results in
a table form. Marks were only given to pupils who could write the spelling correctly to the
pictures given. There were no compromises given to any missing letters as I followed the
marking scheme strictly to ensure that the data was valid enough to answer the research
question.
3.
Interview
Interview was chosen as the third method of data collection to seek the answers for the second
research question. Since the second research question looked subjective in nature, I preferred to
do face to face interview with the participants of my action research because it allowed me to
ask different participants with the same series of prepared questions. The structured interviewed
that I planned hence helped me to elicit response from them at different perspective after
participating in the Tic-Tac-Toe game. During the structured interview, seven questions were
asked among the participants after they had finished answering the worksheet. The answers to
the questions given were recorded using my mobile phone and transferred to laptop before I
started the full transcription process. The questions piloted were based on their proficiency level
with minimal length as suggested by my supervisor and the subject teacher. However, I have to
translate the questions into Malay whenever possible so that the pupils understand my lines in
order to get the information I wanted.
I used measurement to answer the first research question in term of pre and post-vocabulary
tests. The marks scored by the respondents in both test were converted into percentage. I
calculated the mean score of for each respondent in each test to see the average of the overall
performance. The data were then converted into two tables to compare respondents
performance before and after the intervention as a group and individually. Besides, the tables
also informed about the percentage of increment achieved by them during the post-vocabulary
test.
2.
Documents Analysis
In documents analysis, I examined respondents school work in term of worksheets. This type of
data helped me to answer the first research question in the way that I monitored the development
of their ability in spelling along with the 10 interventions. Their worksheets were marked and
given a score in percentage which then I recorded in a table to compare their performance
individually for the whole intervention phase. Notes were also taken to remark their behaviour
which contributed to their performance on the particular day as reference. The findings from the
documents analysis were then displayed in form of the initial table.
3.
Interview Analysis
I transcribe the recorded conversations into orthographic based on the pupils remark on the
questions. To make it more organise and for easy reference, each interview session was put in a
table as one. After the transcription process was done, I started to look for information that was
relevant to the second research question followed by assigning codes by underlining the
meaningful lines. The themes then derived from the same codes that were assigned repeatedly to
aid me writing out the results. This type of data was presented in the findings by rewriting the
line in form of verbatim based on their opinions.
Findings
1.
The research question above was looking for the result of implementing Tic-Tac-Toe on the
target group. The findings for the first research question were based on comparing pupils
performance in both pre-vocabulary and post-vocabulary test, using the test as the instrument.
The pre-vocabulary test was given on 13 March 2014, a week before I started the first
intervention. Meanwhile, the post-vocabulary test was given on 16 April 2014 right after the last
intervention. Table below shows the marks scored by the pupils individually both in the pre and
post-vocabulary test:
+/-
(%)
(%)
(%)
47
+47
36
+36
49
+49
45
+45
46
+46
46
+46
Mean
45
+45
Based on the marks shows in the table above, during the post-vocabulary test, all of the pupils
scored over than 30 percent of marks with the minimum score of 36 percent. The highest score
was obtained by Pupil C with a score of 49 percent. The data collected at the end of the test has
prompted me to grouped pupils into two levels of performance using the range of 10 percent.
Thus, there were five pupils who have increased in their ability to spell at the range of 40 to 49
percent, while only one pupil fell into the range of 30 to 39 percent. Although, there was a pupil
that could only obtain the score of 36 percent, but it did not affect the whole mean score because
none of them showed any decline in performance as compared to their results in the prevocabulary test.
Other than measurement, I also used another method of data collection to see the effect of using
Tic-Tac-Toe on pupils spelling. In the context of the first research question, I did analysis of
document in form of school work. The worksheets were given to all pupils in each intervention.
It required them to spell the words represented by the pictures within a time frame based on their
knowledge after participating in Tic-Tac-Toe. The returned worksheets were compiled in a file
for analysis purpose. As I analysed pupils spelling in each intervention individually, I put a
score from one to nine for their work based on the answer scheme. I tabulated a table as shown
below to help me to see their progress.
W2
W3
W4
W5
W6
W7
W8
W9
W10
11
11
22
11
33
22
44
56
56
67
11
11
22
33
44
44
56
67
11
11
22
11
33
44
56
56
56
78
11
11
22
33
44
56
56
67
22
22
33
44
44
44
56
56
11
11
11
22
44
44
56
56
67
15
11
28
37
46
52
56
67
Mean
(%)
Table 5 shows the scores in percentage obtained by the pupils in their worksheet along with the
10 interventions. Initially, four of the pupils started at a zero score in the first intervention,
whereas the other two started with a score of 11. The highest score of 78 obtained by Pupil C
during the final intervention. Therefore, based on the documents analysis and table tabulated, I
can categorize pupils into two groups; a group with consistent improvement and a group with
inconsistent improvement. Using this formula, Pupil E and F fell into group with consistent
improvement in which they showed continuous increment in score from the first intervention
right until the tenth intervention without any decrement. This automatically suggested that Pupils
A, B, C and D fell into group with inconsistency in performance in which they showed
increment and decrement in performance at the different intervals. However, the scores of all
the respondents in their worksheet started to show a gradual improvement starting from the fifth
intervention without any reduction after that except for Pupil A. Based on my notes, there was a
slight reduction in score of Pupil A during intervention six due to her health condition. She was
sick on that particular day and it could be the reason for her low performance in the worksheet
given.
2.
The pupils generally have positive perception towards Tic-Tac-Toe as a strategy to learn
vocabulary especially to enhance their spelling ability. Based on the interview sessions I had
with them, many of them could speak out the advantages of the game and its effect on them.
Most importantly I can feel that they received the positive vibration spread by the language
game. In short, they found out that they liked the game as mentioned in Ya. Best cigu. Sebab
ada banyak gambar dan kad. Pupils as well mentioned that they benefited from the strategy
because it helped them to understand the topic better Ummmphhh boleh. Saya boleh jawab
latihan masa dalam kelas membaca dan menulis., enabled them to improve their word
8
By extending the number of interventions, it can help the teacher to validate the effectiveness of
using Tic-Tac-Toe to teach form of words. Ten interventions might be too short to study pupils
learning style since they are going to learn more words in the future. Besides, the longer duration
of the research might affect pupils performance in the post-vocabulary test, thus the decision to
extend the study will provide them some more time to master the spelling..
2.
Apart from that, the researcher can integrate the use of ICT in the game. In this case, I would
welcome any talented researcher to develop new software and modify the available one instead
of using traditional method. This way will help the teacher to reduce the time spent for preparing
teaching aids. Although this strategy makes the learning process more individualistic, but I
believe that it will give chance to more pupils to try out the games. Since every school is
provided with computer laboratory nowadays, the teacher can make use of it for learning
purposes and at the same time to enhance pupils ICT skills as expected by the ministry.
3.
When I was conducting this research, I figured out that this game can be applied to other
language skills too. For example, when guessing the words behind the card cases, I asked pupils
to use sentence structure that I provided to them. This kind of practice will train pupils to apply
their knowledge of speaking skill in a real context. Nevertheless, this game is not limited to
learning form of words only as you can as well make use of it to motivate pupils to learn reading
with careful design.
References
Dwi Astuti Wahyu Nurhayati (2013). Improving students English word spelling
ability by using world olympics game. Asian EFL
Journal. Retrieved February 16, 2014, from The EFL Professional Written Forum:
http://asian-efl-journal.com/ quarterly-journal/2013/12/31/improving-students-englishword-spelling-ability-by-using-world-olympics-games/
Henderson, E. (1985). Teaching spelling. Boston : Houghton Mifflin.
Huyen, N. T. T., & Nga T. T. (2003). Learning through vocabulary games. Asian
EFL Journal. Retrieved March 16, 2014, from The EFL Professional Written Forum:
http://asian-efl-journal.com/ quarterly-journal/2003/12/31/learning-vocabulary-throughgames-the-effectiveness-of-learning-vocabulary-through-games/
10
11
Implementation of Action
For this action research, I referred to the action research model proposed by Kemmis and
McTaggart (1988).
14
Survey
Questionnaire would provide me with simple means to collect information on the pupils
general attitude on the intervention proposed. The survey carried out also offered a wider
view on the pupils agreement on the suggested topic area about the intervention used. In
this survey, a set of eight items was prepared in the form of questionnaire. The
questionnaire that I used comprised of five-point Likert scale. Norton (2009) outlines that
the Likert scale produces a differentiated scale of responses (usually five or six) which
allows for an overall score where a high score would indicate a strong positive attitude and
a low score would indicate a strong negative attitude. As I used Likert scale, the frequency
of the opinions of pupils was calculated at first. Through the frequency, the mean value for
each item was calculated for proper analysis of the whole tendency of agreement or
disagreement of the pupils of the use of picture dictionary in learning vocabulary. An
overall mean score to all of the mean values calculated was analysed and further
interpreted. Through the results from the scale of the questionnaire by counting its total
mean score, this would enable me to see the effect of the use of picture dictionary in
learning vocabulary in the pupils point of view. The results may be varied of either it gave
positive or negative effect.
16
What is the effect of the use of picture dictionary on pupils vocabulary development?
This research question aimed to find the effect of the use of picture dictionary on the pupils
vocabulary development. In order to gain data to answer this research question, I used
measurement method to find out the effect of the use of picture dictionary on the pupils
vocabulary development. Thus, the instrument used was pre and post vocabulary test which were
composed of the same structures and marking scheme. The data gathered are shown as in Table
1 and Table 2 as listed below.
Table 1.
Comparison of the Mean Score of Pre and Post Tests
NP
PRE TEST (%)
27
46.89
% (+/- ve)
76.11
+33.78
The Table 1 above shows the mean score in percentage of both pre and post vocabulary tests
among Year 3 Jauhari pupils. The mean score for pre vocabulary test allocates 46.89% and as for
the mean score for post vocabulary test, it comprises of 76.11%. The difference of both pre-test
and post-test mean score results indicates an increment of +33.78%. This suggests that the use of
picture dictionary in teaching vocabulary among lower primary pupils has a positive effect on
the pupils vocabulary development.
ii) What are the views of the pupils on the use of picture dictionary?
This research question focuses on the views or perceptions of the pupils towards the used of
picture dictionary in teaching and learning vocabulary. For this research question, I had come
out with different findings from two data collection methods. The findings were found from both
the survey given to all of the 27 pupils and personal interviews with the pupils.
17
4.44
4.56
Comprehension of
Topic
Word Memorisation
Spelling
4.59
Word Meaning
4.74
Learning Motivation
4.48
Practicality of
Intervention
4.56
1
2
3
4.74
4.70
4.60
Overall
The overall mean for all of the items that can be seen from Table 3 showed a total of 4.60. It
shows that the pupils agreed to every items in the questionnaire that further suggested that they
had positive views on the use of picture dictionary in learning vocabulary.
In accordance and in response to the same research question, findings from interviews of the
pupils had contributed to different views among the pupils on the use of picture dictionary in
teaching and learning. I conducted a total number of seven interviews with seven pupils
respectively. I discovered that the pupils have mostly similar views yet with some distinguishing
views from the questions prompted to them on the use of picture dictionary in teaching and
learning vocabulary.
Overall, the pupils responded that they found that picture dictionary was a good strategy to be
used in learning new words such as stated below:
Suka. Iya. Oh. Dia ada emm gambar. Boleh hias dia lagi. (Like. Oh. It has emm
pictures. Can decorate it too)
Sukak. Sebab dia bolehemmembantu saya untuk membacasebab dia cantik.
Boleh kasi hias dan kertas dia warna-warni. (Like. Because it canemhelp me to
readbecause it is beautiful. Can decorate and the papers are colourful.)
Through the responses given, I found out that the pupils liked to use this picture dictionary in
learning new words.
However, there were distinguishing answers when I questioned the pupils on their views of
comprehending the topic taught to them better with the aid of picture dictionary. Out of the
seven pupils interviewed, two of them responded that they did not really understand the topic
when using the picture dictionary where they stated:
18
Tidak. Sikit sahaja faham. Sebabdia susah sikit mungkin. Perkataan yang mahu
dieja. (No. Only understand little. Becauseit maybe difficult a little. The words that
needed to be spelt.)
Tidak. Tidak berapa. Ada apa.empaham juga. Yang senang pahamyang
susahpaham ikit saja. (No. Not really. It hasemunderstood also. The easy ones
can understandthe difficult onesunderstand a little only.)
Nevertheless, the rest of the pupils responded positively towards this question. These were some
of their responses towards the question:
Iya. Perkataan dia. Perkataan dia boleh saya tahu dari itu Picture Dictionary.
Perkataan dia juga mudah (Yes. Its words. I know the words from that Picture
Dictionary. The words were also easy)
Boleh. Boleh faham. Sebab dia bolehemboleh membantu dan mengajar kita semua
dengan adanya tu perkataan sama gambar dia. (Can. Can understand. Because it
can.emcan help and teach us everything with the words and its pictures).
In conclusion, through both research questions and the findings, the pupils of Year 3Jauhari were
able to learn and develop their vocabulary through the application of picture dictionary.
Summary/Reflections
This action research aimed to examine the effect of picture dictionary on the pupils vocabulary
development and to examine the pupils views on the use of picture dictionary. Based on the
findings of this action research, it was identified that the use of picture dictionary in teaching
vocabulary among lower primary pupils had an effect on the pupils vocabulary development.
Through the findings that had been discovered and analysed, it indicated that there was a
positive effect in the pupils vocabulary development.
In addition, the pupils gave mostly positive views on the use of picture dictionary in teaching
and learning new words. The overall feedbacks received from both of the survey and interview
conducted exemplified that the pupils were interested and preferred the use of picture dictionary
in the teaching and learning of new words. The total mean of the survey conducted was 4.60
based on the 5-point Likert scale in which scales 4 and 5 were the positive agreements towards
the respective items. In accordance to this, the personal views of the pupils regarding on the use
of the picture dictionary in learning new words or vocabulary had mostly supported and agreed
to the efficacy of this tool. The pupils showed their likeness and agreements that the picture
dictionary introduced helped them to develop their vocabulary.
The researches done on the use of picture dictionary or in some using the word pictures or
visuals, had indicated positive results from their researches. One of the researches was by Venti
Sulistian (2011), concluded in her research that the results of the students that were taught after
using picture dictionary was high. In tandem to this, the action research had e exemplified the
similar patterns in the pupils vocabulary development. Thus, the use of picture dictionary can be
considered as a useful strategy that English teachers can use in their classroom to teach
vocabulary.
19
Time boundary
Based on the results, findings and feedbacks by different sources, I believed that the strategy
used can be improvised in many ways. It would have been better to conduct picture dictionary in
the classroom where time allocated for the application of the strategy is adequate for both the
teacher and the learners to know the words in depth. The more the time given for an activity to
be carried out, the more the opportunities for the language to be learnt.
ii) Integration with Various Strategies
Furthermore, the integration of other teaching strategies can help to get the pupils to interact
with each other rather than to be dependent on the guessing part. One of the strategies that can
be integrated is by using word puzzle. It helps the learners to guess, instead of the word being
pronounced, it is seen in written form. In addition, it helps to strengthen their memorisation of
the spelling of the words.
iii) Sentence Building Skill
It is always important to give a rather challenging than difficult task to the pupils in order to
build their thinking skill of the language. Thus, getting the pupils to write at least one sentence
for each word can help them to improve in their writing and building sentence skill. Apart from
labelling or naming the pictures, the intervention can be enhanced or used to the next level by
requiring the pupils to write at least one simple sentence by using the word, focusing on the
pupils writing skill.
iv) Authenticity of the Learning Resources
Giving the pupils the chance to choose their own pictures for their dictionary creates a space of
authenticity in the activity carried out. The pupils have the sense of responsibility of their own
learning by seeking for the pictures of the keywords that they are going to learn on the next day.
