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Abstrak

Kajian yang dijalankan ini bertujuan untuk menambah baik kemahiran bahasa murid sekolah,

terutamanya dari segi bentuk penulisan, selain bertujuan untuk membimbing mereka dalam

memantapkan pengetahuan perbendaharaan kata menerusi penggunaan alat bantu mengajar

yang mudah alih dan inovatif, di mana ianya juga dapat menarik minat mereka untuk

mempelajari bahasa Inggeris. Melalui penggunaan alat ini, murid dapat mempelajari cara untuk

menulis ayat dengan mudah dan menarik, dalam masa yang sama memupuk keyakinan mereka

dalam menyiapkan tugasan bertulis. Sebagai mana yang dinyatakan oleh Robert Sheridan dan

Laura Markslag (2011) dalam ucapan mereka mengenai penggunaan Kad Kata Berinovasi ini di

dalam aktiviti kelas, iaitu “Sesebuah perkataan yang kecil menghasilkan bahagian yang

bermakna dalam Bahasa Inggeris.” Ini menunjukkan bahawa peri pentingnya perbendaharaan

kata ini dalam membantu menghasilkan sebuah bahasa yang boleh digunakan oleh manusia

sejagat. Pernyataan ini juga disokong oleh pengkaji lain, seperti mana yang diterangkan oleh

Kinsella, Stump dan Fieldman (2005), perbendaharaan kata ialah satu unsur kekuatan yang

menghasilkan kejayaan akademik bagi murid yang mempelajari bahasa Inggeris sebagai

bahasa kedua. Di masa kini, kebanyakan murid berusia 7-12 tahun melakukan kesilapan yang

sama dalam tugasan berbentuk penulisan disebabkan sama ada mereka kekurangan

pengetahuan dalam perbendaharaan kata atau kurang keyakinan dalam menulis sesebuah

pernyataan. Pengguna bahasa tahap awal kebanyakannya memperlihatkan bahawa

penggunaan kad kata dengan alih bahasa sangat berguna dalam mempelajari sesuatu bahasa.

Nowacek (2011), menyatakan bahawa penulisan adalah penting kerana ia adalah salah satu

cara di mana seseorang dapat mengekspresi diri mereka, di samping memupuk keupayaan

seseorang dalam menerangkan sesebuah situasi kompleks kepada pembaca dan diri sendiri.

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Abstract

This action research attempts to improve pupils’ language skills, especially in written form, as

well as to guide them in enhancing their vocabulary knowledge using the innovative and

portable aid, in which this also can help in develop their interest towards learning the language.

By using this aid, pupils will be able to learn on how to write the sentences in simple and

interesting way, at the same time build up their confidence in doing written task. As mentioned

by Robert Sheridan and Laura Markslag (2011) in their speech regarding the use of Innovative

Vocab-Cards in the class activities, they implied that “A small number of words make up the

greater part of the English language.” This shows how important the use of vocabulary in helping

making the language usage better among the people in this world. This statement is also

supported by other researchers, as Kinsella, Stump, and Feldman (2005) explain, vocabulary is

the single strongest prediction of academic success for second language students. As

nowadays, most pupils at the age 7-12 years old have common mistakes in regards of doing

their written task because of either they have lack of vocabulary or they have no confidence in

writing a statement. Beginning-level language learners often find vocabulary cards with direct

translation useful in learning a language. Nowacek (2011), stated that writing is important as it is

one of the ways that people can use to express who they are as a person, as well as fosters the

ability of one’s to explain a complex position to readers and to oneself.

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1.0 Introduction

Preface

Vocabulary is one important aspect in order for the pupils to learn language and

know how to write well. Vocabulary can be defined as the body of words used in a

particular language. Through understand the vocabulary; one can develop his or her

language understanding via the four major skills, which are listening, speaking, writing

and reading. Writing is the process of how an individual uses symbols to communicate

his or her thoughts or ideas in a readable form with other people. The key aspect for a

good writing skill is that one must focus on his or her vocabulary and grammar usage,

punctuation as well as spelling of words when writing. Wilkins (1972), states that “…

while without grammar very little can be conveyed, without vocabulary nothing can be

conveyed”. This shows that vocabulary is important in making one’s writing

understandable. Based on the researcher’s experience from his previous practical

programs in various schools, he found out that most of the pupils are having problem in

doing written task due to lack of vocabulary and grammatical rules understanding.

