1.

0 INTRODUCTION
Spelling skill is the ability of writing or naming the letters of a word. The students
will be using this skill in their exercises and exam. Hence, spelling is very
interrelated to one of the skill in the Dokumen Standard Kurikulum dan Prestasi
which is writing. In the document, the students are expected to be able to write in
neat cursive writing with correct spelling (Dokumen Standard Kurikulum dan
Prestasi,2012,p.39). Thus, this shows how spelling skill is taken as an important
element to be acquired by the students in Malaysian primary classroom. The
students are expected to be able to write with correct spelling by the end of the
primary year schooling. The Malaysian Blueprint as well emphasizes on the
important of mastering English. One of the shifts is to ensure every child is
proficient in Bahasa Malaysia and English language (Malaysian Education
Blueprint,2012,p.15). Based on this, the students are expected to be proficient in
English language and writing itself is one of the proficiency elements that is
included in the curriculum. Therefore, we can see the importance of acquiring the
spelling skill in order to help the students in their writing proficiency.
1.1 Reflection on teaching experience
1.2 Related theory/literature
2.0 FOCUS OF INVESTIGATION / ISSUE OF CONCERN
2.1 Problem Statement
The issue of concern is so much related to one of the skills in English subject, which
is writing.. If this problem is not solved, it will affect the students future. The cause
of this problem might be due to the interference of mother tongue since 22 of the
students are Malays and one of them is Indian. Since they are not native speakers,
this issue always comes in. Other than that, this might be also because of the lack
of exposure or reading of the vocabulary. The students might not have seen the
words frequently. The students know the words and the meaning but not the correct
spelling. They tend to spell from the sound of what they hear. Therefore, helping
them will be a good deed. Despite helping the students in their writing skill, it will
also help them to improve their vocabulary so that they can use those words in their
daily life
2.1.1 Preliminary Investigation
Based on the identified issue, a few methods were implemented to clarify the
existence of the problem is the class. These are the implemented data gathering
methods for preliminary investigation:

2.2.1 Unstructured Interview

A few teachers were interviewed. They were the class teacher, subject
teacher and as well as the schools headmaster. Problem identified was agreed
by the 3 of them. Besides that, I also discovered some techniques and methods
use my the subject teacher that I should take into consideration when designing
my intervention.
2.2.2 Document Analysis
On the first week, the students exercise books were collected. The
students do have problem in spelling. Even though there are students who can
communicate in English, they still have problem with spelling even common
words
2.24 Spelling quiz.
This spelling quiz was conducted in a 30 minute class, which was my relief
class with Year 5 Maju. The students were put in a group so that they could
discuss the words spelling. The words were taken from their text book and mostly
common for the students.
2.2.4 Diagnostic spelling test.
The diagnostic test was conducted for 30 minutes. It involved 10 words
with different syllables and oral blending. Words with 1,2 and 3 syllables were
chose according to the topic of the week. Those words were chosen to test the
students on different areas of spelling.

2.1.2 Analysis of Preliminary Investigation

2.2.1 Unstructured Interview

Based on the interview with the teachers, I tried to identify the students by
communicating in English. From this, I managed to identify the students who can
understand English and speak in English. From the interviews as well, I got to
reaffirm that the topic of interest is the correct one to be worked
on. This is because; the previous teachers and I are facing the same issue which
is the students spelling skill.
2.2.2 Document Analysis

The students writing book was collected. The first thing that was done is
looking at their previous exercises. From the analysis, majority of the students
have problem in spelling words. Some common words such as poor, language
are examples of errors made by the students. Thus I decided to use some of the
common words to be included in the diagnostic test.

2.2.3 Quiz Game

From this quiz, I got to identify some of the area of weaknesses of the
students. Even though they are weak in spelling words, I need to identify the area
of weaknesses as well. The result of this quiz is the students are weak in 2 and 3
syllabled words and oral blended words. From these areas, I planned my
diagnostic test with considering the area to be focused.
2.2.4 Diagnostic spelling test.
The diagnostic test was conducted and the results are as below:
Researcher: Syed Norsyazwan Alif
Date of Observation: 24th February 2015
Class: Year 5 Maju
Number of Pupils Present: 17

Words

Number of students
answered correctly

Number of students
answered incorrectly

Poor

16

Save

Punch

10

Blouse

12

Lightning

12

Novel

Message

13

Language

13

Furniture

15

Glossary

14

From the diagnostic test, I managed to identify 5 students as the samples.