20
21
23
Measurement
The first and second research questions were to identify the effect of custom made composite
pictures among low language proficiency pupils performance in vocabulary, and pupils
spelling ability. I collected data using a vocabulary test instrument. Data collected from this
instrument were analysed using percentage and mean percentage. The findings were able to
differentiate the percentage and mean percentage from pre-test and post-test.
26
Stage
Explanation
High level
Level
A
Good
B
(60% - 79%)
Average
Average
C
(40% - 59%)
Weak
D
(21% - 39%)
Low level
Very Weak
E
(0% - 20%)
Source: Zaharani (2008), Pupils Achievement Grading
I graded my pupils according to the specific grading criteria by Zaharani (2008) developed a
Table of Pupils Achievement Grading which falls into three stages of high level, average level,
and weak level. I analysed the scores and categorized them according to this specification. Those
scores which were below than average scores was considered as fail to pass the minimum target
of achievement. I recorded the students marks in a table. The data was collected for every
intervention sessions including the pre-test and post-test. Subsequently, I converted all the scores
into percentage and found the mean score for both pre-test and post-test. Based on the scores
distributed in the table, I calculated the increase in percentage of the mean scores and displayed
the test scores in a table.
2) Checklist
My third research question was related to the effect of custom made composite pictures
technique on motivation among low language proficiency pupils. To answer this research
question I used a motivational checklist which was adapted from Characteristics Behaviours of
Gifted Learners by Gordon (2001). I prepared the motivational checklist form for every
intervention sessions for two observers.
Table 2
Scale for Academic Motivation
1
2
Never
Rarely
Generally
Often
Always
27
Mean
Pre-Test
%
Post-Test
%
(+/-)
%
10.67
90.00
+ 79.33
Table 3 above shows the mean score for pre-test was 10.67 % while the mean score for the posttest was 90.00%. This indicated an increase of 79.33% in the mean scores. This result showed
that pupils were able to increase their scores during the post-test after 10 intervention sessions
using the custom made composite pictures in the classroom. It indicated vast improvement in the
pupils performance in vocabulary. The results indicated that custom made composite pictures
had a positive effect on pupils vocabulary performance of low language proficiency pupils.
Research Question 2
What is the effect of custom made composite pictures on spelling ability among low language
proficiency pupils.
To answer my second research question, I used the same measurement method to collect data
and analysed it in mean percentage. The results of the related sections in the test were shown
below:
Table 4
Comparison between the mean score of spelling in pre-test and post-test
Mean
Pre-Test
%
Post-Test
%
(+/-)
%
1.67
89.29
+ 87.63
Table 4 above shows the mean percentage of pupils scores for spelling in both pre-test and posttest. The mean score in spelling section for the pre-test was extremely poor where the percentage
was only 1.67%. However, after undergoing the 10 intervention sessions using custom made
28
Research Question 3
What is the effect of custom made composite pictures on motivation among low language
proficiency pupils.
Data to answer research question three was obtained through observation and interview.
Checklist Interpretation
6.00
5.00
Mean
4.00
3.00
2.00
1.00
0.00
1
10
Intervention Sessions
Figure 2. Pupils motivational mean scores during intervention
Figure 2 shows data from the motivational checklist. data indicated that the, pupils motivation
increased gradually from the first intervention sessions until the final 10 th intervention sessions.
During the first intervention session, pupils mean score for motivation was only 1.92.
The pupils mean score for motivation increased greatly for the final intervention session at 4.92.
Based on Vallerand (2012), Scale for Academic Motivation, 4.92 score is interpreted between
often and always. Both of these indicators indicated a very positive behaviour from the pupils.
Thus, custom made composite pictures had a positive effect on my pupils motivation in learning
English vocabulary.
Interview Interpretation
The findings from the indicated that most of the pupils responded positively to the use of custom
made composite pictures in the classroom. Data showed that the pupils were eager to learn using
the custom made composite pictures during the intervention sessions. Some of their comments
were:
Yamaw bah teacher kami semua suka teacher gambar tu (R3/L36)
Maw teachersia seronok belajar kalau banyak gambar (R5/L36)
29
The pupils themselves also enjoy the lesson when I used the custom made composite pictures.
They felt that learning was fun and interesting when I used the pictures to develop more
interesting activities with the pictures. Pupils participated in the lessons and some of their
comments are as follows:
Suka betul teachersiapa dapat teka dapat cophi hi hi (R3/L24)
Enjoy bahbanyak gambar jadi sia tida bosan.. hi hi (R4/L24)
I discovered that the pupils in Year 3 Bestari felt learning using visual aids was easier because it
matched their learning style. They gave positive response towards the interview questions given
to them. Pupils responses were quoted below:
sinang bah teachertambah cepat paham kalau guna gambar (R3/L29)
Iyasia kalau tinguk gambar sinang ingat (R5/L29)
I also can saw that by using custom made composite pictures during the intervention; somehow
changed pupils perception of English language learning in the classroom. Before this they felt
that learning English was a burden and they were really frustrated, but after the intervention they
started to see the fun side of learning English.
Iya bah teacher best juga ne belajar BI kalau guna gambar. (R2/L38)
Iyasia suka suda belajar BI. (R5/L39)
Based on the response from the interview, pupils themselves expressed their feelings in a
positive and optimistic manner. The intervention using custom made composite pictures really
encouraged them to learn in a more interesting way and there was an enthusiastic feeling among
the pupils in the classroom. Thus, the use of custom made composite pictures had a positive
effect towards low proficiency pupils motivation in learning vocabulary in the classroom.
Summary and Reflection
To summarize, the pupils of year 3 Bestari were able to show positive progress in their learning
of vocabulary. The findings showed that the custom made composite pictures helped the pupils
to enhance their performance in vocabulary learning in many aspects including their
performance, their memorization of the correct spelling, and also their motivation to learn
vocabulary. This can be seen through the increment of mean percentage from 10.67% to 90.00%
for the mean percentage on pre-test and post-test respectively. Hence the total increment of both
pre and post vocabulary test score was 79.33%. Aside from that, there was also a positive
increment of 87.63% from the comparison of pre and post mean percentage for spelling.
Furthermore, the usage of custom made composite pictures also helped to improve the pupils
motivation in learning English especially vocabulary.
In the view of professional development, this action research actually prepared me for the reality
of being a teacher in our educational system in Malaysia. It exposed me to the real scenario
which is faced by the teachers in rural schools especially about the teaching and learning of
English in school. As a teacher, why we should deny their right to learn, because based on what I
see, yes they were a bit slower, but it does not mean they could not learn at all. After all, the
feeling that I have now contradicts with the feeling I had when I was first assigned to this class.
Now, instead of feeling sad, I feel honoured to make them part of my research. The truth is they
have taught me so much on the real value of a teacher.
30
31
1.
2.
What is the effect of using picture mind map to comprehend a reading text?
How is the use of picture mind map effective in encouraging participants to comprehend
the reading text?
Target Group
The class involved in my intervention was Year 4 Kreatif of SK Bulu Silou, focusing on the
development of reading comprehension skills during three months of my practicum. There were
18 pupils in the class consisted of 12 girls and six boys. Most of them came from a middle
income family background according to their report card. Moreover, 13 of them were Dusun,
two Filipinos, and the others were Murut, Kadazan and Chinese respectively. The class that I
taught consisted of mixed ability class. They were consisting of a group of intermediate and
advance learners with a subset of pupils who have learning problems.
Implementation of Action Plan
The model that I referred to carry out my intervention was from Kemmis and McTaggarts
(1988) Action Research Model. Their model consisted of essential moments that were
planning, action, observation and reflection (Burns, 1999).
Planning
After I had identified my own problem in teaching, I had decided to take reading skill as my
research during the three months of practicum. So, my intervention was about using picture mind
map to teach reading comprehension for mixed ability class. I selected this technique because it
was much easier for pupils to comprehend the content of the reading text with the used of picture
instead of words. With the used of picture mind map, pupils would be able to sequence and
organize their thoughts about the reading text as they read through it. I planned to carry out my
34
Action
First, I will analyze the reading text that I would used to teach them on the next lesson. I will list
out the key words that the pupils need to know before they read the text. Then, I will search for
the related pictures based on my reading text as well as my key words. The pictures that I had
printed out will be laminated so it could last longer and durable. In the class, I will use tack it to
stick it on the whiteboard and drew lines to connect the pictures just like drawing a normal mind
map. I would use picture mind map during presentation stage whenever I taught them about
reading text. In order to observe their performance in reading comprehension, I had given them
worksheets which related to the reading text for them to complete. Besides that, I also use
behavior checklist like oral reading checklist to observe their attitude and response towards my
picture mind map during the presentation stage. I also asked the whole class to fill in the
questionnaire about the use of picture mind map to teach reading comprehension in the class.
Moreover, the result for the use of picture mind map in their comprehension skill could be seen
in their post-test results.
c)
Observation
I have used a few methods to help me in determining the effect of using picture mind map to
teach reading comprehension in the class. They were measurement, document analysis, survey
and observation. For measurement, I have carried out tests to observe the pupils performance in
reading comprehension skill before and after I have implemented picture mind map in my
lesson. For document analysis, I have used worksheets and my own lesson plan as the evidence
to support the use of picture mind map to teach reading comprehension. For survey, I have
distributed 5-Likert scale questionnaire to observe their responses towards the used of picture
mind map to teach reading comprehension. For observation, I have used behaviour checklist to
observe their behaviour in reading skills before and after using picture mind map to teach
reading comprehension. I analyzed the data by using mean and mean percentage.
d)
Reflection
Based on the final observations, it clearly showed that the used of picture mind map to teach
reading comprehension for mixed ability class was proven effective as most of them were able to
comprehend the text as well as the comprehension questions. The pupils were able to understand
contain of the reading text even without the aid from picture mind map. Besides that, the weak
group did agree that by using picture mind map to teach reading comprehension with them was
helpful as most of them were visual learners. They were able to answer the reading
comprehension questions by their own compared to before I carried out picture mind map with
them. It shows how powerful the effects of pictures towards the weak pupils.
35
Measurement
I decided to administer pre-test and post-test towards my participants to observe whether there
were any changes before and after I applied picture mind map in teaching reading
comprehension. Before I conducted the pre-test with my participants, I asked the teacher about
the pupils performance in all skills especially in reading skill. After that, I had conducted posttest with them to see whether the pupils has some improvement in answering the comprehension
questions without the aid from picture mind map. I had planned to give them the same test that I
had used in my pre-test to perceive any different in their performance before and after the used
of picture mind map in reading comprehension. The data was analyzed in the form of percentage
and mean.
2.
Document analysis
The documents that I usually used in the class were worksheets and my own lesson plan. After I
carried out picture mind map to teach reading comprehension, I will give them worksheets to do
to test their understanding towards my lesson. Through their worksheets, I will make analysis
whether they were able to answer most of the questions given correctly or only a few of it.
Moreover, I will use my lesson plan as evidence that I was carrying out picture mind map to
teach reading comprehension in the respective skills which are reading and writing skill.
3.
Survey
There are three types of response scales for fixed response questions: nominal, ordinal and
numerical (Goh, 2012). For my intervention, I would use ordinal scale in my questionnaire. The
question asks pupils to order or rate items in a list. The Likert scale with its 5 response options
was commonly used as an ordinal measure of response. The instrument will be distributed to
them after I have applied picture mind map to teach reading comprehension in the class. This
was to evaluate whether the use of picture mind map to teach reading comprehension really
work for them or vice versa.
4.
Observation
For this data collection method, I will use oral reading checklist to observe their behavior or
response on using picture mind map to teach reading comprehension. I had listed out some
behaviour that they would do during reading process. This instrument would be done before and
after I had conducted picture mind map to teach reading comprehension in the class.
Analysis and Interpretation of Data
For the measurement method, I had conducted pre-test and post-test to observe the pupils
performance in reading comprehension before and after using picture mind map to teach reading
comprehension. I will measure the data by using central tendency. Three common measures of
central tendency are the mean (the average), the mode (the most frequently occurring score/s),
and the median (the middle score) (Mills, 2011). I had used survey method which was
questionnaire technique to collect data for my research. For questionnaire technique, I had used
ordinal response scales to collect data from the pupils. This was because the ordinal response
scales had five response options for pupils to choose from. They had freedom to choose what
they thought about using picture mind map to teach reading comprehension for mixed ability
36
39.50
73.78
(%)
+34.28
The mean score for the pre-test was 39.50 %. The mean score for the post-test is 73.78 %. This
indicates there is an increase of 34.28 % means score in reading comprehension performance of
the pupils. This suggested that using picture mind map to teach reading comprehension for
mixed ability class has a positive effect on the pupils comprehension. Based on the Table 3
shown above, Pupil 17 has scored the highest mark in pre-test that is 68 % as well as in post-test
that is 97 % of reading comprehension. On the other hand, Pupil 4 has scored the lowest mark in
pre-test that is 23 % as well as in post-test that is 51 %.There is an increase of 28% in Pupil 4
reading comprehension performance after I have implementing picture mind map during reading
comprehension lesson. Both Pupil 4 and Pupil 17 are boys and from the same race. However,
Pupil 17 has high proficiency in English language compare to the Pupil 4. This can be seen in
the Pupil 17s pre-test score which is higher even before I teach them reading comprehension by
using picture mind map. The second method that I have used to measure the effect of using
picture mind map to comprehend a reading text is document analysis. I have collected the pupils
worksheets to observe their performance in reading comprehension when using picture mind
map during the lesson. The full mark for each worksheet is ten mark but I have converted it into
percentage. I give out the worksheets for every interve\ntions that I have made during the
reading comprehension lesson.
37
Mean (%)
Mean
1
10
Intervention sessions
38
1. Reads expressively.
2. Reads clearly with good
pronunciation.
3. Reads at an appropriate rate.
4. Reads for meaning.
5. Observes punctuation.
6. Not easily frustrated.
7. Attempts unfamiliar words.
8. Uses context clues.
9. Displays good comprehension.
10. Other notable behaviours (specific)
Mean =
Pre-Observation (%)
Post-Observation (%)
Yes
No
Yes
No
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
100
50
50
100
The mean score for Pre-Observation are both 50 % for Yes and No. The mean score for PostObservation is 100 % for Yes and 0% for No. This indicates there is an increase of 50 %
means score in reading comprehension performance of the pupils. Table 4 above shows the
results of pupils behavior towards oral reading before and after using picture mind map to teach
reading comprehension for mixed ability class. Most of them were unable to perform the
following items that are Item 1, 2, 3, 6 and 7 before I used picture mind map to teach reading
comprehension. After I had used picture mind map to teach reading comprehension in the class,
the pupils were able to perform all of the items on the oral reading checklist. This clearly
showed that the pupils have improved a lot in their reading skills as well as in reading
comprehension. Their language proficiency had improved a lot especially the weak pupils
because they were able to identify the meaning of the words as well as the meaning of the
sentences in the reading text. This was because the picture mind map has helped them to
visualize the meaning of words in picture form. The second method that I had used to encourage
pupils participation in reading comprehension is survey. In order to survey the pupils
participation in reading comprehension throughout the ten interventions, I had used
questionnaire as my instrument to collect the data. By using questionnaire, I was able to collect
the data about the pupils background as well as their opinion on using picture mind map to
teach reading comprehension.
39
Mean
1.
4.94
2.
4.33
3.
4.67
4.
4.28
5.
4.50
6.
4.50
7.
4.83
Table 6:
Scales of participation
No participation
0 1.5
Moderate
participation
Excellent Participation
Great participation
1.6 3.1
3.2 4.7
4.8 6.3
The highest mean score of questionnaire from using picture mind map to teach reading
comprehension for mixed ability class was 4.94 and the lowest mean score is 4.28. Thus, the
difference between the mean score was only 0.66.This suggested that using picture mind map to
teach reading comprehension for mixed ability class has a positive effect on the pupils
participation during reading comprehension lesson. This is because the difference between the
two mean scores is small and does not affect the pupils participation in reading comprehension
lesson. Based on Table 5, Items 1 and 7 has the highest mean scores compare to the other items.
