1.

0 INTRODUCTION

English writing skills are significant as they play an important role in communication. To

write clearly, it is essential to understand the basic system of a language, which includes the

knowledge of grammar, punctuation and sentence structure. Vocabulary is also necessary, as

well as correct spelling and formatting. In order to be competent in writing, spelling skill is

one of the basic knowledge that pupils need to master to convey messages effectively.

Besides that, accurate spelling is necessary as it is considered as effective written

communication. However, many elementary pupils struggle with spelling; therefore, those

pupils also struggle with their reading fluency and reading comprehension as one reason for

the relationship between reading and spelling is the shared role of phonological awareness

(Ritchey, 2008). Pupils’ ability to spell affects their reading fluency, as well as reading

comprehension. This is because as pupils go through their adolescent years, they need to

develop spelling skills that will help them to improve their reading fluency and

comprehension. Once pupils are able to develop their spelling skill, they will be able to

recognize words quicker to improve their reading fluency.

The relationship between spelling and reading is so close, that I believe learning about

spelling may enhance a student’s reading proficiency including children’s ability to

pronounce words correctly and decode unknown words (Adams, 1990). Since spelling is

closely linked to both reading fluency and comprehension, pupils need to strive to improve

their spelling skills. This is necessary because spelling is important for young learners as

learning to spell makes them read and write better. Spelling is also important for primary

school pupils as by the end of the 6 year primary schooling, they need to be able to form

letters and words in neat legible print including cursive writing as stated in Document

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Standard of Curriculum (KSSR). Furthermore, it is important as pupils need to write longer

paragraphs when they are in level two which required pupils to master spelling as it will be

one of the aspects that being evaluated in their essay writing.

1.1 Reflection on teaching experience

Based on my teaching experience during my practicum, I noticed that most pupils had

difficulties in spelling. Although the pupils whom I taught were considered as urban

pupils since they are studying in schools around Kuala Lumpur, I thought that they would

have a better command in English, especially in spelling. My last experience during

practicum in a Year 4 mixed-ability class, further confirmed my hunch that my pupils

were having problems with their spelling. This was evident when I checked their books

and exercises. From my observation, I realized that my pupils had problems with spelling

based on three factors; lack of exposure to English, lack of spelling practices, and

problems regarding memory retention.

The pupils were lacking of exposure to English as they would ask me to talk to them in

their mother tongue. Furthermore, they were not able to comprehend my instructions

well. As a result, my teaching process is always not successful. In addition, the way that

they were being taught might influence their understanding in English. They were used to

be taught in Malay as medium of instruction although they were supposed to be learning

English language in their English subject. As a teacher-researcher, I believe that the

minimum usage of English as medium of instruction during the lesson will be the

hindrance for the pupils to learn English as they were not familiar with the language

structure even though they were studying in the English class themselves.

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Besides that, pupils were lacking in spelling practices as when I examined their exercise

books. I found that some of the pupils have repeated the same spelling errors frequently.

From there, I realized that they have insufficient practice in spelling as they did not have

a spelling book with them. In addition, the pupils were not given any emphasis regarding

spelling whenever they got their books. Hence, the errors will be fossilized as the pupils

could not realize the misspelling that they made, and they would repeat the same errors

next time. Therefore, during practicum, I tried to help my pupils in their spelling by

starting off with a spelling book for each pupil. This is because I believe that by getting

the pupils to write the words again at the end of the day or the next day in the spelling

book, it will reinforce my pupils’ memory of the words taught to them.

Furthermore, my pupils had problem on memory retention, in which they could not

remember the input I gave to them after some time. Therefore, for spelling lesson, I used

drilling technique in order to help my pupils to restore the information given to them

longer as they have to repeat the same process for several times. I believe that after going

through some of repetition process, my pupils will be able to remember the words that I

taught to them better. Hence, drilling is necessary to make the pupils remember what they

have learnt and the knowledge that they will learn.

In conclusion, from the factors that I have discussed above, they further reassured my

interest to investigate why my pupils had problems with their spelling.

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1.2 Literature Review

1.2.1 Behaviorist Theory.

In addressing the issues of learning such as acquisition of concept, behaviourism has

been proven effective in verifying that the pupils possessed the requisite skills that are

required by the teacher throughout the lesson. Therefore, the use of behaviourist

techniques is essential to ensure that the pupils are able to grasp the knowledge that is

being imparted to them. This will help in strengthening or weakening behavior, as

well as maintain or teach new behavior. In the learning area, one of the techniques to

make learning a success is through drilling process. In my opinion, the learning

process consists of immediate reinforcement of desired behavior through repetition as

it is a basic principle of drilling. For my pupils who have memory retention problem

in spelling, I believe that drilling is an effective strategy to help the pupils in spelling,

as drilling helps to build confidence and automatic use of spelling that have been

drilled. My belief has been supported by Doff (1990), as he claimed that repetition

drills are useful for familiarizing pupils quickly with a specific structure or formulaic

expression.

Besides that, in the teaching and learning process in which behaviourist theory is

applied, drilling or repetition is being emphasized the most. Repetition is very

efficient in helping pupils “to transfer knowledge from their short term to long-term

memories” (Harmer, 2007, pg. 56). Therefore, the more frequent the pupils exposed

to the drilling process, the higher the opportunity for them to remember and use the

correct spelling. Skinner (1968) said that “learning needs to be trained in the same

way as muscles are trained, which means all learning behaviour has to be trained

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frequently through repetition, drill and rote learning to reach positive

effects”. Furthermore, according to Hana Ray (1969), she claimed that drilling should

be fun so that the pupils will immerse themselves in the learning process. I agree with

her statement because to make the drill technique enjoyable and successful, the

teacher should make it contextualized, situational and interesting. As a consequence,

it will help the pupils to understand and use their new knowledge effectively. Besides

that, it also helps to motivate the pupils to learn and willingly to participate during the

lesson.

In addition, I believe that by getting pupils to write the word again at the end of the

day or the next day, it will reinforce pupils’ memory of the words. In my opinion,

spelling is more precise and difficult compared to reading as to spell correctly, an

individual has to retrieve the letters of the words from his memory, then rebuild them

in the correct sequence as spelling is an intellectual skill which is effectively learned

in a linear sequence. According to Gagne (1970), “Following a pre-planned sequence,

then, and thus avoiding the omission of prerequisite capabilities along any route of

learning, appears to be highly important procedure to adopt in achieving effectiveness

for instruction.” Thus, individuals always misspell as their memory could not retrieve

the words well in certain situation. Therefore, the use of drilling is useful to improve

pupils’ spelling problem as it will provide opportunities for the pupils to remember

the words that are being taught to them, including spelling. Moreover, learning needs

to be reinforced and practiced so that the chances of forgetting past information are

reduced and new information is learned.

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 As second language learners, it is accepted for Malaysian pupils to have problems

when dealing with target language as Crystal (1987) mentioned that using English as

the instruction is viewed as a process of ‘imitation and reinforcement’ while drilling

will be considered as tool to learn spelling correctly as it consists of imitation,

repetition, reinforcement and reward. Furthermore, according to Gentry and Gillet

(1993), the acquisition of spelling skills is a sequential process involving the ability of

pupils to spell the words correctly. Thus, the use of drilling will be effective in

improving spelling errors as drilling consists of sequential process as in this context;

the pupils will imitate the spelling of words that has been corrected by the teacher.

Then, the words are written several times in a spelling book to reinforce the memory.

Through spelling test or activities, rewards may be given if they are able to spell the

words correctly.

1.2.2 Word shapes through drilling through drilling

There was also a programme held in the United Kingdom using the same word shape

concept. It was known as SNIP Literacy Programme which was introduced by Phil

and Carol (2006). They created various strategies and activities to help pupil in

improving their reading and spelling, and one of it was word shape strategy. The aim

of this programme was to aid pupils with literacy difficulties which at the end they

will achieve a rapid success rate, practical and enjoyed by the pupils. Bouma and

Bouwhus (1979) discussed the role of “global word shape” in his word recognition

experiment conducted in 1973. Theories of Bouma shape became popular in word

recognition, suggesting people to recognize words from the shape the letters make in

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a group relative to each other. The theory holds that a novel Bouma shape created by

changing the lower-case letters to upper-case hinders a person’s recall ability.