2.1.3 Criteria of Selection

As the focus of investigation is to help the students improve in their

spelling skill, there were certain criteria that I considered of.
2.4.1 Workability
First, I considered the workability factor of the issue. I made some
discussions with my supervisor and cooperating teacher. From the discussion, I
came out with the issue and discussed whether or not, the issue is workable. The
answer of the question was answered when both supervisor and cooperating
teacher approved my suggestion. Even the headmistress agreed with the issue
raised up. Other than that, I also think this issue is workable because it is an
issue in my own classroom. I know the students, their proficiency, potential and
also their problem. Therefore, it will not be a problem for me to work on this
issue.
2.4.2 Significance of the problem
Next, I also considered the significance of the issue. For me, the
significance of this problem is because it is a common problem among Malaysian

students. Even though its common, it became uncommon when students with
decent understanding of English are having this kind of problem. The students
can understand the meaning of words but not the spelling. Therefore, I think this
issue should be overcome among all students in order to help developing them
for future.
2.4.3 Practicality
In term of practicality, I cannot deny that this issue and its intervention are
practical. For students like me, cost and time are two biggest concerns if we are
to do something. After considering these 2 factors, I came into conclusion that
this is issue is undoubted practical enough for me. This is because; it will not be
money and time consuming. The working time for this issue is flexible enough for
a student like me. Besides that, this is why practicality is important as a
researcher. Preaching a sermon that is strong on information but weak on
application is like shouting to a drowning man(Simonds, 2010).From this quote,
it means that doing something that is good but not practical is like doing a
useless thing. So this is why I consider the practicality of the topic.
2.4.4 Collaboration
Collaboration is important because it delivers information and throughout
the process of delivering there is sharing or changing of thoughts and
information(Andreas 2014). In choosing this issue, I thought of whom could I
collaborate with. This is because, I need authentic information as well as
thoughts from the person I collaborate. After considering these, I discover that I
would be able to collaborate with a few of important people in order to collect the
data. As example, I collaborated with my headmistress, the class English teacher
and also my cooperating teacher. From the interviews and discussions with them,
I gathered a lot of useful information on the topic or issue.
2.4.5 Relevance of the issue
The last yet important criterion is the relevance of my topic or issue to the
school. Obviously this topic is relevant to the schools need. Based on my
cooperating teacher, the English panel of the school had done a lot in helping the

students. They managed to make the students to get better results. The passing
rate of the students increased year by year. However, the students still have
problems in their spelling. Therefore, the head of panel and also the
headmistress agree that this topic of interest would be useful to the school. It
might lead to a new style of teaching if the research is successful. Besides that,
this topic of interest is also relevant to other National schools.

2.2 Definitions of terms

2.5.1Oral drill/ Drilling

Drilling is a technique that has been used in foreign language classrooms
for many years. It was a key feature of audio-lingual method approaches to
language teaching, which placed emphasis on repeating structural patterns
through oral practice (Cross, 1995).
2.5.2 Visual
Visuals are pictures or images that will be used in a teaching and learning
session.
2.5.3 Moderately Proficient
The term moderately proficient in this research is for the students who can
speak, communicate and understand English language well in the class. this
term is used because they can use English but cannot spell the words well.
2.5.4 Animated
Animated is the term used for the intervention. It combines the element of
animation and visual. Therefore, pictures or visuals used must have some
element of movements. The most common animated pictures used is in .gif
format.

3.0 OBJECTIVE/ RESEARCH QUESTIONS

3.1 Research Objective

The objective of this research is to help improve year 5 Maju moderately
proficient students in spelling skills by using animated visual drilling.
3.2 Research Questions
What are the students perception towards the using of animated visual drilling in
spelling classes?
4.0 TARGET GROUP/PARTICIPANTS

The target group of this research is the students from Year 5 Maju. The
number of students in the class is 23 pupils. However, i decided to only pick
students with moderate proficient as the subjects. There were 5 students
selected. They were selected due to certain factors. The factors are their
language proficiency, their previous works, a listening spelling test that i
conducted and the result of the diagnostic as well. Basically the sampling method
that i use is the purposive sampling method. A purposive, or judgmental, sample
is one that is selected based on the knowledge of a population and the purpose
of the study (Crossman, 2015). Therefore, i selected the students based on the
purpose of the study as well. Generally, these 5 students selected can
communicate in English but are not able to spell the focussed words correctly.
The table below will describe about these 5 students.
Student

Gender

Race

Level of
proficiency

Errors
made in
diagnostic
test

Errors
made in
listening
spelling
test

Male

Malay

Moderate

Male

Malay

Moderate

Female

Malay

Moderate

Female

Malay

Moderate

Male

Malay

Moderate

The table above is showing the details of the 5 samples.

