ENHANCING PUPILS 4S THROUGH

MONOPOLY BOARD GAME AMONG YEAR

4 PRIMARY ESL CLASSROOM

Prepared by:
VINOSHNI NAIR A/P
SUSANNE A/P
ASMAWIYAH BINTI MOHAMED ZULKIFLI
NUR SYAZA ALIAH BINTI SAMADI
 RESEARCH INTRODUCTION

• Integrating all 4 English Language skills are difficult especially in a medium-

sized class.
• Other than that, teachers have to include 21 st Century Learning (student-
centered, no chalk and talk, pupils works in groups, fun)
• In order to involve all these elements, we came out with a Monopoly Board
Game.
 PROBLEM STATEMENT

Not be able to
understand English Not attracted to the
Language vocabulary traditional based
due to the overuse of lesson.
mother tongue.

Feel demotivated as
the enhancement
exercises do not fit
their knowledge gap.
 RESEARCH OBJECTIVES

b) To investigate the level

a) To investigate the level of efficiency of integrating
of 4S’s among Year 4 Monopoly Board Game in
primary ESL classroom Year 4 primary ESL
classroom

c) To determine the
relationship between the
4S’s and integration of
Monopoly Board Game
among Year 4 Primary ESL
classroom.
 RESEARCH QUESTIONS

ii. What is the level of

i. What is the level of 4S’s efficiency of integration
among Year 4 primary ESL Monopoly Board Game in
classroom? Year 4 primary ESL
classroom?

iii. Is there a significant

relationship between the
4S’s and the integration of
Monopoly Board Game
among Year 4 primary ESL
classroom.
 RESEARCH PARTICIPANTS

• Class: 4UTMB5
• Number of participants: 25 pupils
• Variety in proficiency level – TP3, TP4, TP5
• Chosen based on observation and diagnostic test.

OBSERVATION: DIAGNOSTIC TEST:

 KURT LEWIN’S MODEL

Observe:
Planning: • Compare the
• Pre-test findings before
• Record initial and after.
data • Pupils’ reactions
and feedbacks

Acting: Reflecting:
• Implemented • Reflect on
the Monopoly strengths and
Board Game weaknesses
• Post-test • Make
improvements
 IMPLEMENTATION

CYCLE 1

Presentation –
Using analog
Using
clock to
traditional based
determine time.
lesson.

Pre-Test Reflections
 IMPLEMENTATION
Pupils worked in
groups.
CYCLE 2
Students were
asked to explore the
clocks themselves

Presentation –
Playing the
Using student-
Monopoly Board
centered-based
Game
lesson.

Pupils applied their

Post-test Reflection Pupils were 4S; Speaking,
having fun Reading, Listening
and Writing
 METHODOLOGY

DATA Questionnaire After Cycle 2

TRIANGULATION
METHOD

Pre-test and
After Cycle 1 Post-test
and Cycle 2 Interview Test
 FINDINGS OF RQ1 - INTERVIEW

CYCLE 1 CYCLE 2

Difficult Easy (Lesson)

Interview Boring THEMES Fun (Activities)

Sleepy Interesting (Game-based

activity)

Cannot understand Understand (Comprehension

questions)
 FINDINGS OF RQ2 - QUESTIONNAIRE

Items Mean Differences in mean

Cycle 1 Cycle 2
I am interested in today’s lesson. 2.0 3.7 1.7

I can understand how to describe 2.0 2.7 0.7

time.
Question I can answer the worksheet
questions correctly.
3.0 3.9 0.9

naire I can make connections of the 3.0 3.9 0.9

vocabulary while answering the
questions.

The teaching aids interest me to 2.0 4.1 2.1

learn more about time.

The technique used by the teacher 2.0 2.7 0.7

helps me to understand the context
of the time better.
Understanding time motivates me 2.5 4.5 2.1
to complete the activities
conducted.
 FINDINGS OF RQ3 – TEST (PUT
GRAPHS)

The comparison for marks in pre-test and post-test

5

4.5

3.5

2.5

1.5

0.5

0
A B C D E F G H I J
T T T T T T T T T T
EN EN EN EN EN EN EN EN EN EN
D D D D D D D D D D
U U U U
ST
U
S TU ST
U
ST
U
ST ST ST
U
ST
U
ST ST

Pre-test Post-test
 FINDINGS OF RQ3 – TEST (PUT
GRAPHS)

The comparison for marks in pre-test and post-test

5

4.5

3.5

2.5

1.5

0.5

0
K L M N O P Q R S T U V W X Y
T T T T T T T T T T T T T T T
EN EN EN EN EN EN EN EN EN EN EN EN EN EN EN
D D D D D D D D D D D D D D D
U U U U U U U U U U U U U U U
ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST

Pre-Test Post-test
 RECOMMENDATION FOR FUTURE
RESEARCH

Cycle should be To make it more

repeated interactive
• Due to time constraints • Make it as an online game
• Other workloads
 CONCLUSIONS

This research shows positive result

Language games integrate 4S

• Promote active student-centered learning.

• Highly motivating.
• Promote immediate feedback.
REFERENCES