It showed that the pupils have great participation towards the used of picture mind map during
the reading comprehension lesson. This could be seen in the Table 5 that describes the scales of
participation range from 0 until 6.3. On the other hand, Items 2, 3, 4, 5 and 6 are falls under
excellent participation which range from 3.2 4.7. It showed that the pupils participation
towards the used of picture mind map in reading comprehension lesson is effective and able to
help them improved a lot in reading skills.
40
The technique of using picture mind map to teach reading comprehension for mixed ability class
can be interesting and fun with the integration of ICT. Even though pupils did enjoyed the
original way of teaching reading comprehension using picture mind map, but I do believe that
they will enjoyed learning with the integration of ICT. With the integration of ICT, teachers can
create the picture mind map using power point presentation. There are a lot of beautiful designs
which can be used to present the picture mind map. Besides that, using power point presentation
in presenting picture mind map to teach reading comprehension is more convenient and time
saving. By using power point presentation, teacher only need to click the slides and explain to
pupils about contain of the reading text. Moreover, presenting picture mind map using power
point presentation is more suitable in the bigger class so all of them will be able to see the
pictures even from behind the class. In addition, teachers can save the entire picture mind map
that she has used to teach reading comprehension in one folder. So, other teacher that teach the
same year in English subject can used the same picture mind map to teach reading
comprehension with their pupils.
41
Instead of the teacher as the sole audience of pupils comprehension in reading skills, a teacher
may encourage pupils to come out with their own simple self picture mind map. The teacher can
asks the pupils to find any pictures based on the topic that she gives to them. So, the teacher can
help the pupils to do this activity in the school within a small group or depends on the size of the
class. After that, the teacher can ask the pupils to present their product and at the same time, all
of them will learn something new from each other indirectly.
Reference
Burns, A. (1999). Collaborative Action Research for English Language Teachers. Cambridge
University Press.
Goh, L. H. (2012). A Practice Guide To Writing Your Action Research. Puchong: Penerbitan
Multimedia.
Mills, G. E. (2011). ACTION RESEARCH - A Guide for the teahcer Researcher Fourth Edition.
United States: Pearson Education, Inc.
42
By the end of the 6-year primary schooling, pupils will be able to form letters and
words in neat legible print.
The Content Standard above shows that the pupils handwriting is very important and need to be
improved from time to time. Thus, teachers play important role in improving pupils writing
skill, specifically their handwriting. Effective writing skill is not only important for English
lesson but also for others such as Malay language and Mathematics.
Research Focus
During the teaching practicum, I noticed most of my Year 4 pupils were having problem in
writing neat legible print. The most common problem was writing upper case and lower case.
Every time before distributing worksheet, I emphasized on writing upper case and lower case
correctly but this chalk and talk method did not work with my pupils. After one month of
teaching, I realised that the pupils were still making the same mistakes.
Harmer (2004) mentions that the areas of difficulty could include producing the shapes of
English letters, not only in upper case (capitals) but also in their lower case (non-capital)
equivalents. The relative size of individual letters in word or text can cause problems, as their
correct positioning with or without ruled lines. It was difficult for my pupils to write the letters
neatly using single line papers. The failure to do so made it difficult for me to read their words.
If this problem is not solved, it will influence the pupils performance especially during
examination. Ones handwriting usually gives first impression to the readers. The examiner
might have bad impression when he first glance through the answer sheet. Rasmussen defines
this as Halo Effect (as cited in Cherry, n.d.). Sometime unreliability is discovered as the
examiner reduces the marks due to the handwriting. It is often caused by factors such as fatigue
after long hours of marking, the mood of the examiner is influenced by the poor handwriting.
This is called intra-rater reliability (Nesamalar, Saratha & Teh, 2005).
This problem of poor handwriting has always been overlooked and no further action was taken.
Thus, I decided to plan a suitable action with an appropriate strategy to overcome this problem.
The strategy that I planned to use is using the triple line template and the purpose is to improve
the pupils handwriting as well as to encourage pupils involvement.
44
The target group for this research were nine pupils from SK Bunsit, Keningau. Based on my
observation, these nine pupils needed to improve their handwriting in the following aspects:
penmanship, mechanics, writing of upper and lower case. All these pupils were from Year 4
class in SK Bunsit, Keningau. They consisted of 6 male and 3 female pupils. These pupils were
of different ethnic groups and English is their third language. The pupils were of different
proficiency level. I analysed the result and categorised the pupils based on their results. A and B
are of advance group; C, D and E are of average group; F, G, H and I are grouped as weak
pupils.
Implementation of Action
My study was based on Kemmis and McTaggart model (as cited in Goh, 2012). The model has
four main phases which are plan, action, observe and reflect. The four phases will form a cycle.
After the first cycle, it will go to the second cycle starting with reflect phase again. Figure 1
shows the process of Kemmis and McTaggart model.
Measurement
The first method of data collection that I used was measurement. This method was used to
answer Research Question number one. The instrument used was writing test. I divided the test
into pre-writing test and post-writing test. The purpose was to find out if the pupils have shown
any improvement after the intervention.
2.
Observation
My second method of data collection was through observation. This method was used to answer
Research Question number two. The purpose of observation was to observe the pupils
involvement in the writing lesson. The instrument used for observation was a dichotomous
checklist.
46
Documents
The third data collection method was documents. This method was used to support the first
method of data collection to answer the Research Questions number one. The documents here
include the pre and post-test papers given to my pupils. It was designed by using triple line
template.
Analysis and Interpretation of Data
After collecting data, I started to do the analysis to see if the intervention was successful. For the
test, I calculated the percentage, mean percentage and standard deviation. As for the
dichotomous checklist, I calculated the percentage for each criterion and compared. Besides, I
also analysed the test papers given to the pupils by checking the changes in their handwriting.
1.
Measurement
After collecting the score of pre-test and post-test, I analysed the overall mean percentage. The
mean percentage showed the change in the pupils performance before and after the intervention.
Furthermore, I calculated the difference between the pre-test and post-test of each participant.
This was done to confirm if the intervention is applicable to all the pupils. I used a marking
rubric adapted from Manuscript Penmanship Rubric by Kris (2011). I adapted the marking rubric
according to my research requirements.
2.
Observation
For observation, since I was using dichotomous checklist, the response was either Yes or
No. In the checklist, I have listed out five items focusing on pupils involvement. For each
observation, I had three observers at the same time. I calculated the numbers of ticks for each
observation and converted into mean percentage to see whether the pupil show positive or
negative involvement. Furthermore, I also analysed the percentage of each item to identify their
involvement in detail.
3.
Documents
The documents analysed were the pre and post-test papers. I analysed the handwriting of the
pupils based on a marking rubric. There were four criteria used to analyse the handwriting. The
first criterion was by checking whether the answers were written on the lines provided. The
second criterion was the shape of all the letters including upper and lower case. The third
criterion was the spacing between the words. The forth criterion was the neatness of the test
paper as a whole.
Findings
Research Question 1:
What is the effect of using triple line template on pupils handwriting?
This research question was to find out the effectiveness of using triple line template to teach
handwriting. The methods of data collection used were measurement and document. For
measurement, the finding was based on comparing pre-test and post-test scores.
47
80
70
60
50
40
30
20
10
0
75
49
Pre-Test
Post-Test
Test
Pre-Test Scores
(%)
75
63
56
56
56
44
38
31
25
49
Post-Test Scores
(%)
88
94
69
88
88
88
75
44
44
75
+/(%)
+13
+31
+13
+32
+32
+44
+37
+13
+19
+26
Table 1 above shows the comparison of pre and post-writing test scores for each participant.
Five participants showed improvement of minimum 20%. Other four participants showed
improvement of 10% to 20%. Overall, all the participants showed improvement in their
handwriting after applying the triple line template. Participants B, D, E, F and G showed
significant improvement on their handwriting.
This research question was also answered by analysing the documents. This method supports the
analysis of the measurement of the pre and post-test above. The instrument that I analysed was
test. The figure below show the comparison made between the pre and post-test of Participants F
who showed the most significant improvement.
48
Post-Test
Mean Percentage
This research question was to find out the effect of triple line template on the pupils
involvement in writing lesson. The method of data collection used was observation. The
instrument used was dichotomous checklist. I carried out three observations and each with three
observers. The observations were conducted during the first, fifth and tenth intervention.
100
90
80
70
60
50
40
30
20
10
0
100
93.4
60
40
YES
NO
6.6
0
1st Intervention
5th Intervention
10th Intervention
Observation
Item
1st
Intervention
YES
NO
0
100
5th
intervention
YES
NO
100
0
10th
Intervention
YES
NO
100
0
1.
2.
100
100
100
3.
100
100
100
4.
100
100
100
5.
100
100
67
33
Table 2 above shows the comparison of items during each observation. During the first
intervention, the percentage of No was 100% for all the items. No active involvement was
observed during the intervention. However, during the fifth intervention, three out of five items
had 100% for the percentage of Yes. Items 2 and 5 were still 100% for the percentage of No. All
the observers noticed that the pupils were still raising their hands to ask questions about the
worksheets given. Besides, the pupils did not show active involvement during the discussion of
correct answers.
Nonetheless, during the last intervention, all the observers noticed that the first four items could
be observed clearly throughout the lesson. As for the Item 5, one observer did not see the active
involvement of the pupils during the discussion. The comment given was the pupils were not
active enough to be involved in the discussion.
Generally, the triple line template helped the participants to be involved actively in the writing
lesson. This is because the participants used the template to practice their handwriting during the
intervention. They were happy to see their handwriting has improved and thus made them fully
participate in the lesson.
50
The research for triple line template can be applied for a longer period of time. This is to ensure
that the pupils are familiar with the template. If the pupils are given more time to practice with
the template, the improvement might be more obvious. In addition, the pupils take time to get
adapted to the new template. If the pupils have never been exposed to this template, they need to
learn how to write the shape of letters in between each line. Furthermore, pupils who are slow
learners might take extra time to learn the letters one by one. Teacher needs to have a longer
period of time to assist the pupils.
2.
Integration of Technology
Triple line template can be integrated with computer. Researcher can develop a PowerPoint
presentation to show the steps of writing each letter. Pupils can use this for their own revision at
home. It encourages self-access learning. Firstly, researcher flashes the template on the screen.
Next, the researcher can use animation to show the direction of writing the shape of the
51
Triple line template can also be used on other language skills. Writing does not only happen in
writing lesson. Writing skill is usually integrated with other skills such as listening, speaking and
reading. Researcher can use the triple line template in other lessons to enhance the practice of
effective writing. For example, the worksheets for reading comprehension can be prepared by
using this template.
REFERENCES
Asher, A. (2006). Handwriting instruction in elementary schools. American journal of
occupational therapy 60, 461-471.
Aznizah Maksit. (2012). Buku garis tiga: Biar lambat, asal kemas. Unpublished Bachelors
thesis, IPG Kampus Keningau, Sabah.
Cherry, K. (n. d.). What is the Halo Effect? Retrieved 20 February 2014, from:
http://psychology.about.com/od/socialpsychology/f/halo-effect.htm
Goh, L. H. (2012). A practical guide to writing your action research. Puchong: Penerbitan
Multimedia.
Ginus, T. (2012). Kaedah tiga garisan dapat meningkatkan kekemasan tulisan mekanis
prasekolah. Unpublished Bachelors thesis, IPG Kampus Keningau, Sabah.
Harmer, J. (2004). How to teach writing. Harlow: Pearson Education.
Kris.
(2011).
Handwriting
rubrics.
Retrieved
25
February
http://luv2teachgirl.blogspot.com/2011/02/httpsdocs.html
2014,
murid
from:
52
The following research questions are formulated in order to meet the research objectives:
Research question 1:
54
I selected six pupils from Year 3 Bestari in Sekolah Kebangsaan Merampong Keningau, Sabah
as my target group. The six pupils consisted of four boys and two girls. The age of the six pupils
is in the range of nine years old. Basically, the six pupils love to draw and they love to see
colourful pictures. In terms of proficiency levels, their proficiency levels were low based on their
academic achievement in the classroom.
Implementation of The Action Plan
This action research is done based on the action research model by Kemmis and McTaggarts
action research spiral model (2000). There are four phases in each of the cycle of this action
research spiral model. The phases of this model are plan, action, observe, and reflect (as seen in
Figure 1). Figure 1 shows the action research model by Kemmis and McTaggart.
In order to obtain the earlier information pertaining to the identified issue, I have discussed with
the English Language teacher of Year 3 Bestari. I also talked to three pupils whom were from
high and low proficiency level in the Year 3 Bestari in order to verify the information that I have
obtained from their English Language teacher. Besides that, I also observed on the pupils
involvement in classroom. Based on my past teaching and learning experiences, it was clearly
seen that it was difficult for me to teach English Language vocabulary to the weak pupils. This
was also supported by the pupils final term examination result in 2013.
55
Planning
At the planning stage, I have decided to implement Vocabulary Clock game in order for me to
teach English Language vocabulary to the weak pupils of Year 3 Bestari. I planned to implement
this strategy for ten intervention sessions. I also planned and prepared the instruments that will
be used to collect data for this action research. The instruments were test, worksheet and
checklist.
3.
Action
Based on the planning that I have done, I implemented Vocabulary Clock game in ten
interventions in order for me to improve my teaching practice in teaching English Language
vocabulary to the weak pupils of Year 3 Bestari. Before I carried out the intervention, I gave a
pre-vocabulary test to the six pupils. During ten interventions that I conducted, I carried out four
observations using a checklist as my instrument with an English Language teacher and my
practicum mate from the same option as the observers apart from myself. Before the
observations were carried out, I already explained on the items on the checklist first to the
observers in order to get the same interpretation on the items prepared. After each intervention, I
gave a worksheet to each of the weak pupil. I gave post-vocabulary test to the pupils after the
completion of ten intervention sessions. The post-vocabulary test given was the same with the
pre-vocabulary test.
Data Collection Methods and Instrumentation
1. Measurement
A measurement was used to identify the effect of using Vocabulary Clock game on the pupils
vocabulary development. The instrument that I used for measurement was a test. The test paper
consisted of two sections. Section A was basically on matching words to pictures. While,
section B consisted of 14 blank filling questions with pictures and words provided. Prevocabulary test was given before the intervention sessions were done and post-vocabulary test
was given after the ten intervention sessions were completed.
2. Observation
I have observed four observations together with two observers. The instrument that I used for
the observation was a checklist in dichotomous form. Checklist was used to record the four
observations on the pupils involvement throughout the teaching and learning session. The
checklist that I used was selected and adapted from the checklist that was used by Ling (2011)
in her research. I selected first, fourth, seventh and tenth intervention for the four observations
done.
3. Document Analysis
In order to further strengthen the data from measurement, I also used worksheets as my
instrument to answer the first research question. The worksheets were given to each pupil in
every intervention. The format of the worksheet is basically on blank filling. The marks for the
worksheet were recorded for each intervention.
56
0 19
Very low
20 39
Low
40 59
Moderate
60 79
High
80 100
Very High
What is the effect of using Vocabulary Clock game on the pupils vocabulary
development?
This research question explains on the effect of the strategy used which is Vocabulary Clock on
the pupils vocabulary development. In order to answer this research question, I used the
instruments which were test and worksheets.
57
Table 2
The comparison between pre- and post-vocabulary test scores for each pupil.
Pupil
Pre-test
Post-test
(%)
(%)
(+/-)
33
60
+27
33
65
+32
33
70
+37
33
75
+42
27
60
+33
27
65
+38
Mean percentage
31
65.83
+34.83
Based on the Table 2, I found that the six pupils showed positive increase in mean scores after
the post-vocabulary test had been conducted. As a whole, the mean percentage of pre-vocabulary
test for the six pupils was 31% and the mean percentage of post-vocabulary test for the six pupils
was 65.83%. Pupil D had the highest increase in mean score after the post-vocabulary test had
been carried out which was 42%. The second highest increase in mean score based on the above
table was Pupil F. Pupil F showed a positive increase of mean score which was 38%. Pupil C
had the close range of increment in mean score to Pupil F which was 37%. As for Pupil B and
Pupil E, they had a similar increment in mean score after the post test was carried out. Pupil B
and Pupil E had a positive increase in mean scores which ranged from 32% to 33% after the
post-vocabulary test was carried out. Pupil A had the lowest mean score among the six pupils.