Innovative Vocab-Cards is a tool that could help to cultivate interest amongst

pupils to do written task. The idea in doing the Innovative Vocab-Cards came from the

experience of the researcher when having the Teaching and Learning process during

the previous practical programs, where the researcher observed that most of the pupils

were interested in doing the written task with the materials such as picture cards or

flash cards are used as one of the ways to guide them in exploring the language during

the activity. This research is important for the researcher as it can be used as a platform

for him to develop his creativity and innovative skills in creating the aids for teaching

and learning purposes, as well as for him to analyze the overall performance of pupils

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some Indians and Ibanese as well as Bidayuh. however a second language for majority of the pupils and they were neither fluent nor confident as the medium of instruction is Bahasa Malaysia. Penan and others that come and study in this school. with approximately 200 or more pupils are studying in the school. Context The researcher who has studying the issue is a teacher trainee from IPG Rajang who has knowledge in teaching English with practical experiences in various schools of multicultural pupils in Malaysia. The study has been taken place in a rural school in Bintangor. This research also can be used as guidance for the teacher to create a 21st Century ESL classroom atmosphere. The researcher has observed the environment of the school 4 . This school also has communities of friendly people and can understand various language and dialects. Based on the population of the school that the researcher will do his research on. English was. The study will be focusing on how the use of one interactive teaching aid can influence pupils’ perception on writing tasks and also help them to enhance their knowledge in vocabulary. The pupils in this school are mostly Bumiputera but there are also various other races of pupils that study in this school.in the school throughout the whole semester. Melanau and minorities such as Kenyah. especially in Sarawak. where the focus is on Year 3 pupils with weak proficiency in the language. Kayan. though most of the pupils are weak in English. There are Malays. The researcher often facing the issues related to pupils’ problem in teaching and learning during his previous teaching process in few schools situated in rural or urban compound. the researcher will be focusing on 3% of the pupils with the problems in doing the written task and comprehend the language used during the lesson. Chinese.

the researcher had taught Year 4 pupils in the rural area school. the researcher has found out his strengths and weaknesses when he taught the pupils from different area of schools. some of them are not really into the learning of the language. yet they were interested in learning the language. most of them were lack of knowledge in vocabulary. Then. The teacher’s strengths during his previous practicum program are he was able to use different kinds of teaching aids to gain pupil’s interest to the lesson and he also was 5 . in the second phase of the practical program. Through the process of practicum program. though they were a bit better compare to the Year 4 pupils that the researcher had taught before. where the researcher had taught Year 3 pupils in the urban area school. The researcher found out that the pupils in the school compound were having problem in comprehended and adapt the language in their daily conversation. Reflection of Teaching and Learning During the previous practicum program. except when doing the written task. Furthermore. They also have the tendency to play around and have pep talk using their mother tongue and it took a week for the teacher to guide and instill the interest among the pupils to learn the language and do the task provided. It took a fortnight for the teacher to instill interest among the pupils to learn the language.and he intends to make the pupils try their best in adapting themselves with the English language. especially when the teacher tested them to spell certain words. especially in doing the written task. Likewise. where they liked to play around and having a pep talk using their mother tongue among each other. Most of them have lack of knowledge in vocabulary. he found out that the pupils were having almost similar problem in comprehending and adapting the language in their daily communication.

where they talked about how teacher’s teaching strategies plays important role in shaping pupils’ academic and behaviour. He was also unable to manage his time properly during the first phase practicum. But. due to he was still not used to the environment in a school. However. after a few times of consultation with the lecturer as well as with the mentor. This might be because during the first phase practicum he has yet to understand how to manage his class and the lesson that he want to do at that time. the teacher was able to overcome the difficulties that he had faced through his previous practicum programs. the teacher was also unable to plan creative activities for his pupils. they can be referred as similar to what had been reviewed by other researcher in foreign country. He was unable to control the class during the lesson at the first phase of practicum. During the second phase of practicum. 2014). 6 . it can be concluded that the problem arose as a result of the teacher was having difficulties in managing the class in the first place. Based on the experience of the teacher. By looking at the problems that the researcher had been faced for the past practicum program.able to instill the use of language in daily communication among the pupils day by day with guidance. 2014) and also from a review in the article entitled “Impact of Effective Teaching Strategies on Students’ Academic Performance and Learning Outcome” (Laraib. such as from the journal entitled “A Case Study of Student and Teacher Relationships and The Effect on Student Learning” (Patricia. his weaknesses are that the activities during his lesson were mostly repetitive from the first phase practicum which was brought to the second phase practicum.

which comprises of word and picture that the pupils can use to enhance their knowledge in vocabulary as well as helping and guiding them to construct simple and compound sentences. The teacher also can collaborate with the pupils during the activity through the use of this aid. the researcher has been observed and guided the pupils in doing the writing task through the usage of attractive and interactive teaching aids and at the same time helps them in understanding English better. the pupils were mostly not interested in doing the written tasks and this may cause them to have lack interest in learning the language.0 Research Focus Research Description In this research. in which the teacher can controls and manages the pupils via group or pair activities and at the same time guides them individually. document analysis of the pupils’ work and pupils’ background as well as using the journal entries to provide the researcher with evidence on the existence of the issue that the researcher is focusing 7 . a teacher will be able to teach the pupils the importance of knowing the word and its meaning before they are able to write them properly.2. The researcher has been using methods such as interview with checklists. and so do the pupils where they can collaborate among themselves in learning. and it is relevant to be used in the class with mixed ability pupils. The use of this aid is suitable for group and pair work. Throughout this research. the researcher’s focus is to use the Innovative-Vocab cards to help the target participants to write better in the language. By using the Innovative-Vocab Cards. Based on the researcher’s experience during the first and second practicum.