Meanwhile Manuel Perea and Eva Rosa (2002) in their research focus on to analyze

the impact of outline shape on visual word recognition, the visual pattern of the

stimuli can be distorted by size alternation. It was also agreed by Sayeski (2011) in

his research that he acknowledged the use of lower case and uppercase letters that

affect the word recognition in pupils spelling word. It was said that word shape had

aid the pupils to recognize the letters to spell word correctly, which brought good

impact and affect towards pupils spelling development. At the end of the research, the

lower case and uppercase letters had widely used by all the children and they manage

to spell the word correctly without letting out any of the letters.

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2.0 ISSUE OF CONCERN

Spelling is a basic skill that pupils have to acquire in order for them to write the words

correctly in their written work. When pupils have limited knowledge in spelling, problem on

memory retention or lack of practice in spelling skill, the writing will be affected as they

have to write longer paragraphs when they are in level two. Hence, to ensuring spelling is

dealt with in the classroom, I felt that my pupils should be able to remember the spelling

correctly to later be able to use it in their writing. Thus, I came up with word shapes through

drilling through drilling through drilling technique which can be considered as a way to

improve my pupils spelling.

2.1 Problem Statement

A week’s experience in teaching English has led me to identify an issue, which was

my pupils’ difficulties in spelling words correctly. One of the factors is that the pupils

have limited knowledge in spelling as they were not aware of the importance of

spelling in their learning process. This is because spelling is not emphasized in the

class and as the result, the pupils were not made aware of their errors which became

fossilized errors. For me, pupils should be alerted about their spelling. If they made

an error in spelling for the first time, then it will be considered as learning process.

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 However, if they repeat the same error, it shows that they never learn and got nothing

throughout the learning process. This will invariably affect the pupils’ writing skill

and grade in their academic performance.

Besides that, pupils tend to make mistakes in spelling as they have problems in

memory retention. They could not remember the spelling of the words correctly after

some time. According to Sprinthall & Sprinthall (1994), they believed that the major

reason pupils always misspell is because of their inability to retrieve information,

which is called forgetting as it is a part of remembering. I could say that this has

happened because of the lack of exposure to spelling activities and there are no

feedback given regarding that matter. Thus, to ensure that the pupils do better in their

spelling, sufficient practice and drilling are needed as they will help pupils to

remember the input given to them better and learn from their mistakes. Furthermore,

feedback should be given to pupils for them to realize their errors and improve on

their mistakes.

2.2 Preliminary investigation

2.2.1 Diagnostic Test

I carried out the diagnostic test while conducting my writing lesson. During the

lesson, I asked the pupils to write 5 simple sentences in order to identify the

problem that the pupils are facing in learning English language especially when

comes to writing skill. From the test, I had clarified that my pupils have ability to

write and have some ideas but they have problem with spelling. The words that

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 they were not be able to spell correctly is high frequency words which they had

learnt as the words are being used in the textbooks.

2.2.2 Interview

I did an unstructured interview session with the English teacher of 4 Ixora.

According to him, he did not focus on spelling part as it is not important skill in

learning English. If the pupils made spelling mistake, he just corrected the

mistakes by himself and did not emphasized it when he came to the class. He did

not ask the pupils to make correction on the spelling errors that they have done.

Thus, the pupils did not know what actually their problem is as when they got the

book, they just put it in their bag. They did not check their books as the teacher

did not mentioned anything about their mistakes. So the pupils thought that they

have no problem in learning English language especially spelling.

2.3 Analysis of Preliminary Investigation

2.3.1 Diagnostic Test

From the test, I found that the pupils have ability to write and has some ideas but

they have problems with spelling. The spelling problems is about familiar words

that the pupils might familiar with such as ‘beautiful’, ‘colours’, ‘jeans’ and

‘because’ as the words are being used in their textbooks. Most of them were

unable to spell those words correctly when they were using it to construct their

sentences. From that, I had identified the problems of the pupils which they are

unable to spell common words that they familiar with.

2.3.2 Interview

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 From the interview session, I could conclude that the teacher did not emphasize or

teach the pupils on spelling appropriately. The teacher merely corrected the

spelling mistakes done by pupils in their workbooks. There is no feedback on

spelling and led the pupils to not get proper feedback regarding of their spelling

mistakes. Because of that, they did not know whether they did their work properly

or not.

2.4 Criteria of Selection

2.4.1 Workability

The intervention was only workable during relief classes as I had to focus on my

lesson during class times. This was because the intervention that was only meant

to be carried out for 8 pupils, and it was difficult to collect data if the intervention

was carried out during the lesson in the classroom. The intervention had to be

carried out individually as the main concern was to improve pupils’ spelling

errors by remembering the correct spelling of the words. Hence, the time taken for

the intervention to be done was approximately 60 minutes to 90 minutes. Thus,

there would be time for me to give input and practice about the spelling to the

pupils while implementing the intervention.

2.4.2 Significance

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The research was important and significant especially to the pupils of 4 Ixora in

the school. Without adequate knowledge on spelling, the pupils would not be able

to spell the words correctly at all. Besides that, the research was significant

because the pupils would use spelling in their written work and during

examination. In the examination for English subject, there is a for information

transfer. If the pupils misspell the words, they would not get any marks for that

session. It will be of waste of marks, as that part is the easiest part in the

examination paper and the pupils will get full mark easily.

2.4.3 Practical

The intervention that was carried out required minimum space as the teacher will

use the class to carry out the intervention. This was because teacher needed table

for the pupils to do the intervention. Furthermore, the material that were being

used during the intervention were simple; A4 papers, pencils and glues. Hence, it

did not burden both teacher and pupils.

2.4.4 Control

When carrying out the intervention, I have controlled the contents which I have

intended for my pupils to remember, and materials that I wanted to use for my

intervention.

2.4.5 Collaboration

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 In order to ensure that the implementation of the intervention would run smoothly

and effectively, I have collaborated with the school management closely as they

knew what was going on. Besides that, I have collaborated with the class teacher

and English teacher for 4 Ixora in order to get information about the pupils and

their background. Without collaborating with the school management and the

teachers in the school, it could be difficult for me to get the necessary information

of the pupils and implement the intervention as I would carry out the intervention

during relief classes’ time. Thus, I have gotten permission from the school and

other teachers in order to ensure that the intervention process run effectively and

systematic.

2.4.6 Relevance to school

The research was relevant to the school as the English teachers could use this

intervention to improve their pupils’ problem in English spelling. If the

intervention worked successfully, it would help the teachers in reducing the

quantity of pupils who have problems with spelling skill.

2.5 Definition of term

Due to difficulty in spelling of certain words, I used word shapes through drilling through

drilling as my intervention to improve my pupils’ problems in that area. For this research,

in order to make sure the use of word shapes through drilling through drilling work

effectively, I used drilling to retain the pupils’ memory of the word shapes through

drilling through drilling to improve their spelling. This is because spelling is about

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practice and memorization. Without good practice and memorization, the ability to

retrieve the input from the memory is lower. Therefore, the use of word shapes through

drilling through drilling in improving spelling errors is related to drilling and

memorization.

2.5.1 Drilling

Drilling has been considered as stimulus-response nature and repetitive practice

they provide. This kind of approach is also considered as behaviourist learning

theory. Drilling and repetition are considered as a method to instill second

language learners’ behavior pattern. Furthermore, in the teaching and learning

process which applied behaviourism theory, drilling or repetition is being

emphasized the most. According to Harmer (2007), he believed that repetition is

very efficient in helping pupils “to transfer knowledge from their short term to

long-term memories”. Therefore, the more the pupils encounter the drilling

process, the higher the opportunity for them to remember and they might be able

to use it more often.