However, Pupil A had a positive increase in the mean score for post-vocabulary test which was
27%. As a whole, there is a positive effect of using Vocabulary Clock on the pupils vocabulary
development.
Table 3
Pupils Achievement based on Worksheets
PUPIL
WORKSHEET
W
W
W
1
W2
3
W4
5
W6
A
33
17
67
50
50
50
B
33
33
67
67
50
50
C
50
50
67
67
67
67
D
67
50
67
100
67
67
E
50
33
67
50
50
50
F
33
50
50
67
50
67
W
7
67
67
67
100
67
67
W
8
67
100
100
100
67
100
W
9
100
100
100
100
100
100
MEAN
W 10 PERCENTAGE
100
60.1
100
66.7
100
73.5
100
81.8
100
63.4
100
68.4
Table 3 shows the mean percentage and scores obtained by each pupil after they completed the
worksheets given ten times. Based on the scores obtained from the ten worksheets, the mean
58
What is the effect of using Vocabulary Clock game on the pupils participation in the
vocabulary learning?
This research question explains on the effect of the Vocabulary Clock game on the pupils
participation in vocabulary learning. In order to further identify the effect of the Vocabulary
Clock game on the pupils participation, a comparison as shown in Table 4 was made between
the pupils participatory level based on each observation. Table 4 shows the comparison of each
item in each observation. Table 4 shows the comparison of pupils participatory level based on
each observation. .
Table 4
The comparison of pupils participatory level based on each observation
Observations
Mean percentage
Participatory level
1
21.11
Low
2
56.66
Moderate
3
86.66
Very High
4
90
Very High
Total mean percentage
63.61
High
Table 4 shows that there was a positive increment in the mean percentage of the observations
and a positive change on the pupils participatory level. As a whole, the total of mean percentage
of 63.61% for the four observations showed that the pupils had a high participatory level. At the
beginning of first observation, the mean percentage of 21.11% for the Yes responses showed
that the participatory level of the six pupils were low. As for the second observation, the mean
percentage of 56.66% showed that the participatory level of the pupils had increased to the
moderate level. The third observation showed a mean percentage of 86.66% which indicated that
there was a very high increment on the pupils participatory level. The fourth observation
showed a mean percentage of 90%. This indicated that the pupils had a very high participatory
level. Therefore, based on the data gathered from checklist, there was a positive effect of using
Vocabulary Clock game on the pupils participation in the vocabulary learning.
Summary and Reflection
Based on the findings of this research, the data gathered from three types of methods had
positively answered the first and second research question for this action research. This can be
shown through the comparison of pre-vocabulary test and post-vocabulary test scores of the
pupils. At the same time, the worksheet given to each pupil after each completed intervention
showed there was a positive effect on the use of Vocabulary Clock game on the pupils
vocabulary development. The findings were similar to a research done by Osha Saed (2007).
Osha Saed (2007) summarized her findings narratively as her students ability to memorize the
words has become more efficient after implementing the games and activities to practice
vocabulary and also after recycling words through the games every two weeks. According to
59
Kemmis, S. & McTaggart, R. (1988). The action research planner. Geelong, Victoria, Australia:
Deakin Universitiy Press.
Ling, M. Choo. (2011). Penggunaan Kaedah Peta Konsep Dalam Pengajaran Dan
Pembelajaran Sains. Unpublished bachelors thesis, Institut Pendidikan Guru Kampus
Keningau,Sabah.
Osha Saeed Al Neyadi. (2007). The Effects of Using Games to Reinforce Vocabulary
Learning.
Retrieved
on
22
February
2014
from
http://marifa.hct.ac.ae/files/2011/07/The-Effects-ofUsing-Games-to
Reinforce
Vocabulary-Learning.pdf
60
Research Objectives
This research aimed:
(i) To investigate the effect of the use of spelling jar as a tool on pupils spelling.
(ii) To investigate the effect of the use of spelling jar as a tool on pupils interest in spelling.
62
Target Group
The target group that I have chosen for this study was the pupils whom were involved in my
practicum in SK. Luagan, Keningau. The target group selected comprised of 23 pupils from
Year 2 Amanah. In terms of language proficiency, almost all of my pupils have very weak level
of proficiency in the language. This can be seen from their scores obtained during the diagnostic
test administered in the beginning of the practicum. However, one of the unique aspects that I
was able to see in my pupils way of learning was that they really enjoyed hands-on activities
especially activities that were related to games or activities. I found that they preferred games
during the teaching and learning process and they were able to understand as well as remember
better through these types of hands-on activities. They were also highly motivated during the
hands-on activities and tried their best to complete the tasks correctly when given the
opportunity. Thus, these were the factors that further strengthened my belief that spelling jar is
suitable to help my pupils to learn to spell in context.
Action Plan
The study is carried out based on the the Cycle model of Stephen Kemmis and McTaggart.
Action
After planning, I have executed my plan in the next stage which is action. Firstly, I have
prepared and administered pre spelling test on my target group. There were 25 items in the test
which were mainly focused on spelling. The time limit given for the test was one hour and were
collected as well as marked by me and checked by my mentor. After administering the prespelling test, I have carried out my first intervention which was during a reading lesson on the
topic Hobbies. The lesson was taught as usual according to the lesson plan that I have
prepared on that day. I implemented my intervention which was spelling jar in the post-reading
stage where the pupils are grouped according to the groups that I have assigned earlier. Each
group was then given a spelling jar and a pocket manila card for them to put in the letters. A
PowerPoint slideshow with five pictures and jumbled letters were then showed to the pupils.
Pupils were required to use the alphabets in the spelling jar to re-arrange the jumbled letters and
spell the words correctly. The activity took about 15 minutes and I went through each answer
with the pupils as well as assisting them to correct their errors if there is any on the manila card
by using the letters in the spelling jar. This was carried out similarly for the next ten
interventions which were carried out daily according to the lesson plans prepared. After carrying
64
Measurement
For the first data collection method which was measurement, I have used descriptive statistics to
analyse the raw scores that I have obtained from the pre - spelling test and post - spelling test. I
have converted all the raw scores into percentage first and analysed the data through mean
percentage. The main reason of using mean percentage in analysing the data that I have obtained
was to determine the increment or downfall in terms of my target groups progress in the
learning sessions. The processed data were then placed in a form of a table to see the differences
in terms of the pupils performances before and after the intervention was carried out. I have also
placed the processed data into another table where the pupils are categorised based on the range
of percentage increase in order to provide a reliable and valid answer the first research question
posed in this research.
2.
Interview
Aside from that, I have also collected data from the structured interview that I have carried out
as my second method of data collection. I have listened back to the recording that I have done
during the interview as well as referring to the notes that I took when the interview was carried
out. While doing so, I have transcribed the interview that I have carried out with the selected
pupils and placed the verbatim in a table form. From the transcription, I have used content
analysis in order to analyse the data that I have obtained and identified the common themes
found in the interview. The processed data was then presented in a narrative format to provide an
answer to the second research question.
3. Survey
Last but not least, I have also gathered the data from the third method of data collection which
was survey. I have checked as well as went through the questionnaires and placed the number of
yes and no in a table form according to the number of items in the questionnaire. For this method
of data collection, I have also used descriptive statistics in order to analyse the raw data obtained
from the survey by converting them into percentage. I have also presented the data in a table
form to show the comparison between the percentage of pupils who answered yes and no. I have
also presented the data in a narrative format to explain the relationship of the percentages
obtained from the analysed data by relating the percentages with the scale of interest that showed
the interpretation of the percentages. This scale of interest was adapted from the materials that I
have gathered in my literature review. The scale of interest can be seen in Table 1 below:
66
Interpretation
80-100
Very interested
60-79
Interested
40-59
Average
20-39
Less interested
0-19
Not interested
Source: Adapted from Mohd. Najib (1999)
Findings
1. What is the effect of the use of spelling jar as a tool on pupils interest in spelling?
The first research question focused on the effectiveness of the use of spelling jar on the pupils
performance in spelling. From this research question, we could see if there is any effect on the
use of spelling jar on the pupils performance on spelling. I am also able to identify whether the
spelling jar has any influence on the pupils performance especially in spelling. The finding is
based on the comparison of mean scores for both pre spelling test and post spelling test
which was conducted during the implementation of spelling jar according to my work schedule.
Table 2
Comparison between Pre- and Post Spelling Test Mean Scores
N
Pre test
Post - test
23
(%)
(%)
(%)
(+ / - )
62.8
69.7
6.9
Table 2 above shows the comparison of mean scores between pre - spelling test and post
- spelling test. From Table 1 above, the mean score for the pre-test is 62.8%. After implementing
ten interventions during my teaching and learning sessions, the mean score for the post-test is
69.7%. This indicates that there is an increase of 6.9% in mean percentage in terms of spelling
performance amongst my pupils. Thus, this suggests that the intervention that was implemented
which is the use of spelling jar has a positive effect on pupils performance in spelling.
67
No. of pupils
04
12
59
10 16
21 25
Table 3 above shows the range of percentage increase which is summarised based on the table of
pupils scores in the pre - and post - spelling test. 17.4% of the pupils benefited tremendously
from the usage of spelling jar while 30.4% of the pupils only receive average benefits from the
intervention implemented. Table 2 above also indicated that 52.2% of the pupils only received a
little or no benefits from the usage of the spelling jar on their spelling performance. Hence, I am
able to conclude that the use of the spelling jar indeed brings a positive effect on the pupils
spelling. This can be seen due to the difference of the mean percentages between the pre
spelling test and the post spelling test, which shows an increment of 6.9%.
2.
What is the effect of the use of spelling jar as a tool on pupils interest in spelling?
The second research question posed in this action research is to determine the effect of the usage
of the spelling jar as a tool on the pupils interest in spelling. The main purpose of the research
question is to see the pupils are more inclined in learning spelling with the presence of the
spelling jar during the teaching and learning sessions. Not only that, it is also to verify if there
are any positive or negative effect on the pupils interest when the spelling jar is being used as a
tool during the teaching and learning sessions of spelling based on their behaviour, attitude as
well as their level of participation.
As a whole, I am able to indicate that the usage of spelling jar shows a positive effect on the
pupils interest in spelling. This can be seen based on several themes that I have identified in the
transcription of the interview that I have carried out with the target group. From the transcription
that I have done for the data that I have gathered in the interview, I am able to indicate that my
pupils were interested in the usage of spelling jar during the teaching and learning sessions. Most
of them pupils answered that they enjoyed using the spelling jar during the teaching and learning
sessions. This can be seen in the response given by the participants such as:
Suka teacher. (P1, L13)
Sangat suka. Best tu teacher. (P2, L13).
Aside from that, the findings from the questionnaire also indicated that the pupils are interested
in the use of spelling jar as a tool to teach spelling. This can be seen in the one of the items in the
questionnaire where it requires the pupils to determine whether they like using spelling jar to
spell. 86.96% of the pupils answered yes for this item. When we compare this percentage with
the table of scale of interest, we can see that this percentage falls in the range of percentage that
shows the pupils have very high level of interest in using the spelling jar. In another words, the
scale of interest basically proven that 86.96% of the pupils are very interested in the usage of the
68
70
73
74
Observation
Measurement
Document analysis
For document analysis, I used worksheet to see their performance after using Boom cards
Game. I recorded their marks in every intervention that I will carry out. Thus, I can see the
influence of Boom Cards Game on their vocabulary knowledge. Worksheet was given after
pupils playing the Boom Cards Game. It is aimed to record pupils performance on their
understanding about the new words that they have learnt through the game. It also acts as
reinforcement to the words they have learnt. Their scores were recorded consistency. Refer to
appendices to see the sample of the worksheet.
Analysis and Interpretation of Data
1. Interview
In this research, I used semi-structured questions as the instrument for the interview.
Transcribing is one part of how I interpreted the rough data. Transcribing all the interview
conservation based on the recording was not easy and time consuming, and required me to focus
when listening to the recorded interview conversation. I decided on the level of accuracy at
which I intend to transcribe the conversation. It depends on the purpose of the material used in
75
The analytical values of pupils results of their test papers are interpreted through calculatiof the
mean, standard deviation and percentage. Mean score provided a scope of perception whether
the pupils are increasingly progressing or declining. A high value of mean score will indicate
that the pupils have not learnt or mastered what have been taught. In accordance with the mean
score, the median and mode of the data collected were analysed and the frequency and patterns
of the pupils results.
3. Percentage
Since I used checklist to see the difference between pupils motivation before using Boom
Cards Game and using Boom Cards Game to teach them vocabulary, therefore, I used
percentage to analyse their motivation level. Since my checklist consist only two options; yes
and no, I counted the percentage on how many yes and how many no before and after
using Boom Cards Game. Their motivation level considered as increasing if the percentage of
yes is showing a positive growth.
However if the percentage of yes showing a negative number or static percentage, then it
shows that my intervention of using Boom Cards Game was either decreasing my pupils
motivation or does not have any effect on my pupils motivation. This observation checklist was
given before I used my intervention to teach them and also during intervention was carried out.
4. Document analysis
As for my fourth method of data collection in which I used document analysis as my method I
used worksheets as my instrument and distribute to them every time they finish playing Boom
Cards Game. From the worksheet, I saw whether they were able to answer the worksheet after
playing the language game. I analysed this data by using mean percentage. I could easily portray
the effects of Boom Cards Game on pupils vocabulary development by displaying the
difference average between each intervention.
Findings
Measurements and Document Analysis
Question 1: What is the effect of using Boom Cards Game in teaching low proficiency pupils
in learning vocabulary?
76
Excellent
50-70
Satisfactory
40-0
Minimum achievement
Table 5
Comparison Between Mean Score of Pre-test and Post-test
Pupil
Pre- Test (%)
Post- Test (%)
% (+/-)
19
41
+22
33
90
+57
30
89
+59
35
95
+60
29
90
+61
Mean percentage
29.2
81
+51.8
Table 5 shows comparison between mean score of pre-test and post-test in the aspect of develop
their vocabulary knowledge. Based on Table 4, mean score of the pre-test are 29.2. Meanwhile,
mean score for the post-test is 81. This shows that there is improvement if the mean score for the
pre-test compared to the mean score for the post-test. The mean score difference is 51.8. This is
clearly shows that there is development occur in participants vocabulary knowledge after
learning vocabulary through Boom Cards Game language game. Increment for this mean score
also shows that there are positive changes towards learning vocabulary among respondents.
Researcher found out respondents positive development in their vocabulary knowledge.
It shows that all of the participants showed improvement in learning vocabulary by using Boom
Cards Game. The highest difference in score which contributes +61% of increment can be seen
for pupil (P5). The lowest difference in score shows +22% of increment as seen in pupil (P1)
among all of the pupils. The wide range in difference can be caused by some possible factors in
the pupils vocabulary development. For pupil (P1), he/she was not able to read and write. He/
she only memorise the new word that he/she learnt by playing Boom Cards Game. Researcher
believed that P1 was able to answer because of the help of the visualisation in Boom Cards
Game. The highest increment of the score for pupil P5 shows that the pupil is in favour with the
use of Boom Cards Game in his vocabulary development. This suggests that the pupil finds that
the use of picture dictionary has helped the pupils vocabulary development. Both of these
77
Mean
effects show that Boom Cards Game has a positive effect on pupils vocabulary development.
Nonetheless, the degree of the effect is different according to their proficiency level and ability.