c. b. Relevance to the school: This study is relevance to the school as it is use to help in guiding and developing pupils’ knowledge and interest in learning the language via creative activities through the use of this teaching aid. especially for writing skills and it can also be used at anywhere.on. it can help the teacher to explain the vocabulary to the pupils. Other than that. the teacher has full control of the aid and the usage of this aid is also applicable for any activities. this aid also can help the teacher to guide the pupils in creating phrases and clauses before they are able to create their own sentences. anytime for the language lesson to be successfully done in guiding the pupils to explore the language better. Control: In this research. The researcher has been referred to these aspects in order to ensure that his research focus is relevant with the issue that he’s trying to solve: a. Collaboration: Other teachers in school. This aid also can help the pupils to explore the meaning and usage of each word in various kind of sentences. Usefulness: This teaching aid is useful to any lessons. e. d. Workability: By using Innovative-Vocab cards. Importance: It is important for the pupils to learn the vocabulary before they know how to write. either in pairs or groups as the pupils can adapt and adopt the aid for different activities while the teacher guides them in doing the written task using the same aid. especially language teacher as well as the school administrator have given full support to the researcher to do this research as they hope that this research will help to improve educational interest among the pupils in learning the language. pupils can explore various ways of using the words in creating sentences. thus by doing this research might help to improve their writing skills and enhance their knowledge on words in English. 8 . because by knowing the vocabulary. for different skills. f.

Besides that. the researcher will be able to help them learn to write and explore their idea in language as well as improving their language usage. the researcher has identifies few pupils that are having problem in writing in the language as well as having difficulties in understanding the language. By recognizing their strengths and weaknesses in language. The researcher has collected several data in the form of qualitative data through the checklist based on the interview that the researcher has been making between the teachers and the researcher as well as interview with the target participants themselves. Then.Initial Data Collection Based on the interview with the Year 3 English subject teacher and also from the observation on the work done by the pupils. the researcher has referred to the journal entries as guidance on how to attract the pupils’ attention into doing the written task and learn vocabulary as well as to make them participate in the lesson with appropriate activity using the suggested teaching aid. Action 9 . the researcher also has observed the pupils’ style of learning while also checking their background knowledge and the work that they have done during the lesson.

K. as presented. June). Usually this planning has also somewhat modified the original idea. The next step is ‘composed of a circle of planning. “an overall plan” of how to reach the objective and secondly. 2. Frequently more fact- finding about the situation is required. and preparing the rational basis for planning the third step.: 205). Kurt Lewin’s Action Research model is a type of model that consists of 6 steps from 2 different cycle stages in doing research (Smith M. and reconnaissance or fact finding for the purpose of evaluating the results of the second step. 10 . Identifying a general or initial idea-The researcher has to identify his initial idea of his research before begin his research by referring to current issue that he or she that has been happening in the school. does take a fairly sequential form – and it is open to literal interpretation. two items emerge: namely. a decision in regard to the first step of action. What we can see here is an approach to research that is oriented to problem-solving in social and organizational settings. 2001. If this first period of planning is successful. and for perhaps modifying again the overall plan’ (ibid.: 206). executing. In this research. He describes the initial cycle of his model as “The first step then is to examine the idea carefully in the light of the means available. Reconnaissance or Fact-Finding-The researcher needs to find information related to the issue that he or she is going to do research on. Kurt Lewin’s approach involves a spiral of steps.” (ibid. ‘each of which is composed of a circle of planning. and that has a form that parallels Dewey’s conception of learning from experience. action and fact-finding about the result of the action’ (ibid. The model can be described as below: 1.: 206). the researcher has decided to use action research model from Kurt Lewin’s Action Research model (Picture 1). The approach.

the researcher find some facts via looking through the 11 . 4. the researcher has analyzed and observed the issue since the first and second practicum process before initially decide on the research that he wants to do. Take first Action-After the researcher has planned of his or her research. 6. he or she can take first action within few weeks after the planning. Figure 2. the researcher can amended the plan and redo the action for his or her second step. After that. Amended Plan-If the action is lack of things and needs to be improved. as well as having collecting enough information regarding the issue.3: Kurt Lewin’s AR Model For the first stage. 5. the researcher can evaluate whether his plan is considerably appropriate or suitable to the pupils. he or she can starts to plan for his research. 3. Evaluate-While the action is taken. Planning-After the researcher has initial idea on what issue he or she is targeting.