According to Ray (1969), she claimed that drilling should be fun so that the pupils

will emerge themselves in the learning process. To make the drill technique

enjoyable and successful, I should make the drill technique contextualized,

situational and interesting. This is because, I believed that drilling should be

meaningful so that it can help the pupils to understand and use their new

knowledge effectively. Furthermore, the use of word shapes through drilling

through drilling through drilling would help the drilling becomes more

remarkable as it can help to motivate the pupils to learn and willingly to

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participate during the lesson as pupils would benefit from participating in learning

activities to support the understanding and use of visual strategies to help them

identify whether a word ‘looks right’. Furthermore, pupils had to be more careful

while attending the word shapes through drilling through drilling through drilling

technique to show the correct height for each letter.

2.5.2 Memorization

In order to help the pupils to be able to restore their memory in long term

memory, teacher should come out with meaningful and effective drilling tool or

aid which will help the pupils to improve their memory in learning especially

spelling. The use word shapes through drilling through drilling will help the

pupils to retain the information given in long term memory as they kept repeat the

same pattern frequently. The use of word shapes through drilling through drilling

are to avoid my pupils from forgetting the previous words and new words that

being learned throughout the intervention. This is because forgetting is a part of

remembering. According to Sprinthall & Sprinthall (1994), forgetting is defined

as the ability to retrieve information. The reason of forgetting is decay which is

the passive loss of memory due to inactivity or lack of rehearsal. Therefore, the

use of word shapes through drilling through drilling is important in teaching

spelling in order to make the pupils learn well and restore the knowledge in their

long term memory.

2.5.3 Visual Configuration clues

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Visual configuration clues are whole word clues by which associations are made

between the shape, visual features of the words or letters. One of the visual

configuration clues that I used for my intervention to improve spelling errors

among pupils was using word shapes through drilling through drilling technique.

This was because the pupils had to remember the outline of the word shapes

through drilling through drilling in order to spell correctly as it would help the

pupils to recognize the use of tall letters and letters that go down below the

bottom line. Thus, the use of word shapes through drilling through drilling would

help the pupils to improve their spelling of words.

The use of word shapes through drilling through drilling is good for visual

learners as pupils are learning best by seeing information as mentioned by Fliess,

(2009), when the visual learners can see the input clearly, the tendency for them

to remember the input is higher than when they are listening to it as they are good

in reading and writing.

Furthermore, the use of word shapes through drilling through drilling was related

to memorization and drilling as the pupils had to remember the spelling of each

word through the shapes of the words and repeat them for several time. This is

because repeating is still a great memory aid as each new object is added, the old

objects are repeated. Therefore the use of word shapes through drilling through

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 drilling are necessary to ensure that pupils do not repeat same mistakes again and

again.

3.0 RESEARCH QUESTION

3.1 Research Aim

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 The aim of this research is to identify the whether the use of word shapes through

drilling through drilling will help the Year 4 Ixora participants to improve in their

spelling.

3.2 General Objective

The main objective of this research is to help participants in spelling words that they

are familiar with correctly and to improve spelling mistakes by using word shapes

through drilling through drilling.

3.3 Specific Objective

To know whether the use of word shapes through drilling through drilling will help

the participants to spell words correctly.

3.4 Research Questions

 Does the use of word shapes through drilling help to improve participants’

spelling?

 How does the word shapes through drilling help to improve participants’

spelling skill?

4.0 PARTICIPANTS

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In this chapter, I would discuss about the participants and provide brief explanation about the

school and the class before I discussed about my selected participants for my research.

4.1 The school

Sekolah Kebangsaan Cochrane is located at Jalan Shahbandar, Kuala Lumpur which

is considered to be an urban area as it is in area of Kuala Lumpur. Even though the

school is considered to be in an urban area, the participants at the school did not

really perform well as urban participants should be. There were 5 classes for each

year and the range is from excellent classes to low proficiency classes.

4.1 The class

The participants’ class were Year 4 Ixora which was mixed-ability class. The

enrolment for this class was 32 participants which 25 of them were male and the rest

of 7 were female. Among 32 pupils, I only chose 8 of them as they were the weakest

among the pupils in the class. The participants that I chose were considered as low-

proficiency pupils as they did not really use English in the classroom frequently.

Furthermore, the participants would wait for me to translate my instructions in Malay

during the lesson. They seemed to be interested during my class and would participate

actively if I speak to them in Malay. If not, they would keep on asking me the same

question until I gave up and use Malay as medium of instruction in the class. Most of

them seemed to have the ideas in mind but they were reluctant to express them during

the class until I said to them to share about it in Malay.

4.2 The participants

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For my research, I selected the participants based on the diagnostic test that I carried

out with them in order to find out my participants’ problem in learning English

language. From the diagnostic test, I found out that my selected participants had

problem in spelling words that they used in their daily lives and I had selected eight

participants based on that test. This action research is focusing on participants’ ability

in spelling words correctly. Therefore, I had detected these eight participants with the

specified problem and I had carried out intervention with them.

No Participants Races Ag Gender Proficienc Socio- Diagnostic

. e y level economic Test
status (SES)

1. Pupil 1 Malay 10 Female Average Average C

2. Pupil 2 Malay 10 Female Low Average C

3. Pupil 3 Malay 10 Male Average Average D

4. Pupil 4 Malay 10 Male Low Average D

5. Pupil 5 Malay 10 Male Average Average D

6. Pupil 6 Indian 10 Male Average Average C

7. Pupil 7 Malay 10 Male Low Average C

8. Pupil 8 Malay 10 Female Low Average C

Table 1: General details of target participants.

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In term of socio-economic background, according to Rusli Md Zain (1998), (as cited

in Budaya dan Pembelajaran, 2013), mentioned that there is positive relationship

between academic achievement with socioeconomic status of the parents. Out of 32

participants in my class, these selected participants are coming from lower to

average economic status which preclude them to have extra tuition class outside of

the school as their parents are not affordable to do so. For me, I have no problems

with them in the class as they are good participants which diligent and willing to

learn even they have poor command in English. They are not really good in English

due to the lack of proficiency. From that, it shows that socio-economic status really

has an effect participants’ achievement in study.

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5.0 ACTION

Model of Action Research

Figure 1.0 Kurt Lewins’ Model on Action Research Process

According to Smith, (2007), Kurt Lewins’ model depicts an action research spiral, which

includes fact finding, taking action, evaluating, and amending the plan before moving into a

second action step. Cycle can be devised depending on the data that I will be collecting at the

end of the research. The six steps mentioned in Kurt Lewin’s model will be used to conduct the

plan of action of the issue that I want to investigate which is spelling errors.

The first step mentioned in the model is identifying a general or initial idea. In this step,

researcher has to find the initial idea that is appropriate to be investigated for his research. In

order to identify the idea, the researcher can carry out some tests like diagnostic test in order to

know the idea is appropriate or not for his research. Next, fact finding which researcher at this

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stage do preliminary investigation regarding to the initial idea that he already found out earlier in

order to make the idea more valid and reliable. Then, planning stage which researcher plans an

appropriate intervention to help to improve on the problem that he had. During this stage, the

researcher has to clearly plan what, when and how he wants to implement his intervention. After

that, action stage when the researcher implements his intervention in order to help the

participants improve on their problems. Next, evaluation phase where the researcher evaluate

whether the intervention that he implemented is working or not to help his participants’ problem.

If not, the researcher has to come out with amended plan to improve on his intervention for the

next step. Necessary adjustments will be decided during this phase and if there is adjustment, a

second action step will be carried out.