5 .0 ACTION

The model that is chosen is the Kemmiss research model.

Source: https://www.google.com.my/imghp?
hl=en&tab=wi&ei=XZsRVYeRIYS7uASWgILwCw&ved=0CA8Qqi4oAg.

Plan
On this stage, the researcher is needed to plan on how to help students
improve in the focussed area. As for this research, the focussed area is on the
students spelling. Therefore, reseacher needs to think of interventions that
should be implemented on the students. It might be eclectic approach where the
researcher can mix up a few theories and techniques to improve the teaching
practice.
Act.
At this stage, the planned or inteneded intervention is implemented.
Researcher will use all his plan and teaching aids required and implemet in in the
classroom. However, to cater to our curriculum needs, the researcher need not to
use lesson that are not related or linked to the curriculum. Researcher must stick
to the topics and learning standards state in the text book. When the intervention
is implemented, we can move to the next step.

Observe
After implementing the proposed intervention, the result of the students
should be collected. This is the stage where researcher will know the
effectiveness of the proposed intervention. The resul
ts are kept as evidence for further actions.
Reflect
At this stage, the evidence ( results) is analyse. Has the problem been
solved? Whether its a yes or a no, further actions are planned based on the
result. Then, the researcher should ask whether the result has raised a new
question? These are the questions and factors that need to be considered at this
stage.

Revised Plan
At this stage, weaknesses from the previous cycle should be taken into
considerations. Therefore, the researcher should come with one improvised
intervention and data gathering methods.

5.1 Cycle 1
These are the steps to be done in this cycle:
Planning :

1.Identify the problem and the students

2.Identify the way to help the students ( intervention)
3.Come out with action plan

Action :

1.Implement intervention

Observation:

1. Collect data using different data gathering methods.

2. Analyse and tabulate data ( post intervention )

Reflect :

1. Reflect on the intervention

2. Reflect on the data gathering methods
3. Reflect on the strengths and weaknesses of cycle 1.
4. Come out with revised plan. ( cycle 2 )

5.1.1 Planning
After identifying the students, the words to be taught were selected. There were 15
words under the topic Moving Forward. A pre-test was designed to look at the
students spelling of the words before intervention. The teaching method applied
here was TTT ( Test-Teach-Test) . the participants are going to be tested before the
implementation of intervention.

These are the words to be taught and tested :

Words

Number of syllable
Bright
1
Search
1
Screen
1
Data
2
Messages
3
Download
2
Departure
3
Arrival
3
Gadget
2
Deposit
3
Access
2
Documents
3
Withdraw
2
Astronaut
3
After the pre-test, the result was analysed. Those 5 participants results were
isolated due to research purpose. Then, I came out with an action plan for the first
cycle. There were 3 sessions implemented
Below is the action plan for cycle 1s interventions
Date

Session/ Time

Monday 30th of
March2015

Session 1
11.30 a.m- 12.30
pm.

Activity/Proceudr
e
Introduce 5
words
Drill

Thursday 2nd of
April 2015

Session 2
12.00 pm 1.00
pm

Introduce 5
words
Drill

Monday 6th or
April 2015

Session 3
11.30 am-12.30
pm

Introduce 5
words
Drill
Recap all 15
words

Remarks

Once the plan was finalized, I began to work on the intervention. Selection of words
and suitable animated pictures were the most important factors considered.