the researcher takes an action by finding resources in the library and Internet before going to the school for the Practicum 3 program. The amendments that the researcher will take are based on the suitability of the activity in the lesson with the pupils’ level. the researcher starts to use the Innovative-Vocab Cards to teach his pupils before making inferences on the performance of his pupils and target participants. During the 1 st week. the researcher interviewed his target participants about their interest and knowledge on the language. The researcher also observes the work done by the pupils before making some review and reflection on the work. during the 3rd and 4th week. Then. the researcher has found out the strengths and weaknesses of his method. the researcher concludes his action by making review on overall performance of his pupils during the research. the researcher gets some information and background knowledge about the pupils in Year 4. Then. Next.reflections and journal writing from the previous practicum process to get a rough idea of the issue that the pupils currently face in learning the language. Action Taken Time Step 1: Identifying a general or initial idea Week 1 Step 2: Reconnaissance or Fact-Finding Week 1-2 ~Pre-Test on the Topic~ 12 . and decided to do some amendments before taking second action step for his method. the researcher decides to do the checklist and asks his target participants to fill in the checklists before giving the feedback based on the checklists. Next. This review will help the researcher to improvise his teaching aid from time to time. During the action. the researcher planned the action to be taken before he started to do the research. their ability to comprehend the language especially in understanding the meaning and how to use the vocabulary provided in making sentences as well as the practicality of the teaching aid use in the activity provided. After taking second step of the action. After that.

To increase pupils knowledge on the vocabulary. To enhance pupils knowledge in simple sentence construction.3: Implementation of the Action Table 2.3 shows how the researcher is intended to use his teaching aid in his lesson. 2. Week 4 ~Post-Test on the Topic~ Step 6: Amended Plan ~Making amendments on the plan and Week 5 reapply the plan for the second stage.Step 3: Planning Week 2-3 Refer to the Lesson Plan Step 4: Take First Action Step ~Apply the planned lesson in the week 3. 3. To improve pupils’ ability in writing using the vocabulary they have learnt. 13 . Table 2.0 Research Questions and Research Objectives Research Objectives The objectives of this research are: 1. The researcher or the teacher is planning to use his Innovative-Vocab cards during the first stage as well as during the production stage as guidance for the pupils to do their written task. Refer to the Lesson Plan Week 3 Step 5: Evaluation ~Evaluate the first action taken. 3.

it was found that 6 of his pupils have problem in learning the language. which 50% of them are girls and another 50% are boys. How to guide pupils in constructing simple sentences in interactive ways? 4. What are the problems that the pupils faced in writing? 3.Research Questions 1. What are the ways to increase pupils’ vocabulary knowledge? 2.0 Research Participants From the observation and discussion with the English teacher from the school. These Year 3 pupils are from the rural school in Bintangor. Besides that. these pupils are from poor family background and lack proficiency in the language. How to improve the pupils’ ability in using the vocabulary to write sentences? 4. Based on the information from the English teacher. the pupils are also very excited in doing the group activity 14 . The participants that the researcher has chosen are non-problematic pupils but most of them are passive during the lesson.

where vocabulary plays important role for the children’s capacity of understanding in using the language for communication. Other than that. the researcher can imply and assume that these pupils acquire more help and guidance from the teacher using this teaching aid. p. As for this research. 236) cases that likely to “yield the most information and have the greatest impact on the development of the knowledge”. as per stated by Patton (2001. 15 . where the researcher selected few participants to study the exceptional cases represents the central phenomenon in dramatic terms. Critical sampling technique is a type of sampling technique used for qualitative research. For this purposes. Through the observation and analysis made on the pupils’ background and works as well as the results from the past tests. This is because the usages of Innovative-Vocab cards has aroused their interest and attract their attention towards participation of the activity. Besides that. The researcher has used critical sampling technique in order to select his target participants for this research. the reason for these pupils from Year 3 in this school are chosen is based on the result from their previous test in Year 1 to Year 2 which shows that they are having problem in understanding the language. These cases are. the researcher has focusing on the important of vocabulary towards the development of language. taking consideration of that it must be appropriate with the activity in the lesson. The rationale that the researcher has chosen these participants is that the pupils that have been selected are in the same class that the researcher is going to teach. the researcher had selected children with less knowledge in vocabulary for his research in order to fulfill the requirement of his objectives. the researcher or the teacher also has already known the pupils background and their strengths and weaknesses by getting the information from the language teacher as well as class teacher itself.given by the teacher.

This tool of learning can be used for any lesson and is easy to carry. At the same time it can help pupils to learn lexical items. as well as by Herman. Based on the checklist given by the researcher. it can be implied that the pupils require more exposure on the language through the activities as well as the usage of interesting teaching aid that can help them to explore the idea of how to use the language in creative and various ways. 5. Anderson.0 Research Implementation Plan Steps to Carry Out Action Innovative-Vocab Cards is a compilation of small number of words and picture in a form of card. Several studies have been performed by Sargi. Pearson and Nagy (1987) revealing that a word must be encountered anywhere from 6 16 . in which the checklist is about how to increase the pupils’ interest in the language and what makes them having difficulties in understanding the language. With the guidance from the teacher as well as the implementation of the use of Innovative-Vocab cards during the lesson might be able to help the pupils to enhance their knowledge and sharpen their language skills by the end of Year 6. Nation and Meister (1978).