90
80
70
60
50
40
30
20
10
0
67.6
44.4
50.6
56.6
73.4
78.2
80
83.8
56.6
34.4
78
79
100
80
60
40
20
6.66
0
Before using BCG
Figure 7. Comparison between pupils motivation level before and during using Boom Cards
Game
Figure 7 shows that generally, my participants motivation level is increasing as much as 86.66
mean percentages. Before I used Boom Cards Game (BCG) game in the teaching and learning,
their motivation level to learn was as low as 6.66%. This might because of some factors such as
they were not interested in the way the lesson was carried out. Secondly, it might because of
their L2 proficiency level. It influenced their motivation to learn because they have high
affective filter towards the language learning. It will then, make the participants. Therefore,
since the activity done was boring and they were not good in this subject, they decided to just
simply take this subject not seriously.
After the intervention, the three observers found out that all of participants showed positive
change on their motivation towards learning L2 during using Boom Cards Game as the tool in
learning vocabulary. Boom Cards Game motivates participants to memorize new words. It can
be seen clearly through the differences between before using Boom Cards Game and after using
Boom Cards Game. During interventions all of participants participated actively in the activity.
It showed that they were motivated enough to learn the target language.
Summary/ Reflection
This action research aimed to examine the effect of Boom Cards Game in teaching low
proficiency pupils in learning vocabulary and to explore the effect of using Boom Cards Game
on pupils motivation in learning vocabulary. Based on the findings of this action research, it
was identified that the use of Boom cards Game in teaching vocabulary among low proficiency
pupils had an effect on the pupils vocabulary development. Through the findings that had been
discovered and analysed, it indicated that there was a positive effect in the pupils vocabulary
development. It can be seen through the increment of +51.8 of the overall pupils mean score of
the test taken. In addition, the pupils gave mostly positive views on the use of Boom Cards
Game in teaching and learning new words. The overall feedbacks received from both of the
80
81
82
83
Target Group
The target group of my research is a Year 3 Aktif class. The class encompasses 12 males and 13
females. For my research purpose, I had selected only five of them out of 25 which consist 3
males and 2 females. They aged from 8 to 9 years old. Most of them come from the nearby
villages. My target group came from an advanced class among the other two classes. Generally,
they have good proficiency in the language. Nonetheless, their ability in learning English
language covered a wide range of levels. There was an interesting fact on my pupils. They were
good in the language yet not motivated to talk. Their attitudes were shown during my lessons.
They did pay attention to me and there was feedback when I asked for oral response. Despite of
this, I found out that there were few of them rarely showed their responds and interests when
they were questioned. Contrary, they were able to carry out the tasks, such as reading and
writing activities that I assigned to them but not the same in speaking activities. One of the main
reasons was that they did not see the necessity to use the language in their daily conversation. As
stated earlier, their motivation in speaking the language was generally low.
Implementation of Action
In this action research, I have used Kemmis and McTaggarts Research Model in guiding me to
carry out my action research.
Level of Motivation
Never
Rarely
Generally
Often
Always
89
Pupil
A
B
C
D
E
Mean
1
1.92
2.05
2.33
1.50
2.17
2
2.25
2.17
3.08
1.67
2.50
3
2.42
2.42
3.16
2.33
3.08
4
3.00
3.17
3.50
2.92
3.17
5
2.83
3.50
3.42
3.50
3.42
Observation,Ob
6
7
2.92 3.17
3.50 3.58
3.67 3.92
3.25 3.42
3.67 3.33
8
3.33
3.58
4.00
3.50
3.42
9
3.50
3.58
4.00
3.50
3.67
10
3.58
3.83
4.08
3.42
3.67
X
2.89
3.14
3.52
2.85
3.21
3.12
The table 2 above shows the overall mean score of the 10 time observation for the five pupils.
The mean score for the ten times observations is 3.12. This indicated that the pupils were
generally motivated to speak. Based on the table, the highest mean score is 3.52 which was
obtained by pupil C. Meanwhile, the least mean score was obtained by pupil D which is 2.85.
Nonetheless, there were two out of three pupils who scored under the average level which is
below the value 3.00. The mean score of 2.85 and 2.89 imply that the pupils were rarely
motivated.
Based on the data displayed in table 2, I can see that there is a non constant pattern of pupils
motivation level throughout the ten observations. Gradually, from the first to the fifth
observation there is an escalation in level of motivation. Most of the pupils were motivated to
speak by using the hand puppets that ranged above 3.00. Toward the end of the intervention, I
can see that pupils motivation levels were in a stable scale.
I am able to indicate that there is a positive effect on the pupils level motivation in speaking as
pupils commented that this approach was very interesting to them and they enjoyed speaking by
using hand puppets. They felt that it is easier for them to speak in simple English with their
friends when using the hand puppets.
Research question 2:
What is the effect of using hand puppets on pupils fluency in speaking?
This question aimed to determine the effect of using hand puppets on pupils fluency in
speaking. By posing this question, I am able to see if there is any positive or negative effect of
using hand puppets on pupils fluency in speaking. The data is analyzed through descriptive
statistics. The result is obtained by making comparison between the mean percentage score of
pre-test and post-test.
90
Table 3.
Comparison between Pre-Test and Post-Test Mean Percentage
Number of Pupil
Pre
(%)
Post
(%)
+/(%)
28
40
+15
The data tabulated in Table 3 indicates the comparison between the mean percentage of pre-test
and post-test for five pupils. The mean percentage for pre-test is 28. After the ten times of
intervention, the mean percentage for post-test is 40. This signifies that there is an increase of
15% in mean score in speaking performance of the pupils. This suggests that using hand puppets
has a positive effect on the pupils speaking fluency.
Summary/ Reflection
From this action research, several conclusions can be drawn about the effects of using hand
puppets in pupils motivation level in speaking and their fluency. This study signified that the
use of hand puppets is able to improve pupils motivation level in speaking. It emerged that the
freedom in manipulating hand puppets brought positive effects on their motivation level in
speaking. The findings of the study also reveal that pupils speaking fluency has improved.
According to Wallace and Mishina (2004), a student with a number of significant delays,
including a speech impediment, who rarely speaks, would speak freely and non-stop when we
engaged his puppet in conversation. Once pupils are engaged in a task, their motivation towards
the activity will increase.
Based on the second finding, hand puppets also benefited pupils in their speaking fluency. Pupils
found to be less anxious to speak when they are engaged with the hand puppets activity.
Consequently, the language produced by pupils is mostly natural and authentic resulting from a
less threatening environment.
Suggestion for Further Research
I have suggested a number of ways to enhance my research. This can help teachers who are
interested in further study on this topic. It is recommended that this research could be carried out
over a longer period of time. It is time consuming to encourage pupils who are not brought up in
English speaking environment. This is because they are not used to the language in their daily
life and requires long term practices of the language in order to be fluent in the language.
Therefore, a teacher may conduct this research as a one year effort in order to thoroughly
analyse pupils development in speaking skill. It is also suggested that a teacher tries a variety of
strategies in using hand puppets in order to make it more interesting and directly maximise the
language learning process. Instead of the teacher asking simple WH-questions, teacher can
require pupils to role-play by using the hand puppets. In this way, pupils are exposed to wider
genre of speech. The hand puppets technique also can be practiced in teaching other language
skills such reading and writing. Teachers can use hand puppets to facilitate reading activities
such as reading aloud with pupils. In addition, it can be used as prompter or stimulus to teach
writing.
91
from
Wallace, A. & Mishina, L .(2004). Relation between the use of puppetry in the
classroom, student attention and student involment. Retrieved 12 February 2014 ,from
www.puppetools.com/amys_thesis.pdf
92
95
96
63.82
89.93
+/(%)
+26.11
Table 1 shows the comparison between the mean scores of the pre and post writing test. Before
the implementation of the coloured ruled lines for the teaching writing of lowercase and
uppercase letters, the average score of the pupils writing test was 63.82%. However after the
pupils were exposed to the use of coloured ruled lines for the teaching writing of lowercase and
uppercase letters, the mean score increased by 26.11% as the mean percentage for the post-test
was 89.93%. The increase in the mean percentage for the post writing test showed that the use of
coloured ruled lines had a positive effect on the pupils writing performance of lowercase and
uppercase letters.
Figure 2. Comparison before and after the use of coloured-ruled lines on pupils writing of
lowercase and uppercase letters of Pupil 28
Figure 2 shows that Pupil 28 used capitalization in the middle of the sentence as well as
lowercase s,p, and m were written wrongly in the writing test before the intervention. However
Pupil 28 was able to obtain full marks for her post writing test. The pupils writing of lowercase
98
100
pencapaian
103
105
85.83
80
60
40
20
18.92
0
Pre- test (%) mean percentages
Figure 2. Comparison of mean percentage scores between pre & post- vocabulary test
Figure 2 above shows the comparison between the pre and post- test after using BINGO. The
mean percentage for pre- test was 18.92 while the mean percentage for post- test was 85.83. This
indicated that there was an increase of 66.91% in the mean scores for the vocabulary test of
pupils in SK Banjar. Therefore, this suggested that BINGO had a positive effect on the
participant vocabulary performance.
Research Question 2:
What was the effect of using BINGO on pupils spelling ability?
106
Mean Scores
The purpose of this was research question was to determine whether BINGO had an effect on the
pupils spelling ability. It was determined by using mean scores for each worksheet given
throughout the intervention sessions.
10.2
10
9.8
9.6
9.4
9.2
9
8.8
8.6
8.4
8.2
10
9.58
9.5
9.25
9.42
9.58
9.67
9.67
9.83
8.92
Number of Interventions
107
100
93.33
90
80
70
60
50
Pupils'
motivation
level
40
30
20
10
6.66
0
prior to using BINGO intervention
During using the intervention
Figure 4. Pupils Motivation level prior to using the BINGO intervention and during the
intervention.
Figure 4 shows that before I used BINGO game in the teaching and learning, their motivation
level to learn were as low as 6.66% and this could be due to factors such as they were not
interested in the way the lesson was carried out. Secondly, it might also due their social
economic status where education was not stressed in their families. Therefore, since the activity
done was boring and they were not good in this subject, they decided to just simply take this
subject not seriously. My participants level of motivation in mean percentages at the seventh
intervention sessions was 93.33%. This indicated an increase of 86.67% in mean percentages for
their level of motivation. This revealed that BINGO had a positive effect on the pupils level of
motivation.
Summary and Reflections
Findings showed that the use of BINGO game had a positive effect on pupils vocabulary
performance as in word recognition. Other than that, it also had a positive effect in enhancing
pupils spelling ability as well as their motivation to learn this subject. The result of this research
was in accordance with the research done by Carrolina (2002) where she used a game called
vokal dadu to teach vowels to her pupils and Nguyen & Khuat (2003) in Korea where the use
of games enhanced pupils vocabulary performance. My research on the use of games to
increase pupils level of motivation supports Laus research on the use of games to increase his
pupils level of motivation.
Though I had low proficiency pupils, as a teacher, I believe that every single child in this world
can learn and improve under certain condition as long as they are willing to learn and are given
opportunity for pupils to learn a language. Crystal (1995) revealed that language does not come
naturally but need to be taught. Thus, ample space and opportunity are needed for pupils to learn
language.
I believe that motivation is the main key to change someones life. As mentioned by Nunan
(1999) the most challenging parts for teacher to teach pupils especially those with limited
108
BINGO can be used to teach other language skills or content such as grammar. This is because
of the characteristic of BINGO which can be modified easily. In this research, I had used a
BINGO board since it involved only 12 participants. If it involves a more participants and it was
for other skills, the teacher has other options such as using only the whiteboard and picture cards
to teach other language skills and content.
2.
Since the seventh shift in the Malaysian Education Blueprint 2013- 2025 was about leveraging
ICT to scale up quality learning across Malaysia, I therefore want to suggest BIINGO to be
integrated with ICT. I would like to suggest that teachers design a programmed for BINGO so
that it can be played by pupils using computers.
3.
I conducted the research for Year Four Intelek in SK Banjar and it worked. Therefore, I want to
suggest that BINGO be used as an intervention for other classes especially for low language
proficiency pupils in the LINUS programme in English. In my intervention, I only introduced 25
words. If a longer duration was given, more words can be introduced. Hence, I think this
intervention should be done in a longer time frame so that more words can be introduced to
pupils.
References
Carrolina Anuar (2002) Dadu vokal ajaib. Unpublished Action Research Seminar. Institut
Pendidikan Guru Kampus Batu Lintang.
109
110
112
Research Questions
The research questions are:
i.
ii.
The class I was assigned to was considered the one with the better pupils. There are 18 pupils in
Year 4 Bestari (4B), consisting of 6 girls and 12 boys. In regards to the levels of their motivation
towards learning English, some were very enthusiastic and positive and the rest are easily demotivated. The class consisted of various races namely; Dusun, Murut, Malay, Bugis, Jawa,
Chinese, and lastly, Filipino. Generally, they spoke in Bahasa Melayu in their dense Sabah
accent to one another, even during English lessons. On this basis, I deduced that they conversed
in English only when it was necessary or upon the teachers request. Not only they were unable
to practise English language at home, they were not making efforts to use the language in school.
Despite of it being labeled as the classroom with advanced pupils, I saw it as a mixed-ability
class as I was able to identify pupils belonging to the three different groups; weak, average and
advanced. I had assigned the pupils into based on their levels of proficiency in English language,
in which the arrangement was derived from their ongoing offline school-based assessment for
the English language subject.
Implementation of Action
In the implementation of my study, I had selected John Elliots model of action research (1991)
as a guide to steer me in the right directions throughout the course of action. Elliots model is
divided into 7 steps. The 7 steps are (i) identification of initial idea, (ii) reconnaissance (factfinding and analysis), (iii) general plan (Action Steps 1, 2 and 3), (iv) implementation of Action
Steps 1, (v) monitoring of implementation and effects, (vi) reconnaissance (explanation of errors
and failures in implementation and their effects) and (vii) revision of general idea.
The procedure can be seen more clearly in the figure below;
113
Measurement
Under the measurement method, I prepared a reading comprehension test together with the
scoring rubrics, based on the table of test specifications I had designed beforehand. The paper
consisted of four reading passages and there were five Wh-questions for every passage. The
paper consisted of passages in both linear and non-linear forms. The total marks for the paper
was 40, in which the final scores were given in percentage. The main rationale for the use of
tests in my research was that they allowed me to observe and evaluate pupils development more
evidently by contrasting test results before and after the use of Readers Toolbox. For the
assurance of construct validity in the assessment, I used the same test paper together to obtain
the post intervention results. The table of test specifications was vital to ensure that the test items
were corresponding to the intended purpose and design of the test. The topics chosen for the
texts in the paper were of the ones they have already learnt in school and the questions solely
focused on Wh-questions in open-ended format.
2.
Document Analysis
Another type of data I used in the research is document analysis, in which worksheets were
assessed to monitor pupils progress from time to time throughout the research cycle. Pupils
grasp of the reading comprehension knowledge and skills could be seen from the accuracy of
their responses towards the questions they encountered based on the texts given. Worksheets
completed were gathered to examine the problems they faced in reading comprehension. In the
course of the research action, pupils advancement in the skills was observed through the
worksheets done using the Readers Toolbox. Every worksheet used in the intervention would
include a text, whether in linear or non-linear form and relevant Wh-questions depending on the
contents of the text.
3.
Survey
I distributed a questionnaire to all the participants to discover and analyze their thoughts,
opinions and reactions towards the strategy I had implemented. For this type of data source, I
designed a Likert scale form of questionnaire in which participants had to respond to 5-response
options. The items were in both English and Bahasa Melayu to ease pupils attempt in
responding to the questionnaire. Item 1 to 5 placed emphasis on how the Readers Toolbox
benefited the pupils in terms of skills, and item 6 mainly focused on the effects of the Readers
Toolbox on pupils motivation. Abiding to the procedure, I first clarified the purpose of the
survey to enlighten them on why they were involved in the survey. After that, I explained every
item and requirement of the questionnaire with the pupils to ensure that they were certain of
what they were supposed to do.