5.1.2 Action

The intervention was implemented for 3 sessions. I booked the computer lab for all
the sessions. This is because it has the facilities needed and more conducive. In
each session, 5 words were introduced. Each session took 25-35 minutes
(intervention). For the first session, the 5 words introduced were bright, download,
email, search and astronaut. For the second session, the words were withdraw,
arrival, departure, gadget and access. The last 5 words drilled to students were
deposit, documents, screen, messages and data. On the third session, I did a
recapping session with the students. Recapping session is where all the 15 words
were drilled again on the students. In the same week, which is on Thursday, the
post -test were implemented. The post-test consists of those 15 words that have
been drilled. After that, an interview session was held with the 5 selected
participants. The interview was a semi structured interview.
5.1.3 Observation
This is where I analyse and look and the result of the intervention.
The result of the post-test and interview would be analysed based on my
research questions. Whether they are able or not to triangulate the
research questions. Based on the post-test result, the students progress
from before to after intervention will be analysed. The students final
result will show the effectiveness of the intervention. Then I would
interview the students. The interview question should be able to answer
the research question, which is related to the perceptions of the students.
From these data gathering methods, the data will be tabulated and
triangulated catering to the research questions.
5.1.4 Reflection
There are several strengths and weaknesses that I can pinpoint
based on the result of my intervention in cycle 1.
The most prominent strength of my cycle 1 is the intervention itself.
The intervention managed to help the students to improve in their
spelling. Out of 5 participants, all 5 of them managed to improve in the
post-test. Even though some of them only scored low improvement. Their
improvements should be taken into consideration to know the
effectiveness of the intervention. The students had actually scored higher
marks in the post-test. However, due to some mistakes on designing the
post-test, it affected the result. This is one of my weaknesses.
The weakness I was stating above is with the post-test. The changes
that I made on the post-test gave a negative impact on the result of the
students. They were tested on 15 words from different syllable. However, I
could only analyze only 6 out of 15 words. This is due to the swapping of

words in the test. The other 9 words were invalid. Therefore, it affected
the validity of the result. It was also not fair for the students. This is
because, they did get the other 9 words correctly. Thus, I could analyze
the data but in term of validity, I would say it is not enough to answer my
research question.
Other than that, there was also a weakness with the interview
session with the participants. It was a semi structured interview consists
of 4 questions. Some of the questions were not adequate to answer my
research question. The data collected showed that my interview was a
failure. I was not able to get the students perception towards the
intervention implemented. Therefore, something need to be done for the
next cycle of this research.
In addition, there were some factors in the intervention that I need
to improve on. Some of the pictures selected for the sessions were not
able to represent the word. Basically, this affected the intervention. A few
of the pictures were not even animated. Other than that the way the
words came out on the PowerPoint was not effective enough. I think, it
does effect on the effectiveness of the intervention. This is because, the
students were straight exposed to the words instead of the letters that
form the words. Other than that, I also selected some wrong words. Some
of the words were not related to the focus, which is multi syllabled words.
Therefore, a new selection of words should be done for cycle 2.
Based on the weaknesses, improvements should be made.
Therefore, these are the suggestions for each weakness. The first thing to
be done is to redesign my post-test. The mistake done in this cycle should
not be repeated. I should design it so that the data collected from it will
be useful to answer my research questions. Besides, it also will increase
the validity of my data. Then, I should also redesign the interview. The
questions must be able to answer the research question and also to show
the participants perceptions towards the intervention. The questions
should apply some HOTS so that the students can point out their opinion.
Thus, their perception will be known from their response. Another
suggestion is to review and check on the pictures selected before
implementing the intervention on the participants. Wrong selection of
pictures will affect the intervention session as well as the effectiveness.
Then, I should work on the presentation of the words. I should make them
appear letter by letter so that the drilling process will be more effective
Last but not least, all the suggested improvement should be done in
order to cater to the research model step, which is revised plan.

5.2 Cycle 2
Planning : 1.

Identify words to be taught.

2. Rework on the intervention

3. Rework on the data gathering method.
4. Come out with action plan for cycle 2.
Act :

1. Implement intervention .

Observe:

1.

Implement data gathering method.

2. Analyze and tabulate data collected.

3. Organize data collected.
4. Interpret data collected.
Reflect:

1. Reflect on the intervention

2. Reflect on the data gathering methods
3. Reflect on the strengths and weaknesses of cycle 2.
4. Come out with a research report.