morpheme (words creation).1 By the end of 6-year primary schooling. the researcher is focusing on Nouns and for week 3. semantic (the meaning of each word).1.1 shows how the researcher will implement the action of his research in a lesson for Week 2 where the implementation of the aid was happened in teaching the Nouns: Figure 5. syntax (the structure of sentence) as well as to enhance their writing technique in order for them to increase their knowledge on the language through various process. For week 2.1 Able to use nouns correctly and appropriately: (c) singular (d) plural 17 . (Sheridan R. such as in developing their understanding in phoneme (how to pronounce the words). al.. et.to 20 in order for the pupils to be able to learn the language appropriately. for instance via learning the vocabulary.1: Lesson on Week 2 Class : Year 3 Number of pupils : 28 Date / Day : 16th February 2017 / Thursday Time : 0730-0830 (60 minutes) Content Standard : 5. pupils will be able to use different word classes correctly and appropriately. Learning Standards : 5. 2011) These cards can be used by the teacher and the learners to gain knowledge on different parts of the language. Steps to Carry Out Action The researcher has been implemented the use of Innovative-Vocab cards during the Writing Lesson for week 2 and week 3. the researcher is focusing on Pronouns. Figure 5. This tool also can help the pupils enhance their writing skills. with the integrated skill of grammar. grammar or even parts of speech through activities in group or pairs.

topic. Linguistic. Interperso (5 minutes) 1. (b) Differentiate the singular and plural nouns with guidance. Linguistic them can you 3. Students answer the see in this questions given by the picture? teacher. nal. What is this? 2. CCTS Language Content : Vocabulary Teaching Aids / : Food List. (c) Fill in the crossword puzzle with plural nouns with guidance. MI: Induction questions: the students. Worksheets. Teacher asks the students  To get them ready for the lesson. 2. Crossword Resources Puzzle Moral Values : Cooperation and Hardworking Stage / Time Lesson Teaching &Learning Rationale Remark Content Strategies Set Sample 1. 18 . Teacher shows pictures to  To arouse pupils’ interest on the . How many of to name the pictures shown. Educational Emphases : Thinking Skills and Values and Citizenship Multiple Intelligence / Interpersonal. Innovative-Vocab Cards. Theme / Topic : World of Knowledge / “Being Healthy” Focuses Skill : Writing Integrated Skills : Grammar & Reading Learning Objective : By the end of the lesson. pupils will be able to: (a) Read the food list with guidance.

Teacher checks the work made by the students. Teacher arranged the Recognize the students in 7 groups. Teacher shows the food  To deliver input Teaching  Singular Presentation list to the students. Teacher asks the students -IV Cards plural nouns. Teacher distributes Production crossword puzzle to each To evaluate the Teaching Crossword (15 minutes) student. Vocabulary: 1. 5. Aids: (15 minutes) between worksheet to each group. Aids: puzzle. Students do as the teacher instructed. students’ written works. 1. Students do as the teacher instructed. Teacher asks each group to say the words after the teacher. Teacher divides the food list into two classes. 4. 2. to write the plural form of each noun. 1. -Worksheet singular and 3. Aids: Nouns (10 minutes)  Plural Nouns 2. Teacher distributes the of the singular and plural nouns. 19 . singular or plural noun and explains them to the students. Teacher asks the students to read the food list. To check students’ understanding Teaching Practice differences 2. Teacher asks the students -Crossword to fill in the puzzle with the Puzzle correct nouns. Teacher reads aloud the -Food List food list. -IV Cards 3. 4. 3. 4.

-Teacher asks the students Remedial to find out about other nouns Activity with singular and plural form (5 minutes) as their homework.The teacher then asks some questions about what the pupils have learnt the day before Then. the teacher relates the activity to lesson of the day. Teacher asks students if To conclude the lesson. the teacher first asks the pupils few indirect questions related to the use of Personal Pronouns (example like How are you today?. - Enrichment -Teacher asks the students Activity to guess and spell the words (5 minutes) in plural form. What am I holding? Is he ok?). For the lesson on Pronouns. where he focuses on the Personal Pronouns (I. The teacher then selected a few pupils to read the statements again while at the same time do the action shown in the pictures that they can see on the card. During the process. It. they understand what they (5 minutes) have learnt. After that. the teacher shows the pupils the Innovative Vocab-Cards and asks them to read the sentences shows in the card. They and We). 2. Next.. the lesson continues with the group activity where the pupils are required to fill in the blanks in the passage using the Personal Pronouns. She. The teacher then explained the use of each Personal Pronouns based on the statement that they have read. After that. the teacher tried to relate the Pronouns that he is going to teach with the Nouns that he had previously introduced to the pupils. the 20 . You. Students give feedback to teacher by answering the question given. Closure 1. He.