116
Interview
Besides that, at the end of the research cycle, I conducted focus group interviews to lessen time
consumption and I believed that it would lessen pupils anxiety during the session. I carried out
two sessions; in which I interviewed five advanced pupils during the first session and then
interviewed another five pupils from the low proficiency group. I used semi-structured questions
during the interview as I prefer the nature of a combination of guided and flexible interaction
with the participants. Participants responses in Bahasa Melayu were recorded in verbatim and
the translations for those responses were provided as well. A standard form was used for the
interview, in which I took notes of the information gained from every interview session. To
ensure that I did not leave out essential details of the interviews, I used a voice recording device
during the sessions, provided that participants grant me the permission to do so. The interviews
not only helped me in attaining more data for the research, but also provided a more robust
verification and justification for to corroborate the survey outcome.
Analysis and Interpretation of Data
1.
Once I had finished scoring the papers, I made sure that every raw score was already converted
into percentage. I then tabulated their scores in percentage for a more structured presentation of
data to ease the processes in phase two and three, which included calculation and analysis. From
there, I started calculating the mean percentage as well as the percentage of increase and
decrease to obtain the required numerical data for analysis and interpretation. With the findings I
had based on their initial and final scores, I was able to make comparison between the two to
come to a conclusion about their performances in the tests. If the final result showed an increase
in their scores, thus it reflected the improvement and at the same time, the positive effect the
research action had on the target group.
2.
The main role of worksheets in this research action was primarily to observe and monitor pupils
performance before treatment and their progress during and after treatment. I checked their work
on reading comprehension and evaluated based on the accuracy and quality of their answers. For
a more competent means of data analysis and interpretation, I scored every worksheet that was
given to them and recorded the scores for comparison from the first until the last intervention.
3.
Coding Interviews
To identify the recurring main ideas as well as key words, I first coded the textual data before I
could code the key words. For a more efficient management of transcriptions, I documented the
data gathered during the interviews in a template of a table with three columns. The first column
was used for numbering the lines in the transcription. The second column was for the
transcription of interview questions and pupils responses in both English language and Bahasa
Melayu. Finally, the third column was used to jot down the themes found in the responses. By
numbering the lines for the transcription, it was easier for me to quote the particular pupil and it
was more accessible for reference. In addition, the third and last column for listing themes was a
convenient and a well-organized method to examine and compare recurring themes found in the
pupils responses.
117
Coding Questionnaire
I calculated the mean according to the pupils responses for every item in the questionnaire. To
facilitate the analyzing and interpreting of data, the responses and the mean were transferred into
a table. From the mean of each item, I was able to infer the pupils opinions towards the
Readers Toolbox.
Findings
i.
The first research question focuses on explore the effects of using Readers Toolbox to answer
Wh-questions in open-ended format in reading comprehension. The methods applied in the
search for the answers of research question 1 are measurement and document.
Table 1: Comparison between Pre- and Post Reading Comprehension Test Mean Scores
N
Pre-Test
Post Test
%
18
(+/-)
46.17
53.22
7.06
Table 1 above displays the comparison of mean scores between the reading comprehension tests
administered before and after the intervention. As shown in the table, the mean score for the pretest is 46.17%. Following the treatment, the mean score is 53.22%. This signifies that there is an
increase of 7.06% in the mean score in regards to the pupils reading comprehension
performance. This indicates a commendable measure of suitability and efficiency of the
Readers Toolbox in helping the pupils to answer Wh- questions. Therefore, this suggests that
the Readers Toolbox has a positive effect on the pupils reading comprehension.
Table 2: Worksheet Scores for Intervention Sessions
Interv
INT.1 INT.2 INT.3 INT.4 INT.5
ention
Mean
86.42
91.37
70.38
68.14
79.17
%
INT.6
INT.7
INT.8
INT.9
55.56
61.81
87.09
70
Table 2 exhibits the scores achieved by the pupils during the nine interventions carried out using
the Readers Toolbox. As perceived in the table above, pupils are able to achieve average mean
scores of 50% to 90% throughout the nine sessions using the Readers Toolbox. Regardless of
the inconsistency shown throughout the nine intervention sessions, they were able to show
increment in their post reading comprehension results.
ii.
What is the view of pupils on the use of Readers Toolbox to teach reading comprehension?
The second research question is to examine the perception of pupils on the use of Readers
Toolbox to teach reading. This is to determine whether the pupils have a positive notion on the
Readers Toolbox after the nine sessions of intervention. In order to respond to the research
question efficiently, the two methods selected to collect the information required were survey
and interview.
118
I1
I2
I3
I4
I5
Average
3.56
3.78
3.61
Overal
l Mean
3.79
The table above shows the mean of the items stated in the survey conducted with the pupils of 4
Bestari. On the whole, the mean score attained is 3.79. There were assorted views towards the
idea of the Readers Toolbox as an aid in understanding texts. Ultimately, the pupils have a
positive perception on the use of Readers Toolbox to teach reading.
To further investigate and acquire pupils views on the Readers toolbox, I had also conducted
focus group interviews. By doing the interviews, I was able to gain more insights concerning
their notions on the strategy. Unlike the very rigid and constrained nature of a survey, I was able
to explore the pupils perceptions more profoundly during these sessions by asking them for
clarification for their expressions and responses. This would impart an immense support for the
findings I had obtained over the course of the research to answer the research question 2
effectively. There were four central themes that I had identified in the interviews, which
genuinely reflected pupils true feelings and views towards the strategy. They were fun learning,
the level of understanding of Readers Toolbox concept, memory enhancement and the
usefulness of the Readers Toolbox to aid reading comprehension skills among pupils. From the
two focus group interviews I had conducted, I was able to conclude that the pupils have a
positive perception on the use of Readers Toolbox in the classroom.
Summary and Conclusions
This study indicated that the Readers Toolbox facilitated in developing pupils skills in
answering open-ended Wh-questions. With the aid of the visual tools in the Readers Toolbox,
pupils found it beneficial to assist them in answering Wh-questions with more accuracy. As they
were able to answer the questions more accurately, this implied that they were capable in
recollecting on how to answer the different Wh-questions given based on the tools in the
Readers Toolbox. This indicated the truth in this statement; It is generally accepted that an
item studied as a picture will be better remembered than an item studied as a word (Oates &
Reder, n.d.). In short, Readers Toolbox enabled the pupils to remember the functions of the
Wh-questions, and simultaneously, comprehend the prerequisite to answer them correctly.
The findings exemplified that the pupils had a positive perception on the use of Readers
Toolbox to teach reading. Based on their opinions, they found the learning experience using the
Readers Toolbox enjoyable. The strategy allowed them to manipulate the toolbox and its tools
autonomously, which gave them a sense of control over their own work and learning. This was
in line with the account made by Scott & Ytreberg (in Shin, 2006), their own understanding
comes through hands and eyes and ears.
In the presence of such conducive and constructive atmosphere, pupils felt that their safety and
security were assured. This in turn generated an opportunity to lower their anxiety and provided
an ideal atmosphere for second language acquisition (Krashen, 1982). Briefly, based on the
pupils responses towards the Readers Toolbox, the strategy was able to increase their
motivation and lower their anxiety. This was in proportion to Stevicks (in Krashen, 1982)
statement, claiming that they will be more open to the input, and it will strike deeper, which
basically meant that the pupils would learn better and more productively.Using the Readers
Toolbox helped them to be more careful at their attempts in answering the questions and they
119
120
Pre-Test (/20)
Percentage (%)
Post-Test (/20)
Percentage (%)
P1
10
11
55
P2
15
13
65
P3
15
10
50
P4
20
14
70
124
Pre-Test (%)
Post-Test (%)
P1
10
55
P2
15
65
P3
15
50
P4
20
70
Mean percentage
15
60
The mean score allowed to make generation as mentioned in Mills (2003), In education,
perhaps the most common descriptive statistics used by the teacher is mean. It allows us to talk
in generalities and to compare how students in our class performed on average in comparison
to other students or over given a time period. Therefore, the mean percentage for both pre and
post-test is displayed in a form of a table. The purpose of the table was to make a clear
comparison between the pre and post-test.
2. Observation Checklist Analysis
I have done four observations throughout the intervention sessions in order to obtain data to
answer the research questions. The instrument used for this was a checklist. In each observation,
I have three observers. In order to analyse the data, at the end of each observation, I gathered the
checklist and looked for the total of Yes and No from each observer. Next, I look for the total
of Yes and No for each observer to find the mean. This was repeated for the all of the
observations. Subsequently, I prepared a table which I referred as Master Copy 1 and Master
Copy 2 as shown in Table 3 and Table 4 respectively to put the data I gained and processed from
all the four observations. Next, I used the scale as shown in Table 5 to analyse the mean
percentage for all of the observations.
Table 3
Master Copy 1
Observation 1
Observation 2
Observation 3
Observation 4
1
2
Yes
100
67
No
0
33
Yes
100
100
No
0
0
Yes
100
100
No
0
0
Yes
100
100
No
0
0
3
4
5
6
7
8
33
33
100
67
67
100
67
67
0
33
33
0
33
67
67
67
100
100
67
33
33
33
0
0
100
67
100
100
100
100
0
33
0
0
0
0
100
100
100
100
100
100
0
0
0
0
0
0
Items
Table 4
Master copy 2
Items
Mean percentage
(%)
Observation 1
Observation 2
Observation 3
Observation 4
Yes
No
Yes
No
Yes
No
Yes
No
71
29
79
21
96
100
125
Table 5
Scale of Motivation based on Mean Percentage
Percentage (%)
Interpretation
80-100
Very motivated
60-79
Motivated
40-59
Average
20-39
Less motivated
0-19
Not motivated
126
INTERVENTION (/6)
First
Second
Third
Fourth
Fifth
Sixth
Seventh
Eighth
Ninth
Tenth
P1
P2
P3
P4
After the tenth intervention session and all the scores were gathered in the table, I calculated the
mean. The purpose of finding the mean was to see the trends from the first intervention until the
tenth intervention. In order to display the data, I transferred it into a bar graph. It was easier to
see the trends by using the bar graph.
Findings
Research Question 1: What is the effect of pictures-dice with word cards on low proficiency
pupils vocabulary performance?
Table 7
Comparison between Pre and Post Vocabulary Test of the Four Participants in Year 2B
Participant
Pre-test (%)
Post-Test (%)
% (+/-)
P1
10
55
+45
P2
15
65
+50
P3
15
50
+35
P4
20
70
+50
Table 7 shows the comparison between pre and post vocabulary test for the four participants in
the Year 2B. Participant four (P4) and participant two (P2) had the highest jumps. P4 scored
from 20% during the pre-test to 70% in the post-test while P2 rose from 15% during the pre-test
to 65% in the pre-test. Both of these two participants showed a positive increase of 50%.
Participant one (P1) had a positive increase of 45% which from 10% for pre-test to 55% for the
post-test. The lowest increment was participant three (P3) who get 15% for the pre-test and 50%
for the post-test. This showed the lowest increment of 35% compared to the other three
participants. On the whole, based on the comparison of the mean percentage for the pre-test and
the post-test, it showed a positive improvement of +45%. This indicated a positive progress on
the participants performance as a whole. Nevertheless, there were two participants, P1 and P3,
who only managed to have an increment below 50%.
127
7
6
5
P1
4
P2
P3
P4
2
1
0
128
Yes
No
Yes
No
Yes
No
Yes
No
71
29
79
21
96
100
1. Participants
enriched their
vocabulary using
pictures-dice with
word cards.
2. Participants show
better participation
during the lesson
using pictures-dice
with word cards.
3. Participants
memorize new
words better using
picture-dice with
word cards.
4. Pictures-dice
with word cards
allows the
participants to spell
words correctly.
5. Participant shows
eagerness and
voluntarily matches
the picture on the
pictures-dice with
the correct word
card.
6. Pictures-dice
with word cards
enables the
respondent to use
their visual in
learning new
words.
7. Pictures-dice
with word cards
motivates the
129
Table 8 shows the mean percentage of the eight items in the checklist for four times of
observations. The first observation showed only 71 percent mean percentage for the eight items.
The mean percentage increased over time. It increased to 100 percent during the fourth
observation. It indicated that during the fourth observations, all of the three observers have seen
the anticipated attitudes in each item on the participants behaviours during the intervention
session. I have also conducted a structured interview with the four participants to help me in
addressing the second research question. The purpose of interviewing these participants was to
obtain their own point of view as the subject of this study who went through all the tenth
intervention sessions. Based on the data from the interview session, all of the four participants
gave positive feedback with regard to the tool used in learning vocabulary. I found that all of the
participants were really interested to learn vocabulary by using the pictures-dice with word
cards. Suka la. Boleh main-main. (pause) ada gambar-gambar. (P2/L12). Furthermore, all of
the participants could recall any five new vocabulary that they have learnt throughout the ten
intervention sessions, this also supported that the tool had a positive effect on the lowproficiency pupils motivation in learning vocabulary as a whole.
Summary and Reflection
This study indicated that the use of pictures-dice with word cards tool had helped the lowproficiency pupils to learn vocabulary better. This can be seen from the comparison between the
mean percentage score for the pre and post vocabulary test. It showed that there was an increase
of mean percentage from the pre-vocabulary test and the post-vocabulary test among the four
participants. The use of visuals in the pictures-dice had assisted the participants to learn the new
vocabulary better in a sense that it helped them to generate more ideas in recognising and
memorizing the word cards. Thus, it reiterated what Chitravelu (2005) mentioned that early
vocabulary learning is best supported by visuals. It was easier for the participants to gain the
information from the visual they saw on the pictures-dice which stimulated them to choose the
correct word cards. Furthermore, Haycraft (1998) also emphasized that much of what we say in
any language is prompted by what we see or have seen around us. Hence, pictures-dice
promoted visual to the learner and make them remember the new vocabulary better.
Apart from that, the findings in this research also suggested that the participants were more
motivated to learn vocabulary by using the pictures-dice with word cards tool. The effect of the
use of pictures-dice with word cards as a tool to teach vocabulary to low proficiency pupils
motivation could be seen through the findings obtained from the observations checklists. During
the fourth observation which was the final observation, all of the observers put yes which
indicated that they have seen all the items among the participants. This suggested that the use of
130
Longman.
Kemmis & McTaggart. (1988). Bahagian perancangan dan penyelidikan dasar pendidikan:
Manual kajian tindakan. Kuala Lumpur: Penerbit BPPDP:
Kementerian
Pelajaran
Malaysia.
Mills, G. (2003). Action Research: A Guide for the Teacher Researcher. New Jersey:
Prentice Hall.
131
132
Kuala
135
Action
o
o
Observe
o
o
o
Reflect
o
o
Action
Identifying the problem
Gathering information
Listing possible
alternatives
Planning procedure of
intervention
Carried out pre-test
Carried out 10
interventions
Carried out post-test
Interview pupils
Assessing pupils
behaviour changes
Analysing data collected
Reflecting on findings
Duration
03.2.2014 07.3.2014
(5 weeks)
20.3.2014 20.4.2014
(4 weeks)
31.3.2014 15.4.2014
(3 weeks)
June August
The first phase to be completed was planning the action research. Based on Table 1 above, I
spent two weeks to reflect on my teaching practices and identified one main problem out of it.
After I found the problem, I started to gather information from the teachers, pupils and I gave
them diagnostic test to check their proficiency level. I analysed the diagnostic test results as well
as their pre-examination scores to select the target group. Then, I listed some possible
alternatives that I could use to solve my problem. I chose one alternative to be used as my
intervention. Finally, I planned the procedure to carry out my intervention.
Before I started my intervention, I administered a test to measure their early performance in
recognizing vocabulary. The action planned was not implemented as part of my daily lesson. I
took out my target group outside of my lesson to be intervened. Thus, I prepared a procedural
step to help in conducting the intervention systematically.