5.1 Cycle 1

The plan of action on the use of word shapes through drilling through drilling as an

intervention to improve participants’ spelling errors will be conducted by using number of

steps. These steps will be clearly outlined in order to show the effectiveness of using this

intervention to improve participants’ spelling errors. This intervention had been carried

out on 8 participants from the same class during the class and relieve classes. During the

implementation of the intervention, I mainly looked into a number of steps:

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 STAGE STEPS
Identifying a In order to identify the idea, I had conducted diagnostic test. The test is
general or carried out in order to know what the participants’ problem when learning
initial idea. English language is. After I identified the problem, I gathered information
regarding the problem.
Reconnaissance This is phase where I gathered as much as possible information about the
or fact finding participants from their room teacher and English class teacher to clarify the
problem that I had identified earlier.
Planning I planned an intervention that I thought would helped my participants to
improve their problems in spelling. After I identified the intervention that I
wanted to carry out to help my participants, I planned to go about it. I
planned to introduce the words that they had problem with as to familiarize
them with it. I divided the words into three session which 3 words for session
1, then another 3 words for session 2 and 4 words for session 3. This is
because I did not want to burden my participants to remember all the words
in one time as they had problem with memory retention. So, I had to adhere
with their needs. After that, I planned to introduce the word shape as it
would work as my intervention to help my participants with their problem.
Then, after they were familiar with the word shape, I asked them to come out
with their own word shape when I read out the words. Next, they had to fill
in the letters in the boxes and spelled it out loudly in front of me before I
gave them assessment after each session.
Take first action I showed the words that the participants have problems at throughout the
step lesson for one month. The objective of showing the words is to familiarize
the participants with the words first before they start to learn how to spell.
The words that I focused on during the intervention were ‘because’,
‘design’, ‘beautiful’, ‘curious’, ‘jeans’, ‘healthy’, ‘success’, ‘colour’, ‘shoes’
and ‘dress’. To get the participants familiar with the words, they need to
know the letters of each words so that they know how to spell them correctly
later by using word shapes through drilling through drilling. I introduced the
type of case shape by using manila card. The objective is to make the

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 participants recognize the function of case shape. Then, I introduced the
letters that belong to each shape. Participants have to remember the letters
that belong to any shape because it will help them later when they are doing
spelling activity. After introduced the letters of each shape, I gave a piece of
paper to each student and they have to come out with the word shapes
through drilling through drilling without any letters in it as I mentioned out
the words that they had been introduced earlier. The participants have to
draw the word shapes through drilling through drilling and fill in the letters
of each word for three times in order to make the participants familiar with
the use word shapes through drilling through drilling and the spelling of each
word. Then, I called out one by one student to fill in the letters into the
correct shapes. It is to help the participants from get confused of letters to
spell later on. The participants had to name the letters of each word while
they were writing in order to make the participants to remember the spelling
and the sequence of the letters in each word while they were doing the word
shapes through drilling through drilling activity. After that, I asked them to
write the spelling of the words without the use of word shapes through
drilling through drilling. This is to recall the participants’ memory after some
practices going on before. This step of action is to indicate the effectiveness
on the use of the word shapes through drilling through drilling to improve
participants’ spelling problems especially the sequence of letters of each
word. These steps are repeated during Session 2 and 3.
Evaluation Based on the result of my intervention in Cycle 1, I found out that there were
few strengths and weaknesses that should be addressed to improve my
research. In term of result, the intervention shown positive outcome as the
participant showed improvement in their spelling skill. Out of 8 participants,
5 of them showed good improvement while the other 3 showed slightly
improvement which was still good for me as long as there is improvement
From the assessment after each session, I could conclude that my
participants were progressed positively as they undergone a lot of drilling
during the sessions. It shows that drilling really helps the participants to spell

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better as they undergone the same thing for several times which help them to
memorize the sequence of each word better.

Apart from that, there was also weaknesses that required some attention
during the intervention. During the post-test, I did not give much time for
participants to really think whether the spelling is right or wrong because of
the time constraint. I could not be able to do my intervention after school
time as my selected participants had to go for evening class (religious class).
Thus, I used relieved class to do my post-test with my participants. I tend to
rush them to spell the words as I took other teacher’s time. For me, it is
unfair for my participants as they should give some time to think whether the
spelling is right or not as they have problem with memory retention.

Furthermore, I had insufficient data for cycle 1 as the checklist that I

prepared is not able to help me to answer my second research question. This
is because the checklist that I prepared basically was about the behaviours of
the participants during the intervention process. There was no criteria about
intervention process which is about the use of word shapes through drilling
through drilling as drilling process. Thus, I plan to improvise my observation
checklist for cycle 2 by adding remarks in the checklist.

Table 2: Plan of Intervention for cycle 1.

26
5.2 Cycle 2

STAGE STEPS
Amended plan To improve on my Cycle 1 for Cycle 2, what I plan to do is to try and reduce
the process of drilling and to just let the participants work on their own. As I
mentioned earlier, the participants showed good improvement in spelling
correctly when I used a lot of drilling with them in order to make them
remember the words better. For Cycle 2, I just drill them for several time
(orally) not as much as in Cycle 1 which the drilling process was carried out
in term of written and spoken. This time, I plan to give them empty word
shapes through drilling through drilling and they have to fill in the letters for
each word based on the word shapes through drilling through drilling
provided to them. This is because I want to see whether the participant are
able to remember the spelling of words correctly based on the word shapes
through drilling through drilling given to them. At the same time I want to
see whether they are able to show the same or better progress in their
spelling. This means the participants will have to rely on their memory of the
spelling of each word at the beginning of each session when they are
completing the task that given to them later. The teacher will act as
facilitator during the secong intervention.
Planning I planned to modify my intervention in order to help my participants to be
better in spelling during my Cycle 2. For my Cycle 2, the words would be
different. I used 5 words from Cycle 1 which some participants still had
problem to remember it, then, I added on another 5 words which I took out
from the word lists in Document Standard for Year 4. The words that I
focused on during the intervention were ‘because’, ‘clothes’, ‘beautiful’,
‘curious’, ‘birthday’, ‘pretend’, ‘success’, ‘programme’, ‘shoes’ and
‘together’. I divided the words into three session which 4 words for session
1, then another 3 words for session 2 and 3 words for session 3. Furthermore,
I improvised my intervention by giving the empty word shapes through

27
 drilling through drilling to my participants and letters for them to fill in on
the boxes while completing the task that I gave to them. The objective is to
know whether the participants are able to remember the word that matched
with the empty word shapes through drilling through drilling that I already
prepared for them. Then, they had to fill in the letters that I prepared for
them in the empty word shapes through drilling through drilling. Again, they
had to name the letters of each word while they were writing in order to
make the participants to remember the spelling and the sequence of the
letters in each word while they were doing the word shapes through drilling
through drilling activity. After that, I asked them to write the spelling of the
words without the use of word shapes through drilling through drilling. This
is to recall the participants’ memory after some practices going on before.
Then, after each session, I gave them spelling test on the words that had
introduced to them in order to see their progress. Before I carried out my
second cycle, I carried out another pre-test with my participants as I used
different words for this cycle.
Take second For session 1, I introduced 4 words for the participants to learn at that time. I
action step wrote the words on the board and I asked 4 participants to come out with the
word shapes through drilling through drilling beside each word. I want to
test their memory regarding the word shapes through drilling through drilling
I already introduced to them during Cycle 1. Then, I erased the words and
asked another 4 participants to fill in the letters into the empty word shapes
through drilling through drilling. After I satisfied, I erased the words and
word shapes through drilling through drilling on the board. Then I gave out
the empty word shapes through drilling through drilling to my participants
with an envelope consisted of letters that they would use to fill into the
empty shapes. I gave them some time to complete the task. After they
completed the task, I gave them test on the words that I introduced earlier.
For session 2, I introduced 4 words for the participants to learn at that time. I
wrote the words on the board and I asked 4 participants to come out with the
word shapes through drilling through drilling beside each word. Then, I

28
 erased the words and asked another 4 participants to fill in the letters into the
empty word shapes through drilling through drilling. After I satisfied, I
erased the words and word shapes through drilling through drilling on the
board. Then I gave out the empty word shapes through drilling through
drilling to my participants with an envelope consisted of letters that they
would use to fill into the empty shapes. I gave them some time to complete
the task. After they completed the task, I gave them test on the words that I
introduced during Session 1 and 2. It gone same for session 3. The difference
is during the test as I assessed them for 10 words as they already completed
all the session. Then, have them post-test the day after
Evaluation After conducting Cycle 2 of my research, the outcome showed that some
encouraging result as all the participants were able to spell the problematic
words from Cycle 2 correctly even without too much drilling process as they
already be able to remember the word shapes through drilling through
drilling of each word that I introduced at the beginning of each session in
this cycle. They were also able to spell the new words correctly. Only one
particular student who not able to get full mark for post-test result. Yet, I still
satisfied as the participants were able to spell the problematic words that
they already encountered in Cycle 1. This is because the objective of second
intervention is to see the weakness in Cycle 1 is improved or not. The used
of 5 new words is only to give fair treatment to other participant who already
able to get full marks of post-test result in Cycle 1. It was reasonable to say
that the participants showed positive improvement where all of them were
able to spell the problematic words correctly plus the new words. This fact
was further validated by using the pre and post test results, formative
assessment and teacher’s journal.