5.1.1 Planning
This is the stage where I should plan for the next cycle. The first
thing to be done is selecting the words to be taught. Improvement that
was done was on choosing words with multiple syllables since it is the
focus of this research. Below are the selected words for the second cycle:
Word
Generation
Direction
Origin
Surprised
Interesting
Traditional
Costume
Festival
Culture

Number of syllable
4
3
3
2
4
4
2
3
2

Since improvement was made on the selection of words, the next planning
part is to improvised the intervention itself. This time around, pictures
were selected carefully. The pictures must be able to represent the words
and also interesting. In addition, I also rework on the presentation of the
words. For this cycle, the spelling of the words was presented with letters
instead of the full word. This is to ensure the participants will learn the
spelling of those words better.
Then, I did some reading to improvise my data gathering methods. The
effectiveness to collect data was the main considerations. I decided to use
pre and post-test, semi-structured interview and also questionnaire. I
redesigned my post-test and interview to make it a better instruments for
my research. The questionnaire was designed to look at the students
perception towards the intervention. The last part of my planning was
coming out with the action plan. The plan for the whole cycle is as below:
Date

Session/ Time

2nd of July 2015

Implementation
of pre-test

Activity/Proceudr
e
1. Enter the
class.
2. Tell the
students
what they
are going
to do.
3. Implement

Remarks

4.

6th of July 2015

Intervention
session 1

1.
2.

3.
8th of July 2015

Intervention
session 2

1.
2.

3.
9th of July 2015

Implementation
of post -test

1.
2.
3.

the test for

20
minutes.
Collect the
pre-test
paper.
Enter class.
Drill the
students
on the 5
words.
Test the
students.
Enter the
class.
Drill
students
on the 5
words.
Test the
students.
Enter the
class
Distribute
test paper.
Collect test
paper to be
analysed.

5.1.2 Action
For this cycle, the words were reduced into 10 words due to the time
constraints. There were 3 sessions for this cycle. The sessions took 25-35
minutes. The participants were introduced to 5 words for each session.
The first five words were direction, costume, festival, generation and
culture. For the next session, the words were origin, Japanese, interesting,
surprised and traditional. Same as cycle 1, the third session is where I
recap these words with the students in order to recall the spelling before
the post-test is implemented. The post-test consist of 10 words. The new
post-test were redesigned so that it would not affect the validity of the
data collected from it. The new post test was only testing on listen and

spell instead of rearranging letters. Then, the interview was done with
those 5 participants. They were also given a qualitative questionnaire
consists of 7 questions.
5.1.3 Observation
At this stage, the pre and post-test was marked. The result will be
analysed and compared. The analysis of this pre and post-test, will show
me the answer for my first research question. Then, it came to the coding
of the interview and the questionnaire. From the coding, themes that
would answer my second research question. In the coding, responses from
the participants are used to derive the themes to answer my research
question. The analysed data is used to identify the effectiveness of the
intervention as well as the participants perception towards the
intervention.
5.1.4 Reflection
In this cycle, a lot of positives can be seen. Changes and
improvements made were very helpful for my research. These have
become my strengths for this cycle.
The new pre and post-test were very clear for the students and also
for my research purpose. All the words in test were able to be analysed.
Therefore, the validity value of the data has increased. This will help my
research to be better. Other than that, the intervention was more effective
than the previous one. The selection of the pictures was able to improve
the intervention. All of the pictures were animated and related to the
words. Based on the students reaction, they were able to remember the
spelling better. In addition, the presentation of the words that was by
letters were also helpful. Besides that, the current interview were much
detailed and also managed to get the students to point their own
opinions. Thus, these are the strengths of my second cyle.
Despite all these strengths, there were some weaknesses. The first
one is my time managements. Due to the time constraints, I felt like I was
rushing to complete the sessions. Other than that, I did not even manage
to get the computer lab for my first cycle. This caused me to use another
room which was less spacious and not conducive. The second weakness is
again my teaching method. Even though the intervention sessions were
very helpful, I think I failed in my teaching. Since it was drilling session, I
should use different techniques so that it would not be a boring and
traditional drilling. This should not been happened because it might affect
the students interest.