This Bingo game was similarly played as the regular Bingo game. To give pupils a general view
in playing Bingo game, I directed the game for the first three sessions. I asked pupils to arrange
the picture cards according to their preferences in the boxes provided on the Bingo board. I
chose one picture from my set of vocabulary and pronounced the word. Based on the
pronunciation heard, they chose a picture to represent the spoken words. Pupils were given 10
second to find the picture. After all the pupils said DONE, I counted one to three then pupils
raised their selected picture. This stage tested pupils ability to recognize the picture correctly.
The game continued until one of the pupils got BINGO. From the fourth intervention session
onwards, I asked pupils to play rock paper scissors to decide on their turn in playing the game.
The procedures were repeated but I was not participated in the game anymore. Pupils were
taking turn to pick a vocabulary and say it aloud. In this session, I acted as an observer to
observe their performance.
In between the implementation of the intervention, worksheets were given at interval. I prepared
five worksheets to be given in every two completed interventions. These worksheets would help
to support pupils learning. I administered another test to measure their performance in
recognizing vocabulary after going through the 10 times intervention. The content of this test
were different from the earlier test but the design was parallel to the pre-test paper.
136
Observe
In this stage, I observe the changes in pupils learning after the intervention. The observation was
based on the results of pre-test and post-test, worksheets scores and intervention scores. Further
details were explained in the findings for the first research questions. After I had completed all
the intervention sessions, I interviewed the pupils to ask about their views on learning
vocabulary through Bingo game. All of them gave positive feedbacks. Further details were
explained in the findings of the second research questions. While the intervention was in
progress, I also observed my pupils behaviour in my daily lesson. I noticed that pupils became
active during group activity. They also seemed motivated and confident in the lesson. In this
stage, I analysed the data collected and the data was presented and explained in the findings
section of this action research.
Reflect
I reflected on the effect of using Bingo game on pupils word recognition. The reflection of the
findings was written in the conclusion together with the summary and suggestions for further
research.
Methods of Data Collection and Instrument
1. Measurement
Measurement was used to collect data to answer the first research question. The instruments
used were test and daily scores. The test was developed by me based on the table of test
specification. After the test was designed, it was checked by my colleague, a lecturer from IPG
Kampus Keningau, my mentor which is also the Head of English Panel and verified by the
schools Senior Assistant. The test was administered twice. The test was administered, collected
and checked by me. Other than a test, I gave 25 marks to each pupils in every intervention. The
mark was used as a tool to measure their daily improvement. Mark was deducted for each
mistake made.
2. Document Analysis
Document analysis was used to support data from the test given to the pupils. The instrument
used to collect data was daily worksheets. The worksheets were designed and checked by me. I
used the same format for every worksheet given. The format used was matching words to
pictures. The worksheets were not given every day. The interval for each worksheet was every
two interventions. The schedule was repeated until the post test was given. The worksheets
consisted of 20 matching questions. Pupils were given 15 minutes to answer.
3. Interview
Interview was another method used to collect data. Data collected from this method was to
answer the second research question number. The instrument used was structured questions. The
questions were prepared by me and it was checked by my lecturer and my mentor. There were
five questions in the instrument. The instrument was used to acquire pupils opinion about Bingo
game. I chose to interview all of my pupils because there were only four of them. I wanted to
find common theme from their interviews to answer my research questions. This interview was
conducted in a one on one session. I called out the pupil one after another at the computer
137
(%)
+55
Table 2 above shows the mean percentage for pre-test and post-test. The mean percentage for the
pre-test is 38.75%. Meanwhile, the mean percentage for the post-test is 93.75%. There is an
increase of 55% of the mean scores for pupils vocabulary performance. This indicates that
Bingo game has a positive effect on pupils performance in identifying vocabulary.
138
Mean Score
Worksheet
Figure 2. Pupils worksheets mean scores
The finding was also obtained based on pupils daily worksheets. Figure 2 shows the mean
scores of pupils worksheets. The mean scores show increment of pupils performance. The
highest mean score was during the fifth worksheets. The mean score for worksheet three shows a
decreasing number of 0.25.
Overall, based on the data obtained, all the respondents show positive increment in their ability
to identify vocabulary. Therefore, there is a positive effect of using Bingo game to teach
vocabulary.
b) What are pupils views on the use of Bingo game to learn vocabulary?
The purpose of this research question is to obtain pupils views on the use of Bingo game to
learn vocabulary. The data was collected through interview. Based on the transcription, I found
that the pupils enjoy learning vocabulary using Bingo game. This can be seen from the quotes as
follow, Ya. Ya. Ya.. Sebab dapat main., Suka. Sebab best.. Overall, based on the data
obtained, the pupils agreed that Bingo game is very interesting. Therefore, they have a positive
view towards learning vocabulary through Bingo game.
Conclusion/Reflection
The finding from first research question indicates that Bingo game had a positive effect on
pupils word identification. This can be seen from the significant difference between the mean
percentage of pre-test and post-test. Findings show an increase of mean percentage by 55% after
the use of Bingo game. The findings from this research question could not be compared to any
findings from past research done. This is because no research has yet study on the effects of
Bingo game on pupils learning.
The finding from second research question indicated that the pupils had fun using Bingo game to
learn vocabulary. This can be seen from the positive feedbacks given during the interview. All of
them like playing Bingo game and they could remember the vocabulary. They could accept
Bingo game as an alternative to learn vocabulary because it was fun, easy and interesting. The
finding was comparable to the comment from one of Seows students very good that he used
the game BINGO in one of the class to make the lecture more fun and interesting and also
facilitate our understanding in the topics.
139
Victoria,
140
Research Objectives
The objectives of this research are:
1. To explore the effect of the use of hand gestures on year 2 pupils reading pronunciation.
2. To explore pupils views on the use of hand gestures as an aid to learn reading
pronunciation.
Research Questions
The following research questions address the above objectives:
1. What is the effect of the use of hand gestures on year 2 pupils reading pronunciation?
2. What are pupils views on the use of hand gestures as an aid to learn reading
pronunciation?
Target Group
142
Findings
1. What is the effect of the use of hand gestures on pupils reading pronunciation?
The first research question was imposed to investigate thoroughly whether this technique gives a
positive or negative effect on pupils reading pronunciation. The data was collected using
measurement and document methods. In addition to this, the instruments used to collect the data
were test and worksheets.
Table 1
Comparison Between Pre and Post Reading Test Mean Percentage
No. of Pupils
18
Significance (%)
80.22
+34.55
45.67
145
Pre-Test
(%)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
54
60
30
18
88
10
85
14
57
16
36
81
78
54
66
9
14
52
Mean
45.67
Standard
Deviation
27.83
Post-Test
(%)
95
93
87
38
100
30
99
63
79
70
93
97
91
96
98
55
65
95
80.22
Standard
Deviation
21.82
(%)
41
33
57
20
12
20
14
49
22
54
57
16
13
42
32
46
51
43
34.55
Table 2 above shows the pupils individual performance for pre and post reading tests. Even
though based on Table 1, it shows that the use of hand gestures has a positive effect on pupils
reading pronunciation, but if we look in detail, the pupils levels of increment are varies. Pupil 5
shows the lowest level of increment that is only +12 %, while Pupil 3 and Pupil 11 show the
highest increment by +57%. The range of their increment level differs around 45%.
Table 2 above also shows the standard deviation for both tests. The standard deviation seems to
decrease about -6.01sd. The s.d value for pre reading test is 27.83 decreases to 21.82. This
146
suggests that the dispersion of pupils ability to read after the use of hand gesture is smaller
compared to before the received the intervention. Hence, this technique is able to minimise the
gap between these pupils.
100
90
80
70
60
50
40
30
20
10
0
1
10
Intervention
The second theme that emerged by the use of this technique was reading lesson became more
enjoyable. The pupils found that this technique was enjoyable and fun throughout the lesson.
Pupil made supporting comments toward this question such as this:
YesSebab siok bha Miss. Sinang (Pupil 2: Lines 20 & 22)
YesBecause it is fun, Miss. Easy, (Pupil 2: Lines 20 & 22)
The third and the final theme was their desire for their teacher to use this technique as well. The
following comment illustrated the pupils response indicating that they want other teachers to
use this technique:
Yes (Pupil 1: Line 31)
Conclusively, this technique gives positive impression on the pupils.
Summary/Reflection
In this paper, I have presented a technique that can be used by all ESL teachers to teach phonics
in regards with pupils reading pronunciation. This technique needs nothing more than just a pair
of hands and a set of specific gestures. There are two objectives for this research. One is to
examine the effect of the use of hand gestures on pupils reading pronunciation and second is to
discover pupils views towards this technique. Several conclusions can be drawn from the study
of the use of hand gestures to teach phonics for Year 2 pupils.
First, the results of pre and post reading tests indicated that the pupils profited from the use of
hand gestures as an aid for them to read with correct pronunciation. Their mean percentage
increases by +34.55% after receiving ten intervention sessions using this particular technique.
The findings obtained from document analysis were also illustrated pupils positive
improvement in reading pronunciation. The pupils mean score after each intervention were
somehow inconsistent for the first six interventions. One possible explanation for the cause of
these inconsistencies is the fact that there were some inevitable extraneous factors influencing
the pupils and the process throughout conducting this research. Regardless of that issue, the
pupils performance still has improved. The initial mean percentage increases from 45% to 90%.
In conclusion, the use of hand gestures to teach phonics for Year 2 pupils gives positive effect on
pupils reading pronunciation.
It is interesting to note that, as of the numerical are data concern, it does illustrate the positive
effect on the pupils reading pronunciation, yet it also important to assess the value of this
technique from the pupils point of view. Three themes emerging from this interview indicated
that the pupils have positive views towards the use of hand gestures as an aid to read with correct
pronunciation. I have discovered that not only the pupils found it is easier for them to learn
reading using the hand gestures, they also thought that the use of hand gestures makes learning
to read much more enjoyable and fun. Furthermore, the pupils agreed and supported the idea of
having other teachers to use this technique as well.
The findings I obtained from my research are somewhat in line and agreed with the findings
from one of the researches done concerning to phonics. Bast (2013) concluded in her research
that students need to have phonics integrated into their reading program. Bast believes students
who have strong phonics instructions will help them to understand the phonetic patterns thus
make it easier for them to decode words in reading.
148
References
Bast, J. (2013). Integration of Phonics into elementary reading programs. DegreeBachelors
Thesis, Dominican University of California, California.
Kemmis, S., & McTaggart, R. (Eds). (1998). The action research reader. (3rd Ed).
Geelong. Deakin University Press.
Kurikulum Standard Sekolah Rendah. (2011). Dokumen Standard Bahasa Inggeris SK Tahun 1
dan 2. Ministry of Education.
Place, J. (2009). Teaching handwriting, reading and spelling skills. Retrieved 5 July
from http://www.memory4teachers.co.uk/channels/presentations/ Thrass/
149
2014,
Ritchie,
D.
(2014)
About
THRASS.
http://www.thrass.com.au/about-thrass
150
Retrieved
July
2014,
from
Research Focus
The research carried out focused on how to improve pupils ability to become an active listener
and their interest in participating during the teaching of listening skill using the Pictures
Listening Maps. I figured out on what should be done in order to overcome the problem in the
teaching of listening skill during English language lesson. As the pupils were introduced with
the use of visual aids during the lesson previously, I extended the use of visual aids for the
teaching of listening skill. I used the Pictures Listening Map which was the combination of
pictures and graphic organiser to improve the pupils performance and gain their interest during
listening skill activity. It was important for the pupils to acquire and be familiar with what they
listen to in order to further their understanding on other English language literacy skills.
Research Objectives
152
153
Action
I started the action on the use of Pictures Listening Map for listening skill based on the schedule
that I had planned. Pre-test on listening skill was given to the pupils based on the topic that I
taught them previously during the lesson. The test was conducted for 30 minutes in the
classroom in order to identify the pupils performance during the listening activity. It was also to
decide whether the pupils still remembered what they had learnt during listening skill activity
that was taught previously.
154
155
Research question one that I have posed in this study aimed to identify the effect of the use of
Pictures Listening Map on pupils performance in listening skills. This research question also
explored the pupils improvement in their listening skill while learning English Language.
156
Pre-Test (%)
Post-Test
(%)
+/(%)
1
2
3
4
Mean (%)
80
75
75
60
72.5
100
90
95
85
92.5
+20
+15
+20
+25
+20
Table 1 shows the comparison between the pre-test and post test marks after using Pictures
Listening Maps. The mean marks for the pre-test is 72.50%. The mean marks for the post-test is
92.50%. This indicated there is an increase of 20% of mean marks in listening skill
performances. Pupil with high increase is pupil number four which has an increase of 25%. This
shows that the use of Picture Listening Map has a positive effect on the pupils listening
performance.
I also use document analysis based on worksheets that I have given to each respondent
immediately after I have carried out my intervention using the Pictures Listening Maps. I have
given marks for each worksheet given in percentages and record the marks earned by each
respondent. The marks that obtained by each respondent showed the effect of using Picture
Listening Map in their listening skill performance throughout the ten times intervention done.
Table 2
Pupils Worksheets Marks
Marks (%)
Pupils
1
2
3
4
Mean
W1
60
40
20
40
40
W2
20
40
60
60
45
W3
50
50
17
67
46
W4
40
40
40
100
55
W5
60
60
80
60
65
W6
80
80
80
60
75
W7
60
80
80
80
75
W8
67
83
83
67
75
W9
100
100
100
100
100
W10
100
100
100
100
100
Table 2 shows the marks obtained by the pupils from the worksheet given after each
intervention carried out. This shows that the pupils have improved on their listening skill
performance towards the end of the intervention done. It also indicates that there was a
positive effect on the pupils listening performances after the use of Pictures Listening
Map.
Based on the marks obtained by each pupil on the worksheets given, it showed decline
between the second to the sixth worksheet and increased in marks at the end of the
intervention carried out. The decrease may possibly due to the topics that were used in
the implementation of the Pictures Listening Map. Some of the pupils may not be able to
understand and caused them to lose focus in listening attentively. Moreover, the decline
shown by the participants also might be because of confusion while listening to the
157
audio played. However, the pupils were able to show improvement in their
performances in listening skill towards the end of the intervention carried out where all
the four pupils managed to get 100% for the worksheet given on the ninth and tenth
intervention. This indicates that there is indeed a positive effect on the pupils
performance on the use of Pictures Listening Map.
ii.
What is the effect of using Pictures Listening Map on the pupils interest in
listening activity?
The second research question that I have posed in this study was designed to examine the pupils'
interest in using the Pictures Listening Map in learning listening skills. It was also to
acknowledge the pupils determination in listening attentively using Pictures Listening Map.
This research question also aimed to identify the positive and negative effect on the use of
Pictures Listening Map on the pupils interest. To get the answer to this question, I conducted
interviews with four pupils using structured questions. From the interview conducted I
recognized that there was a positive effect on the pupils interest on the use of Pictures Listening
Maps. This was based on the themes that I have identified from the first question which was Do
you like learning listening using Pictures Listening Map? (L1-L2). The theme that I had
identified based on the answers given by all the four pupils was like. This showed that there
was a positive effect on the pupils interest on the use of Pictures Listening Map for listening
skill activity. The following were the responses that indicated the interest of the pupils on the use
of Picture Listening Map in learning listening skill:
Yes teacher. (P1, L4)
Ya teacher. (P2, L4)
Suka teacher. (P3, L4)
Saya suka teacher. (P4, L4)
Based on the findings from the interview that I had conducted, it indicated that the use of
Pictures Listening Map have brought in a positive effect on the pupils interest and was able to
attract their attention to listen attentively during listening activity. A compilation of pictures
were used as a support to the audio played and this had enable the pupils to understand the audio
played and yet creating interest amongst the pupils in using the Pictures Listening Map for
listening activity.
Summary and Reflection
The finding showed an increase on the respondents performance level based on the pre test and
post test given. The worksheets given after each intervention also showed the increase on their
performance during listening skill activity using the Picture Listening Map.