Table 3: Plan of Intervention for Cycle 2.

29
6.0 DATA GATHERING METHODS AND ANALYSIS

I would focus on collecting quantitative and qualitative data when conducting the research.

6.1 Data gathering methods

Data collecting methods that I would use to collect data during the implementation of

intervention are test, observation checklist and teacher’s journal.

6.1.1 Test

Cycle 1

Pre-test

The use of pre-test is to see participants’ ability to spell selected words based on the

diagnostic test. The words that being selected were not discussed by the teacher after

the diagnostic test in order to see participants’ ability to spell those words during

pre-test. This pre-test had been carried out before the implementation of intervention

in order to ensure that the words that being chosen are valid to be used by using the

implementation.

Post-test

The post-test had been carried out after the implementation of intervention to see any

improvements before and after implementation of intervention. The post-test had

been included the 10 words that being tested during the pre-test.

30
Cycle 2

Pre-test

For Cycle 2, I conducted another pre-test instead of using the result of post-test in

Cycle 1 because I wanted to focus on the problematic words that my participants

had problem to spell correctly during Cycle 1. I also added on another 5 new words

to be fair for participants who were able to get 100% for Cycle 1. However, when

conducted the pre-test, I found out that the 5 participants who were able to spell the

problematic words in Cycle 1 were unable to do so during Cycle 2 except for one

word which is “shoes”. Thus, my plan to use the 5 problematic words and another 5

news words are appropriate as all the participants had problem to spell the words

correctly. I conducted the test without the use of my intervention.

Post-test

The post-test had been carried out after the implementation of intervention to see

any improvements before and after implementation of intervention. The post-test

had been included the 10 words that being tested during the pre-test.

As a conclusion, the pre-test and post-test that I carried out for Cycle 1 and 2 were

same in nature. The difference is that I used only 5 problematic words in Cycle 1

and added on another 5 words for Cycle 2.

31
Formative Test

Formative tests are those assessment that are administered during instruction, for

the purposes of determining what sort of adjustments should be made to that

instruction while it is still ongoing (Mertler, 2003). For my research, I used

formative test after each session of intervention process is to see my participants’

progression from one session to another session as I divided my spelling words into

sessions. This is because I did not want to burden my participants as I knew that

they had problem with memory retention.

Formative test (Cycle 1)

For formative test, I tested only 3 words for session 1, another 3 words in session 2

and 4 words for session 3. I started with 3 words first as I did not want to burden

my participants to remember all the words in one time as they had problem with

memory retention. So, I had to adhere with their needs. I divided the words by

session as I wanted to see the progression of my participants after each session.

Formative test (Cycle 2)

For formative test in this cycle, I tested only 4 words for session 1, another 3 words

in session 2 and 3 words for session 3. I divided the words by session as I wanted to

see the progression of my participants after each session. I started with 4 words this

time because the participants already knew the words as I already introduced them

in Cycle 1. Thus, I thought it would not be a big problem for my participants as I

also had drilled the words at the beginning of the session in order to see whether

32
they still remember the spelling of the words and the word shapes through drilling

through drilling or not.

As a conclusion, I carried out the formative tests after each session for Cycle 1 and

2. The use of the formative test is to see participants’ progression after each level.

The difference is the numbers of words that I used for each session for Cycle 1 and

2.

6.1.2 Observation Checklist

Observation is an on-going process to see the participants’ progress during the

intervention and to see the effectiveness of the suggested intervention on

participants’ improvements in spelling. For my research, I used observation

checklist as it consists a list of behaviour, characteristics, skills or other entities that

a researcher is interested in investigating (Johnson, 2008; Leedy & Ormrod, 2005).

Furthermore, I used checklist as it is quicker for me to use than surveys and rating

scales.

Cycle 1

One of the way that I did while implementing the intervention, I prepared the

checklist that consists of criteria that I wanted to evaluate while implementing the

intervention for my participants. This checklist would be evaluated by my partner.

From that I could see my participants’ progress in their spelling skill. However, the

33
 checklist that I prepared is not enough to answer my research questions as it just

gave me yes and no answers.

Cycle 2

I prepared another checklist with remarks for Cycle 2 and I would be the person that

would fill in the remarks based on the criteria given.

6.1.3 Teacher’s journal

Teacher’s journal is written right after all the session are done as the steps of my

intervention are same except the words of each session. This method was chosen

as one of the gathering methods as I could use it to jot down some details that I

observed during the sessions. Besides that, the journal would help me to identify

the emerging issues or pattern that occurred quite often throughout the three

session. Besides that, teacher’s journal provide the teachers with the opportunity

to maintain narrative accounts of their professional reflections on practice.

According to Mills, (2011), journals become on-going attempt for the teachers as

they being used systematically to reflect on their practice. Journals also

considered as a unique and powerful voice of the teachers (Mills, 2011) by

reflecting not only observations but also the feelings and interpretations

associated with those observations.

6.2 Data Analysis Methods

This chapter is where I discussed how I analyzed my data collection.

6.2.1 Test

34
Pre-test and post-test (Cycle 1 and 2)

I analyzed the pre-test and post-test by measuring the number of words that the

participants were able to spell correctly. The use of these tests is to see any

improvements that shown by the participants before and after the implementation

of the intervention. The tests would be same in structure as the participants had

to spell the words that being pronounced by the teacher in the paper given by the

teacher.

Formative test (Cycle 1 and 2)

I analyzed the results for formative test based on the correct words that

participants were able to spell after each session. The result would be used to see

whether the participants had any progression in term of spelling after each

session.

6.2.2 Observation checklist.

Cycle 1 (refer Appendix A)

One of the way that I did while implementing the intervention, I prepared the

checklist that consists of criteria that I wanted to evaluate while implementing

the intervention for my participants. This checklist would be evaluated by my

partner. From that I could see my participants’ progress in their spelling skill.

Then, I would tabulate the data and present it in the table form to see the

effectiveness of the intervention on participants.

Cycle 2 (refer Appendix B)

35
 I added on another criteria which is drilling process and remarks. I analyzed the

checklist based on the remarks that I wrote for each student after each session.

From the remarks I would come out with the emerging issues which could help

me to answer my research questions.

6.2.3 Teacher’s journal

Cycle 2

I analyzed the teacher’s journal based on the excerpts from the journal that I wrote

throughout the sessions. Based on the excerpts, I would give an explanation why the

participants behaved like that during the session. Then, from the excerpts and

explanation, I would come out with the emerging issues which could help me to

answer my research questions.

7.0 FINDINGS

In this chapter, I would show the findings of the intervention for both Cycle 1 and Cycle 2. The

results are shown in the form of tables to show the improvement the participant showed

throughout the intervention process. There are also excerpts from the observation checklist and

teacher’s journal that I conducted to further support the validity of the research.

7.1. Tests

36
7.1.1 Pre-test and post-test

The results are shown in the form of tables to show the improvement the

participant showed throughout the intervention process. The marks are

translated into percentage to allow for better analysis of the results.

Cycle 1

Table 4

Pre and Post test result for Cycle 1

Differences between pre-

Pre-test result Post-test result test and post-test

Participants

Marks Percentage Marks Percentage Marks Percentage

( /10) (%) ( /10) (%) (%)

Pupil 1 1 10 10 100 +9 90

Pupil 2 1 10 10 100 +9 90

Pupil 3 2 20 8 80 +6 60

Pupil 4 3 30 6 60 +3 30

Pupil 5 4 40 10 10 +6 60

Pupil 6 4 40 9 90 +5 50

Pupil 7 5 50 10 100 +5 50

37
Pupil 8 5 50 10 100 +5 50
Table 4 shows the comparison of participants in pre and post test results. The results

show an improvement in participants’ spelling. The pre and post-test required the

participants to spell 10 words that being pronounced by the teacher. During the

pre-test, no participant was able to score full marks while in the post-test, 5 out of

8 participants were able to score full marks (10 correct spelling). The highest mark

for pre-test was 5 while the lowest scored was 1 mark. Meanwhile, for the post-test

result, the highest mark was 10 and the lowest one was 6 which shows that the

participants were improving in their ability to spell correctly. It also shows that my

intervention is worked and drilling process helps the participants to remember the

spelling sequence better for each words. The results indicated that the

implementation of word shapes through drilling through drilling through drilling

was effective in improving my participants’ spelling.