So, these are my suggestions on the issues above. In future

research, I should do action plan from the planning to the last stage which
is reflecting. If I have this kind of plan, it will help me to be more
organized and I will have more and adequate time to complete my cycle.
As for the second issue, it was not really my fault. I could not book the
computer lab due to the short period being on school. However, what I
could do was contacting the school admins so that I will know the
availability of the room that I am going to use.
Thus, these suggestions should be considered in future researches. I
am very sure it will be helpful for me as well as other researchers.
6.0 DATA GATHERING METHODS & ANALYSIS
6.1 Data gathering methods
This chapter will explain about the data gathering methods used for this
research. The instruments were pre and post-test, interview and a
qualitative questionnaire. These instruments were used in order to answer
the research questions. It is also to maximize the validity of this research
6.1.1 Tests
Pre-test and Post-test
For both cycle pre and post-test was used. The test were conducted
before and after the intervention. This test is to compare the
participants results before and after the implementation of the
intervention. This why test are essential in a research. Improvements or
declination of the students will be known from this instrument.

6.1.2 Interview
The interview used for both cycles were semi-structured
interviews. It was conducted after the post-test of each cycle. The purpose
of the interviews was to identify the participants perceptions towards the
intervention. Since the interviews were semi structured, the participants
could come out with their own answers or opinion. This will help in
answering the research question. This is because, the answers from
interviews especially in cycle 2 were the students voice.
6.1.3 Questionnaire

The questionnaire answering was only conducted in the 2nd cycle.

The purpose of this questionnaire is to triangulate the data collected in
the interview. the responses from the participants will be used to answer
the second research question. The students perception should be
identified based on the analysis of this instrument.
6.2 Data Analysis
6.2.1 Tests
Pre-test andPost-test
For this instrument, the number of correctly spelled words will be the
main data. Their marks from the pre-test and post-test will be compared.
Percentage of improvements from both cycle will be represented in a
table. Based on the number or correct words and percentage of
improvements of each participant, the effectiveness of the intervention
will be known.

6.2.2 Interview
The interviews were transcribed after each session with each participants.
Then, the coding process will be done. The 1st coding will be identifying
the main points for each interview question from the participants. From
this, the issues and concern from the interviews will be listed. Then the
identified highlighted from the 1st coding will be organized in a table for
the 2nd coding. In the 2nd coding. Themes that will answer the research
question will be derived and listed. Themes from both cycle will be
compared.
6.2.3 Questionnaire
The responses from the participants were listed in a table for the coding
process. Same as the interview, there will be two coding process. During
the 1st coding, students responses are highlighted. Then, the issues and
concern of the questionnaire will be listed. This is where the answers that
did not answer the question will be taken into considerations. Then, the
2nd coding is done. All the highlighted answers will be listed and themes
will be derived in the 2nd coding.

7.0 FINDINGS

In this chapter, the result and data from each instruments will be
presented.
7.1. Tests

7.1.1 Pre-test and Post-test

Cycle 1
For this cycle, a pre-test was conducted before the intervention followed
by a post-test after the intervention. The results are as follows:

Number of correct answers ./6

Student

Pre-test

Post-test

Improvement

Improvement
percentage
(%)

1
2
3
4
5

2
0
0
1
2

3
5
4
3
3

+1
+5
+4
+2
+1

16.7
83.3
66.68
33.6
16.7

Based on the table. Improvements can be seen in all the participants. The
least improvement is by 16.7%. and the highest improvement can be seen
on participant 2. Even though there were improvements in this cycle, only
2 out of 5 participants improved by 50% and above.
Cycle 2
Test result ( number of correctly spelled words out of 10 words)
Student
Pre-test
Post-test
Final result
Percentage
(%)
of
improvement
1
1
7
70
60 %
2
5
9
90
40%
3
2
4
40
20%
4
3
7
70
40%

10

100

30%

Based on the table above, all the students scored higher result in the
post-test. The lowest improvement is on student 4, which is by 20%. The
other students scored 30% and above of improvement. Participant 2 and 5
scored massive improvement in their post-test. They both got 90-100% in
the post-test. This shows that the intervention has worked well.
Participant 1 and 4 scored 70% in their post-test. As conclusion, 4 out of 5
participants scored more than 70%.

7.2 Interview
Cycle 1

Question /
Student

S1

How
do
you
feel
learning
using
animated
pictures
and some
sounds?

It is fun
It has
moving
pictures
and
sounds

Do
you
think
learning
spelling
using
animated
visuals
helpful?

Yes

S2

S3

S4

Able to
memorize
Fun
Easier to
remembe
r using
moving
pictures.

Knowledgea
ble
Fun

Feels
that he
is
learnin
g

Yes

Yes

S5

THEME

Interestin
g.
Feels like
learning
Loves
spelling.