The researcher has used this script and checklists to help him in interviewing the language teacher and 21 . The teacher uses the Innovative-Vocab cards as guidance for them to identify the correct pronouns for each picture. The researcher used the guideline from internet and guidebook of Action Research to learn how to create and implement the use of the script and checklists during the research. The researcher had taken the instruments from several sources such as books. journal. i. the teacher asks them to colour the pictures in the worksheet. document analysis on the pupils’ work and pupils’ background as well as observation with the implementation of information from journal entries as the instruments to collect data on the research and the participants in this research. the teacher collects all the pupils’ works for reference before concluding the lesson. the researcher has planned to use interview with checklists. After the pupils have finished fill in the blanks. Interview and Checklists For the interview script and checklists. The teacher distributed the worksheet where the pupils needed to write down the correct pronouns in the blanks based on the pictures shown in the worksheet. Data Collection Methods In this research. the researcher had seen some improvements on the pupils in knowing the different kinds of Nouns and how to use them and to replace them with Pronouns in constructing the simple sentences. During this lesson.teacher checked the answer together with the pupils. website and so on. the lesson continued with the next activity. Each instrument is prepared and adapted according to the appropriateness and how the researcher wants the data to be collected. the interview was made in order to identify the list of the pupils and their level of proficiency. Then. Then.

Data Analysis Methods During the research.class teacher and also the pupils. Out of 28 pupils. Observation with Journal Entries Implementation The researcher also had done some observation on the pupils throughout the lesson that he had done with them. this can help the researcher to know on which part that the target participants can improve on and how the researcher can help them to do it through various kinds of activities that suitable for them.3 below shows the percentage of Year 3 Pupils’ performance in 22 . By selecting few documents such as pupils’ personal file and pupils’ work from the previous lesson with their language teacher. He related his observation with the journal entries that he had read from other researchers who had done the similar research few years back. ii. Document Analysis For the document analysis. iii. while 8 of them are average and the rest are weak in writing using the language. as well as to acknowledge the target participants’ strengths and weaknesses. Through his observation. He identified that most of them were lack in knowledge on vocabulary. he recognized his pupils’ strengths and weaknesses by looking at how they do their work in group as well as through individual question and answer. the researcher has selected few participants and collects information about their background and their work from the mentor and the class teacher of Year 3 in order to acknowledge and to get to know the pupils better. 12 of them are good in writing using the language. the researcher found out that his pupils are mostly average and weak in the language. Table 5.

Easter Arvyiena Female Yes No Ramas anak Joseph 6.learning the English. Alexson Manggau Male Yes No anak James 4. Vennus Laka anak Female Yes No Patricia 3. Ability to Participants’ Names Gender Ability to Identify Nouns Differentiate Nouns 1. specifically on their ability in identifying different kinds of Nouns and if they can differentiate them before the implementation of the aid. Andreas Johnson Male Yes Yes anak Eric 2. Viviana Tania anak Female Yes Yes James 5. Roslan Madelina Male No No Sembai 7. Oliviana Damie Female Yes No 23 .

it can be inferred that most of the pupils were actually can understand English. Based on the distribution of the total circles in the checklist. Levels in Checklist Total Circles 1 (Total Disagree) 4 2 (Disagree) 7 3 (I Don’t Know) 12 4 (Agree) 42 5 (Total Agree) 33 Table 5. By using the checklists given to the selected pupils.3: Comparison of Ability of Identify and Differentiate Nouns for Year 3 Pupils Based on the distribution of the pupils shown in the table above. Through the table given. Jackson Abas anak Male Yes No Sait 10.4: Table of Results on the checklist answered by the target participants. Ashley Andrianshah Male Yes No Bin Abdullah 9. anak Donny 8. Viviyen anak Ujan Female No No Table 5. phrases. the researcher has selected 6 of them as the participants of this research. Qualitative data is mostly in the form of words. sentences and can also 24 . yet they were unable to write in correct sentences due to lack of vocabulary. the researcher has found out that most of them like to learn the language when the teacher use the interesting teaching aid as a way to attract them to the lesson. the researcher has analyzed them in the form of qualitative data.

as well as reflective notes of the researcher. In itself. audio and video recordings. What significances do the patterns hold? -The significances of the patterns shows that the pupils do have knowledge in the language in terms of reading but when it comes to writing. 2012) The researcher analyzed the table via this pattern analysis: a) What patterns can be seen? b) What significances do the patterns hold? c) What are the effects of such patterns? d) How do the patterns / effects align with the research objectives? e) What theories / hypotheses can be drawn from the patterns? i. it can be seen that the pupils are mostly agree with the statements given in the checklist. fieldnotes observation notes. D.include visual images. 25 . What are the effects of such patterns? -The effects that can be existed through such patterns are the pupils will have tendency to forget what they have learnt if they only know how to read the sentence without understanding them and without the write them in the correct ways. This is due to they are lack of expose to the written task which can help to develop their written skills well. the qualitative data is a mass of words obtained from recordings of interviews. What patterns can be seen? -Based on the table shown. the pupils might have a little bit of difficulties to write the sentence correctly. ii. G. This can bring difficulties for them to deliver information to other people if they do not have vocabulary knowledge to construct proper sentence. (Huah. iii. which suggest that they do understand what the statement is all about as the researcher use simple question or statement to ask or explain about the information that the researcher needs from them. and analysis of documents..