Table 5

Level of progression

Level of progression Number of participants Percentage (%)

Progress 8 100

No progress 0 0

Regress 0 0

Table 5 shows the level of progression among all participants. From the result, it

shows that all the participants were progressed well in their post-test compared to

pre-test results. Hence, this also indicated that although the implementation of the

word shapes through drilling through drilling through drilling in Cycle 1 was

38
effective, the effect that it left on pupils in remembering correct spelling was not

enough. In brief, the level of progression of word shapes through drilling through

drilling through drilling was not enough to show that the pupils were improved in

their spelling. Hence, improvements were made in improving the spelling errors

made by pupils in the next cycle.

Cycle 2

Table 6

Pre and Post test result for Cycle 2

Differences between
Pre-test result Post-test result pre-test and post-test

Participant
s Marks Percentage Marks Percentage Marks Percentage
( /10) (%) ( /10) (%) (%)

Pupil 1 6 60 10 100 +4 40

Pupil 2 5 50 10 100 +5 50

Pupil 3 3 30 10 100 +7 70

Pupil 4 2 20 10 100 +8 80

Pupil 5 4 40 10 100 +6 60

Pupil 6 7 70 10 100 +3 30

Pupil 7 4 40 10 100 +6 40

39
 Pupil 8 5 50 9 90 +4 40

Table 6 shows the comparison of participants in pre and post test results. The

results show an improvement in participants’ spelling. The pre and post-test

required the participants to spell 8 words that being pronounced by the teacher.

During the pre-test, no participant was able to score full marks while in the post-

test, 7 out of 8 participants were able to score full marks (10 correct spelling). The

highest mark for pre-test was 7 while the lowest scored was 2 marks. Meanwhile,

for the post-test result, the highest mark was 10 and the lowest one was 9 which

shows that the participants were improving in their ability to spell correctly. It also

shows that my intervention is worked and drilling process helps the participants to

remember the spelling sequence better for each words. This showed that

improvements made managed to help the pupils to overcome their weakness in

improving their spelling in Cycle 1. Thus, this indicated that 100% of the pupils

managed to improve their spelling in Cycle 2. The results indicated that word

shapes through drilling through drilling through drilling implementation with

hands-on activity, active involvement and pupils’ collaboration in learning were

effective for all pupils in improving spelling errors made by them.

Table 7

Level of progression

Level of progression Number of Percentage (%)

participants

Progress 8 100

No progress 0 0 40

Regress 0 0
Table 7 shows the level of progression among all participants. From the result, it

shows that all the participants were progressed well in their post-test compared to

pre-test results. Hence, this also indicated that the implementation of the word

shapes through drilling through drilling through drilling with hands-on activity in

Cycle 2 was effective, the effect that it left on pupils in remembering correct

spelling was good.

41
7.1.2 Formative test

The results are shown in the form of tablets to show the progression of the

participant showed throughout the intervention process. The marks are translated

into percentage to allow for better analysis of the results.

Cycle 1

Table 8

Formative test

NO PUPILS SESSION 1 SESSION 2 SESSION 3

Marks Percentage Marks Percentage Marks Percentage
( /3) (%) ( /6) (%) ( /10) (%)
1. Pupil 1 3/3 100 6/6 100 10/10 100

2. Pupil 2 3/3 100 6/6 100 9/10 90

3. Pupil 3 2/3 66.7 6/6 100 9/10 90

4. Pupil 4 3/3 100 6/6 100 5/10 50

5. Pupil 5 3/3 100 6/6 100 9/10 90

6 Pupil 6 3/3 100 6/6 100 8/10 80

7. Pupil 7 3/3 100 6/6 100 10/10 100

8. Pupil 8 3/3 100 6/6 100 9/10 90

Table 8 shows the comparison of participants’ results on formative tests. The

results shows the progression of participants’ spelling after each session. The

formative test required the participants to spell 3 words for session 1, 3 words in

session 1 plus 3 words in session 2, and 6 words from session 1 and 4 words

from session 3 that being pronounced by the teacher. During session 1, all the

participant were able to score full marks (3 correct spelling) except one while in
42
 the session 3, 2 out of 8 participants were able to score full marks (10 correct

spelling). The highest mark for session 3 was 10 while the lowest scored was 5

marks. It shows that after 3 sessions, only 2 participants were able to spell the

10 words correctly while the others were still struggling to spell the words

correctly. However, from the results I could conclude that all the participants

had showed positive progression as they were able to get 80% and above except

one participants. It also shows that the implemented of intervention of Cycle 1

was not really effective in improving pupils in their spelling.

Cycle 2

Table 9

Formative test

NO PARTICIPANTS SESSION 1 SESSION 2 SESSION 3

/WORDS Marks Percentage Marks Percentage Marks Percentage
( /4) (%) ( /7) (%) ( /10) (%)
1. Pupil 1 4/4 100 7/7 100 10/10 100

2. Pupil 2 4/4 100 7/7 100 10/10 100

3. Pupil 3 4/4 100 7/7 100 1010 100

4. Pupil 4 4/4 100 7/7 100 10/10 100

5. Pupil 5 4/4 100 7/7 100 10/10 100

6 Pupil 6 4/4 100 6/7 85.7 10/10 100

7. Pupil 7 4/4 100 7/7 100 10/10 100

8. Pupil 8 4/4 100 7/7 100 10/10 100

Table 9 shows the comparison of participants’ results on formative tests. The

results shows the progression of participants’ spelling after each session. The

43
 formative test required the participants to spell 4 words for session 1, 4 words in

session 1 plus 3 words in session 2, and 7 words from session 1 and 3 words from

session 3 that being pronounced by the teacher. During session 2, all the

participant were able to score full marks (7 correct spelling) except one while in

the session 3, all the participants were able to score full marks (10 correct

spelling). The highest mark for session 3 was 10 and there is no lowest mark. It

shows that after 3 sessions, all the participants showed positive progression as they

were able to spell the 10 words correctly after used the intervention prepared for

them to improve on their spelling.

7.2 Observation checklist

This observation checklist has used during Cycle 1 which consisted only Yes, Sometimes

and No answers. I used this method to know whether my pupils achieved the criteria that

I prepared in the observation checklist.

Cycle 1

Chart 1

The result of checklist scale

The results are shown in the form of chart to show the checklist scale of the

participant showed throughout the intervention process.

44
 8 8 8 8 8 8 8 8 8 8 8 8 8
8
7
7

6
5
5
4
4
3 3
3

2
1 1
1
00 00 0 00 00 00 00 00 00 00 00 00 00
0
Item 1 Item 2 Item 3 Item 4
Yes Sometimes No Yes2 Sometimes2
No2 Yes3 Sometimes3 No3

Chart 1 shows the comparison of participants’ behaviour and response of each

session throughout the intervention process. The results shows the progression of

participants’ behaviour and response of each session based on criteria given. For first

criteria, it shows that some participants were not be able to be independent to come

out with their own word shapes through drilling through drilling for session 1 while

there was no participants who were struggling for session 2. From that it shows that

45
the participants were not really comfortable with the intervention as they just used it

for the first time during session 1 and they were progressed well during session 3. For

item 2 to item 5, it shows that the participants are not have any struggling while do it

as there was a lot of drilling process while they were completing the task.