Fun
learning
Motivati
ng
Helpful

Yes

Yes

Above is the 2nd coding of the interview in cycle 1. The derived themes
from this cycle were fun learning, motivating and helpful. Based on the
table, all participants think that the intervention sessions were fun. The
main reason of this is because of the pictures used. Student 1 responded
because it has moving pictures and sounds during the interview. The

same kind of responses came from the other students as well. The second
theme was also derived on the students responses. This is because,
students are motivated when they find the learning is fun. As for example,
student 5 said because it is spelling and I feel I am learning. From this
response, we could see that the student was motivated due to his interest
on spelling and as well as the intervention. The last theme is helpful.
Based on the students responses, they all think that using animated
visuals in class as helpful for them. All of them answered yes for the
interview question.

Cycle 2
-Question/
Student
Do you think
animated visual
drilling is
helpful?
Why?

S1

S2

S3

S4

S5

Yes.
It is fun and
more
understandin
g.
Easy to
understand.

Easier to
remember.

It is easier to
learn.

It is helpful.
It is easier to
remember
using pictures.

It is helpful and
fun.
Easier to
understand.

What do you like The way we

about
the are learning
spelling
spelling.
lessons?

Spelling
together with
friends.

Learning
together with
friends.

Spelling
together with
friends.
The way you
teach.

Spelling
together with
friends

What do you
suggest to
improve the
spelling class?

No
suggestion.

Your voice
should be
clearer.

Your voice
wasnt clear
enough.

Use more
interesting
pictures

Fun.
Understandin
g.

Fun.
Learning new
words.

Fun.
Learnt new
words spelling.

Enjoy and fun.

No
suggestion, it
has already
improved

What
do
you Happy, fun.
feel during the Comfortable
lesson?

THEME
1.Helpful
2. Positive learning
environment.

Based on the interviews of second cycle, 2 main themes were derived. The
first one is helpful. The students find the pictures used helped them to
remember spelling easier. All the 5 students agreed with this. One of them
responded saying that because it is easier to learn. This was said by
student 4. The same kind of answers came out from the other students as
well. Then, the theme positive learning environment was derived. This
includes the use of the pictures as well as the way of the teaching and
learning process occurred. As said one of the student said its easy to
understand. This was said by student 5. While for the learning process,
the students find it fun to learn spelling with their friends. Student 4
responded Because. because spelling with friends and way you teach.
This is also supported by student 3. Learning together with friends, spell
with them. Thus, the data from this interview was able to answer my
second research question.

7.3 Questionnaire
-Question/
Student
I learnt spelling
through animated
pictures
I remember these
words because

S1

S2

S3

S4

Yes

Yes

Yes

Yes

-the teacher
-the
animated
picutres
-I know the word

-the teacher

-the teacher
-the books
-the
animated
pictures
-my parents
-I know the word.

-the teacher,
-the
animated
pictures
- my parents.

I find learning
spelling
using
animated
pictures
I love to learn
spelling using?

Easy to follow

I can understand

I cant understand

Enjoyed

Animated
pictures

Internet

-animated
pictures
- internet.

I find learning
spelling
using
animated visuals
interesting ( yes
or no) because?
The teacher helps
me to remember
words
spelling
better because?

Its fun

Yes, its fun

-animated
pictures
-story books
-internet
Yes,
I
cant
understand

I love spelling

I love spelling

He
animated
pictures

uses

Of the way
teaches.

he

Yes, its fun

The table above shows the data collected from the questionnaires. The
table is showing the responses given by the students. The students
agreed that the use of animated pictures has helped them to learn
spelling. However, there were some other factors that affect their spelling.
The factors are the teacher, books, parents and prior knowledge to the
words. Other than that, the students also learnt spelling from other
sources. Student 2 especially, love to learn spelling through internet more
than the animated pictures. While student 4 love learning through
animated pictures, internet and story books. Based on the responses

received from the students, they all agreed that the lessons using
animated pictures were fun and enjoyable. Other than that, there were
several factors other than the animated pictures that helped the students
to remember spelling. They are the interest of the student towards
spelling and the way the teacher teaches.
8.0 CONCLUSION
8.1 Summary of Findings
(According to research questions)
8.2 Conclusion
8.3 Reflection
9.0 SUGGESTIONS FOR FURTHER RESEARCH
References