learners cannot put the words that they have learned into practice and d. How do the patterns / effects align with the research objectives? -The patterns are align with the research objectives as the focus of the research are to ensure the pupils are instilled with vocabulary knowledge. learners cannot identify the words when listening to others’ talking (Y. iv. 2013). learners cannot express their feelings with proper words. in which it can help them to construct sentences via writing way and at the same time making them understand on how to make sentence in fun and simple way. c. learners cannot find the proper word during communication. Data Checking Methods 26 . yet different in meaning and used in other different statements. This is equivalent to the Language Input Hypothesis stated in the Stephen Krashen’s Theory of Second Language Acquisition. v. where he believes acquisition is a subconscious and intuitive process of constructing language system and acquiring language abilities. What theories / hypotheses can be drawn from the patterns? -Theories or hypotheses that can be drawn from the patterns are that the more the pupils know on vocabulary. b. These shows how important the usage of vocabulary in helping the pupils to construct sentence as well as to enable them to learn and understand language better. the easier they can construct the sentences for them to learn and understand. This is somehow can help to prevent them to be confused when they see the same word. a. He also stated usually there are four problems in the teaching of vocabulary. Wang.

The purpose of triangulation in qualitative research is to increase the credibility and validity of the result obtained from multiple sources. the researcher can provide a clearer and more convincing understanding of the issue. triangulation involves using multiple data sources in an investigation to produce understanding.4: Triangulation Analysis In this research. Document Analysis Survey Observation + (Interview + Checklist) (Journal Entries) Figure 5. the researcher can enhance the validity and reliability of his findings. the researcher has indicated that he is going to use the Data Sources Triangulation method as a way to validate his data plan. Data Sources 27 . Through cross-referencing data from different sources. Validation of Data Plan According to Denzin (1978). By using triangulation method. Data triangulation also can reduce biasness and increases confidence in reporting the research.

Data that has been collected at different times. Throughout this method. which are time. The researcher took his data from the work of his target participants from each week. As a researcher and a teacher. their personal file from the language teacher and class teacher as well as from the interview with the teachers and the target participants with checklist made for them.Triangulation method is a method where a researcher has to use three types of data sources. the researcher can identify how many of the pupils that have improved their writing skills through the usage of Innovative-Vocab Cards. This was verified by 77% of the respondents who agree with the statements provided in the checklist. This statement indicated that pupils learned to improve their confidence as well as skills in writing through the exercises given. 1970). Implementation Schedule 28 . I believed that the pupils has developed their written skills and learn some new vocabulary over time as they read and try to understand the checklist given by the researcher. Most of them are also improve in their writing skills based on their work given by the researcher throughout the lesson. or from different places or from different persons may reveal similar patterns thus increasing confidence in the findings (Denzin. Through these collection of data. The choice of data made by the researcher is through the data sources triangulation. space and person to identify the validity of his data collection. the researcher validate them in qualitative form. which he suggested that the pupils were improving day by day with the help of the Innovative-Vocab cards as well as guidance from the researcher himself. 4 out 6 of the participants also have developed their sentence construction via the exercises that they have completed after the lesson day by day.

5. 6.3. This research will be done in 5 weeks. On week 1. This will include the steps taken as per Weeks mentioned in the Table 2. On week 3.0 RESEARCH FINDINGS 29 . Flow Plan and Action of Research per Week 2nd Action Evaluation and Amendment 1st Action Flow Plan and Action of R per Week Action Planning Reconnaissance Idea Identification 0 1 2 3 4 5 6 5.1 A Gantt Chart to Show the Flow Between the Plan and Action The Gantt Chart above shows how the researcher implemented his research action from week 1 until week 5. the researcher identified the idea of his research first before proceed to reconnaissance stage on week 2. After he implemented his plan. he evaluated them and made some amendment on the week 4 before proceed to his second plan on week 4 and 5. he started to plan on how to use the Innovative-Vocab cards during his lesson and he began to implement his plan on the same week until the following week.

After having interview with some of the pupils. and after get to know their background and proficiency levels through their English teacher as well as the Class teacher. Is it ok for both of you? • R1 & R2: No problem. • R2: Erm…. 30 . I don’t really like to write in English? Research Question 2: What are the problems that the pupils faced in writing? • T: Why you don’t like to write in English. • T: Do you like to write in English? • R1: I like to write in English. A & B. Figure 6. Can I talk to both of you for a while? • R1 & R2: Yes. sir. after the teacher implemented the innovation tool. During the second observation. Actually. I like English. the weak pupils showed no interest toward the lesson as they were unable to give response to the questions given by the teacher. sir. the teacher were able to identify the strengths and weaknesses of his approach. sir. sir. • T: Do you like English? • R1 & R2: Yes. the reports are shown below: Research Question 1: What are the ways to increase pupils’ vocabulary knowledge? During the observation for the traditional method. B? • R2: Because it is so difficult to write in English. surprisingly the weak pupils started to slowly show their interest in learning the language.0: Transcription of an interview with Pupil A & B (Respondent 1-Pupil A. Respondent 2-Pupil B): • T: Hello. • T: I just want to ask both of you a few questions. Based on the findings through the activities given to the pupils and through the previous result of their final exam from Year 1 and Year 2.