Cycle 2

Table 10

Issues that emerged from observation checklist Cycle 2

Issues Observable behaviour

Word shapes through drilling through Participants were excited to complete the
drilling arouse participants’ interest in activity given to them as they had something for
spelling. them to do beside writing like in the Cycle 1
The use of hands on activity of
word shapes through drilling
through drilling is able to aid
participants’ memory of the words
taught to them.
Participants show positive responses Every pupil is excited to complete the task
towards spelling activity. independently as they wanted to compete among
Participants are concentrated while themselves. Participants who were have
completing the task. problems in session 1 for Cycle 1 showed
Spelling activity (word shapes positive response and finished the task given
through drilling through drilling) earlier that other friends.
helps in enhancing participants'
learning.
Excited while completing the task
given by showing happy face and
competed among themselves.

46
Drilling of word shapes through drilling
through drilling helps to enhance
participants’ ability to spell the words
correctly.
Completing the task independently
Everyone was able to complete the task given to
them during the session well without much
guidance from the teacher. They were able to
complete the task independently as they already
going through drilling process at the beginning
of each session. Some finished the task earlier
as they wanted to compete among themselves.

Table 10 shows the participants’ behaviour and response of each session and the

effectiveness of drilling process on them throughout the intervention process.

Based on the table, it shows the emerging issues that could come out from the

remarks of each participant throughout the intervention process. I could conclude

that the participants were more excited and willingly to complete the task given to

them as they had hands on activity for them to do instead of writing the words for

several times in the Cycle 1. When they got the task, they were too excited and

wanted to complete among themselves during the session. The person who is able

to finish and get all the answers correct will be announced as a winner. Because of

that, even though the wanted to compete among themselves, they would make

sure that the product that they would produce would be good. From that, I found

out that my participants would be engaged on the task if it is hands on activity.

47
7.3 Teacher’s journal

This journal has been used to record pupils’ participation, reaction and attitudes during

the implementation of the intervention. I used this method for Cycle 2 to support my

observation checklist.

Cycle 2

Table 9

Excerpts from the journal and explanation for each excerpt

Cycle 2 Session 1, 2 and 3 (Journal- Appendix …..) Emerging issues

Excerpts I notice that when I give the empty word shapes through drilling Hands-on activity
from the through drilling and an envelope consists of letters to the participants, I arouse
journal can see the excited facial expression from them. They even asked me participants’
when to start the activity. interest in
Explanation The activity that I prepared for them might suit to their interest as it spelling.
was hands on activity which required them to find the letters in the
envelope and fill them into the empty word shapes through drilling
through drilling which is suitable to fit in. compared during first cycle,
the participants had to come out with their own word shapes through
drilling through drilling and copied it for several times and fill in the
letters by writing it in the word shapes through drilling through drilling

48
 and said out the letters. But this time, they said out the letters by
themselves as they had to find the letters in the envelope.
Excerpts I notice that the participants are concentrated while completing the task Participants show
from the as they are engaged with the task. They even want to compete among positive responses
journal themselves as they want to challenge themselves who can do better. towards spelling
They even laugh whenever they could not find the letters in the activity.
envelope. I can see the excited and enjoy facial expression of all the
participants while they are completing the task.
Explanation Participants show positive response towards the hands on activity that I
prepared for them. I could see their engagement while completing the
task and I could conclude the spelling activity helps in enhancing
participants’ learning. From that, I could conclude that the participants
were more active to participate in they are given hands on activity.
Compared to cycle 1, the participants were passive and looked like
being forced to complete the task given to them.
Excerpts I notice that the participants are able to complete the task by their own Drilling of word
from the without much guidance from me. I only help them to find the letters in shapes through
journal the envelope because I afraid that I did not prepare enough letters for drilling through
each pupil. drilling helps to
Explanation This happened because I gone through some drilling process regarding enhance
the spelling and word shapes through drilling through drilling at the participants’
beginning of each session with the participants. This is because I want ability to spell the
to make sure the participants have strong foundation before they did words correctly.
the task by their own. Independent
learning helps
participants’ in
memorization of
the words better.

Table 9 shows the explanation of excerpt that teacher wrote on the journal. In the

journal written by the teacher, there were some recurring scenarios that helped the

teacher in identifying the emerging issues in the research. For first issue, the

hands-on activity (word shapes through drilling through drilling) arouse

participants’ interest in spelling. This can be proven from the excerpt that I can

see the excited facial expression from them. They even asked me when to start the

activity. This shows that the activity that I prepared for them might suit to their

interest as it was hands on activity which required them to find the letters in the

envelope and fill them into the empty word shapes through drilling through

drilling which is suitable to fit in. compared during first cycle, the participants had

to come out with their own word shapes through drilling through drilling and

49
copied it for several times and fill in the letters by writing it in the word shapes

through drilling through drilling and said out the letters. The second issue is

participants show positive responses towards spelling activity. The participants

were concentrated while completing the task as they were engaged with the task.

They even wanted to compete among themselves as they wanted to challenge

themselves who can do better. From that it shows that the word shapes through

drilling through drilling activity helps to develop sense of achievement among the

participants as they reacted positively towards the activity prepared for them. The

third issue is drilling through word shapes through drilling through drilling helps

to enhance participants’ ability to spell the words correctly. This happened

because I gone through some drilling process regarding the spelling and word

shapes through drilling through drilling at the beginning of each session with the

participants.

Finally, independent learning helps participants’ in memorization of the words

better as they were able to complete the task that given to them on their own

without much guidance from me. This indicated that the used of word shapes

through drilling through drilling through drilling with hands-on activity helped in

enhancing pupils in their spelling. It also helped in engaging pupils while

completing the task given to them and motivated them in their learning.

50
8.0 CONCLUSION

This chapter discusses on general conclusion and the summary of findings in general. It also

reflects on the two cycles of this research as a whole for further improvement in any future

research.

8.1 Summary of findings

The objective of the research was to investigate whether the use of word shapes through

drilling through drilling help to improve pupils’ spelling ability. The data which I managed

to collect during the intervention process helped me to answer my research questions. From

the findings of pre and post-test and formative test of both cycles, it helped me to see my

participants’ improvement and progression can be clearly seen (refer chapter 7). Besides

51
using the tests, I also used excerpts from observation checklist and teacher’s journal for

helped me to answer my second question which is about the process of word shapes

through drilling through drilling that helps to improve pupils’ spelling. These data

collection methods had enabled me to see the effectiveness of my intervention on my

participants in helping them to improve their spelling throughout the intervention process.

RQ1: Does the use of word shapes through drilling through drilling help to improve

participants’ spelling?

This action research has indicated that word shapes through drilling through drilling did

actually help the participants to improve on their spelling ability as proven through the use

of methods like pre and post-tests. The findings from the tests actually provided with

concrete evidence as it is highlighted that all the participants showed some improvement

after the intervention which is their spelling ability. From the results of the post-test it

shows that the participants are getting better and the problematic ones have improved. It

means that the implementing of the intervention had worked well throughout the research

as the participants are able to improve in their spelling.

Furthermore, the results of formative tests has shown that word shapes through drilling

through drilling indeed help to improve participants’ spelling. Based on the results, it

shows that all the participants showed positive progression of each session that had

conducted during intervention process. There is some improvements of results in Cycle 2

as the strategy that being used during the intervention is more effective in term of

enhancing participants’ memory in spelling. The strategy that I used for Cycle 2 was about

hands-on activity which engaged the participants while completing the task that I gave to

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them. This could be supported by my observation checklist as hands-on activity arouse my

participants’ interest in spelling. From my observation, I could conclude that hands-on

activity led my participants to be independent while completing their task as it gave them

sense of achievement. According to Rutherford, (1993), “hands-on and learning by

experience are powerful ideas, and it helps in engaging participants actively and

thoughtfully in their studies pays off in better learning”. I agree with him as in my opinion,

participants in a hands-on activity will remember the material (letters) better, feel a sense of

accomplishment when the task is completed, and be able to transfer that experience easier

later in other learning situations. When more than one method of learning is accessed as in

hands-on learning, the information has a better chance of being stored on the memory for

useful retrieval. Thus, it is appropriate strategy that teacher can use for improving

participants’ problem in spelling as spelling required one to be able to remember the

sequence of the letters in a word correctly. Besides that, I also learnt that although hands-on

activity requires a great deal of preparation time, once it is develop, it makes the learning

process fun. If the participants are learning and having fun by doing it, it shows that my

strategy worked with them. After the intervention process, I could conclude that my

participants are able to recognize, remember and spell the words correctly. Thus, I could

conclude that hands-on learning has been shown to increase learning and achievement in

participants’ spelling based on the results in their formative tests.