However, the findings from these two results cannot be compared with any study that ever done
before on the use of Pictures Listening Map in listening skills activity. This was because this
study was the first study that I did in school and it had been modified based on the current
graphic organizers being used in school which is known as I THINK.
The pupils also gave feedback on their interest on the use of Picture Listening Map during
listening skill activity. This showed that the use of Picture Listening Map helped them during
listening activity with pictures and graphic organisers that made them easy to understand the
content that delivered in the audio played.
158
TESL
from
Research Objectives
The objectives of this action research were:
1. To investigate the effectiveness of using puppets to teach vocabulary.
2. To observe the pupils participation in the class with the use of puppet in learning
vocabulary.
Research Questions
The research questions for this action research were:
1. What is the effect of using puppet to teach vocabulary?
2. How is the pupils participation in the class with the use of puppet in learning
vocabulary?
Target Group
The target group for this research were 5 pupils from SK Magatang Keningau which is located in
Kampung Magatang Keningau. They were from Year 4 Bestari which consisted of 17 pupils.
However, only 5 pupils who were poor in English were chosen for this action research. They
consisted of 3 male and 2 female pupils. The subjects for this study were chosen based on 3
factors. Firstly, the pupils have never been taught by using puppets, so it was a challenge for
them. Secondly, in mastering vocabulary, the pupils often found difficulties and it was hard for
them to memorize. Thirdly, the pupils needed a new way or method to learn English in general
and vocabulary to be specific.
Implementation of Action
My action research was based on Kemmis and McTaggart model (Kemmis and MacTaggart,
1988).
162
164
Participant
Pre-test (%)
Post-test (%)
25
98.3
73.3
16.7
71.7
55
13.3
90
76.7
18.3
93.3
75
8.3
81.7
73.4
Mean
16.3
87
70.7
165
166
Table 2
Comparison of Observation 1, 2, and 3
No.
Item
Pupils
enthusiastically raised
their hands to answer
the question.
Pupils followed my
instruction carefully.
Pupils could
pronounce the
vocabulary given.
Pupils tried to
pronounce the new
words they learnt
carefully.
Pupils participated
actively during the
lesson.
2
3
Observation
1
Yes
No
0
100
Observation
2
Yes
No
100
0
Observation
3
Yes
No
100
0
Average
(%)
Yes No
67 33
100
100
100
100
100
100
100
33
67
100
100
100
100
100
100
100
67
33
73
27
Mean
Table 2 shows that the pupils were involved actively during the intervention using puppet to
teach vocabulary. For Item 1, the average Yes was 67% while the average for No was 33% as
most of the participants raised their hands enthusiastically to answer questions during the 3
interventions. For Item 2, the average Yes was 100% while the average for No was 0%.
This indicates that all the participants followed my instructions carefully and did everything I
told them to do during the 3 interventions. For Item 3, the average Yes was 33% while the
average for No was 67%. This shows that not many participants could pronounce the vocabulary
given correctly during the 3 interventions. For Item 4, the average Yes was 100% while the
average for No was 0%. This shows that all the participants tried their best to pronounce the new
words they learnt carefully during the 3 interventions. As for Item 5, the average Yes was 67%
while the average for No was 33%. This again shows that the participants participated actively
during the 3 interventions. Overall, the average for Yes was 73% while the average for No was
37%. This confirms that the participants were motivated and interested to learn new vocabulary
when the teacher used puppets to teach vocabulary.
Summary/Reflection
Based on the findings, I have drawn the following conclusions. The pupils mastery of
vocabulary related to clothes, land transportation, sea and air transportation, things in
playground, things at the beach, occupation, flowers, birds, animals, and fish have improved
after using the puppets to teach them vocabulary. This is supported by the significant increase in
the result of the post-test (87%) compared with the pre-test (16.3%).
The pupils participated actively and could understand and remember new vocabulary when the
teaching was done using puppet. They looked forward to the class and enjoyed learning in a non167
References
Harmer, J. (2001). The practice of english language teaching. Longman : Essex.
Reyhner, M. (1997). Play with a puppet. New York; Mc. Graw-Hill Book Company.
Wallace, L & Marry, C (1982). Vocabulary building and word study. New York: Mc.
Graw-Hill Book Company.
168
To identify the problem faced while using word map as a tool in teaching skills
during ESL classroom.
Research Questions
To what extent do the participants understand the English Language that they learnt
through the use of word map?
How is the use of word map in encouraging participants to remember words and
their meanings?
What are the problems faced while using word map as a tool in teaching English in
primary ESL classroom?
Target Group
My target group was the Year 2 pupils, aged eight years old. The pupils proficiency level and
vocabulary knowledge was intermediately low. The pupils were mixed into one class. There
were eleven males and seven females. The majority race in the class was Dusun, where there
were twelve of them. Meanwhile, the minority races in the class were three Kadazan pupils, one
Chinese pupil, one Malay Brunei pupil and one Malay pupil. Looking at their religion, there
were ten of the pupils were Christians and eight of them were Islam.
Implementation of Action
This study is based on cycle model Stephen Kemmis and McTaggart 1988.
Actions
Measurement methods used to determine the effectiveness of word map for pupils vocabulary
knowledge. Measurement instrument used was a pre-test and post-test. The pre-test contain three
sections while the post-test contain seven sections. Both of these tests include read and match
questions, blank filling questions, tick and cross questions and circle the correct answer
questions. Pre-test given before the implementation of the intervention and post-test is given
after the exercise intervention. Both tests have the dissimilar content, plus the post-test is a bit
difficult from the pre-test. The pre-test contain twenty-two items while the post-test contain
thirty-five items. There are eight worksheets that I have prepared for the pupils every time the
activity of teaching and learning methods based on word map.
Data Collection Procedures and Instruments
1. Measurement
Measurement methods used to determine the effectiveness of word map for pupils vocabulary
knowledge. Measurement instrument used was a pre-test and post-test. The pre-test contain three
sections while the post-test contain seven sections. Both of these tests include read and match
questions, blank filling questions, tick and cross questions and circle the correct answer
questions. Pre-test given before the implementation of the intervention and post-test is given
after the exercise intervention. Both tests have the dissimilar content, plus the post-test is a bit
difficult from the pre-test. The pre-test contain twenty-two items while the post-test contain
thirty-five items. There are eight worksheets that I have prepared for the pupils every time the
activity of teaching and learning methods based on word map.
2. Document Analysis
Document analysis is an instrument which I carried out during every intervention. I have carried
out eight interventions. For each of these interventions, I have made worksheets to collect
172
To what extent do the participants understand the English Language that they learnt
through the use of word map?
The first research question is to investigate how far pupils understand English Language that
they learnt through the use of word map. To answer this question I have been using tests
findings.
173
59
63
+4
50
+46
51
54
+3
32
+28
71
91
+20
40
55
+15
40
50
+10
54
64
+10
29
56
+27
77
95
+18
23
27
+4
73
77
+4
23
37
+14
40
59
+19
38
43
+5
43
95
+52
74
75
+1
64
66
+2
44.88
60.44
+15.56
Table 1 above shows the comparison between pre and post test scores after the interventions.
There are seven pupils has an increase below 10% in their post test after the intervention. The
others, there are six pupils has an increase below 20% and exact in their post test after the
intervention. The table also shows that three pupils have an increase below 30%, while one pupil
has an increase below 50% and 60%. This suggests that the intervention has a positive effect on
the pupils vocabulary performance.
ii) How was the use of word map in encouraging participants to remember words and
their meanings?
174
The second research question is to investigate the use of word map in encouraging participants
to remember words and their meanings. To answer this question I have been using worksheets
findings.
Table 2
Comparison between Worksheet Scores for all 8 Interventions of Year 2 Inovatif Pupil
Pupils
Interventions
I1
I2
I3
I4
I5
I6
I7
I8
11
17
17
12
10
17
12
11
16
12
10
17
12
18
12
16
12
15
12
18
12
11
14
11
17
12
10
17
10
15
10
11
18
18
11
11
15
10
11
12
11
11
13
11
5.61
5.27
3.00
10.00
16.11
4.61
4.88
10.83
Table 2 above shows the comparison between worksheet scores for all eight interventions of
Year 2 Inovatif pupil. According to the table, shows that there are different mean scores for all
175
177
Action
First of all, I observed the participants condition in the class and checked on participants
documents to see what their main problem is. Then, I related their problem to my teaching
strategies that I have been using all these while. Before carrying out my intervention, I have
administered a pre-test. The test is just focusing on the reading comprehension only. I checked
on their understanding about the text by asking MQA questions. Next, I started my intervention
by using mind mapping technique. The intervention has been carried out 10 times during the
reading lesson. It was designed according to the topic and the teaching content. For each
intervention, I prepared a mind map- flow chart worksheet. For the very first intervention, the
selected participants filled in the worksheet under my guidance. Hints were provided and
participants required to fill in the mind map by looking for the main point. After the intervention
was carried out, I administered another test - Post-test that was the same as the pre-test. This is
given to note the changes in reading comprehension amongst the target group before and after
the intervention. The marks obtained was compared with the pre-test to measure if there is any
improvement.
4. Observe
After the intervention, I observed on the participants changes of behaviours towards the reading
comprehension. The observation was carried out together with a checklist. I have requested my
mentor, Miss Connie and my friend Geoffrey Lim to observe and fill in the checklist for me. To
ensure the observation outcome is reliable. Furthermore, I also noted the difference in the marks
of the pre-test and post-test. An analysis of the data was carried out. Finally, I checked the
participants daily worksheets to see if there were any improvements.
Data Collection Methods and Instrumentation
7. Measurement
The first method I used was measurement. I prepared a pre-test to identify the weak participants
and to double check if there is a serious problem among the Year 2 participants related to
181
1. Measurement
I have conducted test to collect data. Data collected from the test analysed by using the mean
percentage. Data collected from the test was used to compare the Pre and the Post test in order to
observe the improvement made by the participants
2. Observation
Observation had been done by using the dichotomous checklist. The Instrument that I used was
analysed in mean percentage.
3. Documents
I also analysed the worksheets given to the participants to support my research findings. Scores
from the worksheets were analysed by using mean percentage.
Finding
1. What is the effect of mind mapping technique in teaching reading comprehension on
pupils?
The first research question is to examine the effect of mind mapping on improving participants
reading comprehension. In order to answer this question, I have conducted Pre and Post test.
182
Participants
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Mean Percentage
(%)
Pre-Test
(%)
10
30
20
40
20
20
20
30
20
30
40
20
20
30
20
30
Post-Test
(%)
60
90
70
70
60
50
60
80
60
70
70
60
50
80
60
80
+/(%)
+50
+60
+50
+30
+40
+30
+40
+50
+40
+40
+30
+40
+30
+50
+40
+50
25
66.88
+41.88
Table 1 shows the comparison of score between the pre and Post-test. The finding shows a
significant changes in score collected from the participants test result. Mean percentage for Pretest was 25% and 66.88% during the Post-test. This shows that the improvement made by the
participants were 41.88%. As a whole, the mind mapping technique shows that it helps to
improve participants reading comprehension.
183
L8
100
L9
75
L10
100
Mean
Percentage
(%)
68.3
L1
33
L2
25
L3
50
L4
75
Worksheets
L5
L6
L7
50
75
100
67
50
75
75
100
100
100
100
100
100
86.7
33
25
50
50
75
100
75
100
100
100
70.8
33
50
50
50
75
75
100
100
75
100
70.8
33
50
75
75
50
75
100
100
100
100
75.8
33
75
50
75
75
100
100
100
100
100
80.8
33
50
75
75
75
75
100
75
100
100
75.8
67
75
100
100
100
100
100
100
100
100
94.2
33
50
50
50
75
75
100
75
100
100
70.8
33
50
50
75
75
75
100
100
95
100
75.3
25
25
50
50
50
50
100
100
75
52.5
33
50
50
75
75
75
100
75
100
75
70.8
33
50
50
50
75
100
50
100
75
100
68.3
33
50
50
75
100
100
75
100
100
100
78.3
67
50
75
75
100
100
100
100
100
95
86.2
33
25
25
50
50
50
75
75
100
75
55.8
Table 2 is the scores collected from the worksheets that I distributed to the participants. Finding
shows that the murid H got the highest mean score compare to the other participants with mean
percentage, 94.2%. The lowest mean percentage achieved by the participant K, participant K
only got 52.5%. As a whole, other participants managed to achive the mean percentage in the
range of 52.5% to 94.2%. The mind mapping technique has successfully improved the 16
participants reading comprehension.
2. Are the pupils motivated to learn reading comprehension through mind mapping
technique?
The second research question of this study is to observe participants motivation on learning
reading comprehension through mind mapping technique. Table 3 and 4 show the analysis of the
observation using the checklist that was done during the first and the final intervention. The final
184
185
Table 3 shows negative feedback, 100% No for all the items from all the three observers
during the observation for the first intervention. While, Table 4 shows 100% Yes for all the
items in the dichotomous checklist from the three observers. It shows that participants have been
motivated to learn and enjoy the reading lesson as their reading comprehension have improved.
As a result, the mind mapping technique has good effect on the participants and able to motivate
the participants.
Summary and Reflection
The first finding in this research shows that there was improvement made by the participants
throught the implementation of Pre and Post-test. Worksheets given also indicates the
improvement in reading comprehension from time to time. The finding was in tandem with the
statement given by Norhashimah, Subadrah and Yahya (2006) that the reading comprehension is
the ability to explain things that have been read. From the findings analysed from the test, it
shows that participants were able to understand the reading text content and able to choose the
correct answer during the Post-test.
The second finding also reveals positive effect in term of participantsmotivation during the
reading lesson. Before this, participants were demotivated, were not interested with my lesson
and did not complete the worksheets, but now, the situation is totally opposite. This finding
agree with the statement that to Bletsas (2011), the information through mind map is structured
186
187
190
191
192
I have used a test as an instrument to collect data for the second research question. The test
conducted was a pre-test and a post-test. Both of the results from the test were analyzed using
percentage and mean percentage. The data obtained is to show the effectiveness of the Guess
and Go game by comparing percentage and mean percent for both tests.
ii)
Observations using checklists and rubrics checklist was done in this study. The instrument for
this method was analyzed using mean percentage. It is to see the effectiveness of the Guess and
Go game in helping the participants to develop their vocabulary.
iii)
Document Analysis
I used document analysis method to accomplish the first objective for the research. Throughout
the nine intervention sessions, the participants showed a significant improvement through their
performance in the worksheets in each intervention. Furthermore, the participants also showed
positive attitudes throughout the intervention sessions.
Findings
i)
The first research question is to see whether the Guess and Go game was an effective technique
in encouraging the pupils to develop their vocabulary. Therefore, to answer this research
question, I used the methods of observation and document. The instrument for observation was a
dichotomous checklist whereas the instrument for document was worksheets.
193
No
100
77.78
50
50
22.22
0
Intervention 1
Intervention 6
Intervention 9
Figure 1: Comparison of yes and no percentage between 1st, 6th, and 9th intervention
Figure 1 shows the comparison of yes and no percentage between first, sixth, and ninth
intervention. Observation 1 was conducted during intervention 1. The percentage of Yes and No
for the first observation was both 50%. The percentage of Yes for the second observation during
intervention 6 increased to 77.78% whereas the percentage of No decreased to 22.22%. The final
observation during intervention 9 was 100% for Yes.
92.5
92.5
77.5
62.5
60
47.5
35
22.5
Does the Guess and Go game motivate and encourage the pupils to learn
vocabulary?
The second research question is to see whether the Guess and Go game was able to motivate
and encourage the pupils to learn vocabulary. Therefore, to answer this research question, I used
the methods of measurement and observation. The instrument for measurement was a test
whereas the instrument for observation was a dichotomous checklist.
Post-Test
100
90
60
50
20
10
Subject 1
Subject 2
10
Subject 3
Subject 4
197