After the teacher analyze the works done by the pupils’ before and after the implementation of the tool. 7. This is also might be came from the influenced from the lesson. as the Innovative-Vocab Cards is applicable and portable. The guidelines from the picture as well as the example of the sentences shown in the card is suitable to the pupils and enable to help them to know the usage of the words that they have learnt during the lesson. Research Question 4: How to guide pupils in constructing simple sentences in interactive ways? By using this aid. the teacher had found out that most of the pupils had problem in using the vocabulary in making sentences. it turn out they are not really like to read and do any extra written tasks whenever the teacher is not around them. This might be due to they are not expose with the language as from the observation that has been made. it can show them how to use the word correctly in making sentences. where they can use them in group or pair work. Research Question 3: How to improve the pupils’ ability in using the vocabulary to write sentences? The use of Innovative-Vocab Cards has helped the pupils to improve their ability in writing sentences as well as enhance their vocabulary knowledge as the words shown in the cards. as they thought that English lesson is difficult for them to understand.0 REFLECTION 31 . Through the use of this aid also it can help to develop interest among the pupils to learn the language. This tool also is useful and is able to attract their interest towards learning and explore the language more. along with the explanation and pictures provided has helped them to understand bit by bit of the language and at the same time guide them to write the simple sentences in correct way.

The researcher also must know how to prepare an appropriate and suitable activity or worksheet for different pupils with different proficiency level. This is due to the instruction given by the teacher is either not clear enough or the pupils were unable to understand the instruction in the language. the researcher was able to gain the pupils’ attention during the lesson. the pupils were enjoyed and have fun during the lesson compared to the first few lesson with traditional methods before. The researcher were unable to control the pupils in making noise when they were having group activity for few minutes. during the implementation. All these weaknesses can be reduced if the researcher can plan and prepared for activity systematically. Besides that. For the strengths of the research. The activity prepared in the worksheet during the production stage is a little bit easy for some of them. though after that. in which the pupils’ were able to give response to the questions given by the researcher. the pupils were able to complete the entire written task given in the allocated time with guidance from the Innovative-Vocab cards. One of the weaknesses that can be identified is the time management. at the same time get the pupils ready ahead before the lesson as well as be more firm towards the pupils. In order to make the lesson better. Moreover. Second weaknesses that can be identified during the implementation of the research are the classroom control. During the implementation of the research. there were many things that can be identified in terms of the weaknesses and strengths as well as improvements for the research. during the lesson. The researcher took lots of time in order to prepare the pupils to get ready for the lesson. Third weaknesses that can be identified during the implementation of the research are the activity preparation. the teacher was able to do that with a bit of strictness shown to the pupils. the researcher can add some games or quiz 32 . in which they took only few minutes from the allocated time to finish the work given.

as well as showing them some video related to the lesson and in relation to the Innovative-Vocab cards used as an attraction during the set induction stage. It can be designed to aid the pupils to learn vocabularies in fun and easy way. it would be better if the lesson can include game using the aid as one of the tool to expose the pupils to the language in interesting approach. This could help the 33 . as well as guidance to help them to do the written task in simple yet educated way. such as Adjectives and Verbs. Adjectives and Verbs are parts of the speech that are important for the pupils to know and remember so that they can use them to create sentences in doing written task. Last but not least. Hence. and it would be best to use the “Innovative-Vocab cards” to guide them in learning that. 8.0 RECOMMENDATION FOR IMPROVEMENT The “Innovative-Vocab cards” can be enhanced and adapted for further use. the “Innovative-Vocab cards” is useful and accessible if there is an extra information and explanation to be put into the cards. Beside teaching vocabulary.during the lesson by using the aids as a way to create questions for the pupils to answer them in group. Other than that. the “Innovative-Vocab cards” also can be used for teaching grammar. especially to introduce the pupils with words and alphabets before they explore the language more during their next stage in Year 3 to Year 4 in making sentences and during Year 5 and Year 6 where they started to know how to use Higher Order Thinking skill (HOTs) in their real life situation. the teacher also can applied the use of “Innovative-Vocab cards” started from teaching Year 1 and Year 2.

this could help in enhancing their proficiency level and confidence in completing the written tasks given by the teacher. Furthermore.pupils to explore the language via the information given which could help them to learn about other things than what they have learnt throughout the lesson. REFERENCES 34 . with extra information given to the pupils.

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