In conclusion, pre-test, post-test and formative test that had been supported by observation

checklist showed that word shapes through drilling through drilling do help to improve

participants’ spelling ability.

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RQ 2: How does the word shapes through drilling through drilling help to improve

participants’ spelling skill?

To answer this question, I have to explain how the process of word shapes through drilling

through drilling help to improve participants’ spelling skill. Throughout the intervention

process, I could conclude that the process of word shapes through drilling through drilling

arouse participants’ interest in spelling. By using hands-on activity, the participants were

willingly wanted to participate during the intervention process as it encourages active

engagement. This is proven based on my observation of the participants’ behaviour towards

the intervention process. The participants were excited to complete the activity given to

them as they had something to do besides writing. Furthermore, participants show positive

responses towards spelling (word shapes through drilling through drilling) activity. From

my observation, I could conclude that the participants were concentrated while completing

the task. This is because when participants are involved in hands-on activities, they are

often more highly engaged. This type of engagement is visible as I as a teacher can observe

my participants’ involvement with the materials.

Besides that, from my observation and jot down journal, I could conclude that drilling

through word shapes through drilling through drilling helps to enhance participants’ ability

to spell the words correctly. Repetition is very efficient in helping participants “to transfer

knowledge from their short term to long-term memories” (Harmer, 2007). Therefore, the

more the participants encounter the drilling process, the higher the opportunity for them to

remember and they might be able to use it more often. Therefore, through my observation,

my participants were able to complete the task given to them independently as they already

going through drilling process at the beginning of each session. Because of the drilling

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process, my participants were able to complete the spelling (hands-on) activity that I gave

to them independently without much guidance from me. This is because the strategy

(hands-on activity) that I used with them supported by drilling process helps them in

spelling better. In my opinion, drilling is useful in helping participants to notice the correct

form of a word. Noticing is importance in spelling as it is an important stage in developing

language competence. Furthermore, the spelling activity (word shapes through drilling

through drilling) helps in enhancing participants’ learning as they were engaged while do

the task given to them. Participants have to engage while doing the spelling activity which

is hands-on activity regarding of word shapes through drilling through drilling as they have

to attend carefully to show the correct height for each letter. This is because the participants

would benefits from participating in spelling activity that prepared by the teacher to support

the understanding and use of visual strategy will help them to identify whether a word

“looks right”.

In conclusion, from my observation, it is clearly proven that the drilling process through

word shapes through drilling through drilling and the use of hands-on activity help to

improve participants’ ability to spell the word correctly. Drilling and hands-on activity also

help in enhancing participants’ learning as they make the participants to be independent,

increased their motivation to learn and aid participants’ memory of the words taught to

them. Because of those process, the participants are able to recognize, remember and spell

the words correctly.

8.2 Conclusion

From this action research, it could be concluded that word shapes through drilling through

drilling helped the participants to become better in their spelling. It could be concluded that

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the drilling process played a vital role as the participants showed improvement of each

session of intervention in order to be better in their spelling as that process helps to enhance

participants’ ability to spell the words correctly. After undergone lots of drilling process

during the intervention, I could concluded that my participants were able to complete their

task independently. They did not need much guidance from me to guide them while doing

their activity as they felt the sense of achievement when they were able to finish the task

first and get all correct answers.

Furthermore, the teacher was also helpful in getting the participants joined in the activity

especially through the use of hands-on activity during the intervention where the

participants were encouraged to participate during the activity. The use of hands-on activity

helps in enhancing participants’ learning as they were concentrated while completing the

task given to them. This was because the use of hands-on activity arouse participants’

interest in spelling as I could see the facial expression of my participants when they were

completing the task given to them. They even wanted to compete among each other as they

believed that they were able to get all the correct answers after undergone lot of drilling

process during the intervention. From the results, I could conclude that my intervention had

worked in helping my participants to improve in their spelling as now they were able to

recognize, remember and spell the words that I intended for them to spell correctly.

8.3 Reflection

After conducting this action research, I could conclude that my intervention which is word

shapes through drilling through drilling through drilling has been seen to be effective and

helpful especially for low proficiency pupils or the pupils with poor memory retention as it

comes with drilling process. As we know, drilling helps to enhance pupils memory as they

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undergone the process for several times before they are able to grasp the input that being

imparted to them in the classroom and be able to learn independently. This action research

had validated the potential use of word shapes through drilling through drilling as a

strategy to improve pupils’ spelling ability.

However, there is also limitations that need to be addressed to improve this research in

future. For instance, I was a little short of time as the intervention was conducted outside of

my teaching hours where it had to be done during the time of other subjects or during relief

classes. This lack of time has caused me to be harsh with my participants during the

intervention as I needed the attention and full cooperation of my participants during the

delivering of instructions which at the same time I had to control my other pupils. In order

to improve, what should I do is to get another teacher-researcher to help me to control the

other pupils while I am conducting my intervention. For example, I should prepare some

tasks for my pupils for them to complete while I am carrying out my intervention with my

participants. At least the other pupils have something to do and there is someone there that

can help them to complete the task. Due to that, I will have much time to focus on my

participants and observe their behaviours throughout the intervention process.

Furthermore, the environment in the classroom was not really conducive for my

participants when I was conducting the intervention with them. This is because of the other

pupils made noises as they knew that I would focus more on my participants rather than

them. The noises made by other pupils distracted my participants to complete the task

given to them as they needed conducive and calm environment since they had to recall the

spelling of each word in the task given. Thus, I really need to find someone to help me to

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 control the class if I have to carry out the intervention outside of the teaching hours in my

future research.

In conclusion, although the use of word shapes through drilling through drilling through

drilling showed improvement in my pupils spelling but it also has its limitations that I have

to address for my future research.

9.0 SUGGESTION FOR FURTHER RESEARCH

This section will deal with the suggestion that could be made to improve the action research that

has been conducted in future. This action research had validated the potential use of word shapes

through drilling through drilling as a strategy to improve pupils’ spelling ability. However, there

is also limitations that need to be addressed to improve this research in future.

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 Firstly, I would suggest that teacher should use word shapes through drilling through drilling

through drilling not only to teach spelling but also reading fluency as well as reading

comprehension. The results have shown that word shapes through drilling through drilling

through drilling was effective in improving pupils’ spelling as that strategy consists of pupils fill

in the letters into empty word shapes through drilling through drilling, saying the words and

repeat the spelling of the words are necessary in improving pupils’ memorization in spelling. The

drilling process helps pupils reinforce their memory of the spelling of the words better. By

incorporating drilling process to spelling instruction, teachers have the ability to improve their

pupils spelling performance in the classrooms.

Furthermore, the teacher should use the word shapes through drilling through drilling through

drilling not only for the low proficiency pupils but also for excellent pupils. This is because

sometimes excellent pupils also have spelling problems regarding more complicated words.

Thus, teacher can use word shapes through drilling through drilling through drilling to help them

in improving their spelling.

Besides that, teacher can try different strategies in order to help pupils in their spelling. Instead of

asking them to copy the word shapes through drilling through drilling for several times which

can make them feel bored, teacher can use hands-on activity with word shapes through drilling

through drilling through drilling as I think it more effective to enhance and strengthening pupils

memorization in spelling as it involves the participants in a total learning experience which

benefit them from participating in learning activities to support the understanding and use of

visual strategies to help them to identify whether a “looks right” and they need to attend the task

carefully as they have to show the correct height for each letter for them to complete the task

given to them.

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As a conclusion, this action research has helped me to improve on my research in future as I was

able to gather some new ideas on how to conduct a research better and how to improve my own

teaching practices. In short, it gave me the chance to open up my mind on how teaching should

be and it should be lifelong learning to allow constant learning and understanding of practice that

will benefit my teaching strategy and teaching profession.

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