Contents

INTRODUCTION............................................................................................. 3

1.0

1.1 Background.................................................................................................... 3
1.1 Reflection on Past Teaching Experience..........................................................5
1.2

Theory....................................................................................................... 5

1.3

Past Research............................................................................................ 6

1.4

Definition of Terms..................................................................................... 7
RESEARCH FOCUS....................................................................................... 8

2.0

2.1 Introduction.................................................................................................. 8
2.2 Research Issue............................................................................................... 8
2.3
3.0

Preliminary Investigation and Analysis........................................................8

RESEARCH QUESTIONS..............................................................................10

3.1 Introduction.................................................................................................. 10
3.2 Research objective(s)................................................................................... 10
3.3 Research questions...................................................................................... 10
4.0

RESEARCH PARTICIPANT............................................................................11

4.1 Introduction.................................................................................................. 11
4.2 General Description Of Research Participant..................................................11
4.2.1 Atika....................................................................................................... 11
4.2.2 Izzah...................................................................................................... 12
4.2.3 Diyana.................................................................................................... 12
5.0

RECOMMENDED INTERVENTION.................................................................13

5.1 Introduction.................................................................................................. 13
5.2 Intervention specification.............................................................................. 13
5.2 Implementation Procedure............................................................................ 15
6.0

DATA COLLECTION..................................................................................... 16

6.1 Introduction.................................................................................................. 16
6.2 Document analysis....................................................................................... 16
6.3 Observation.................................................................................................. 16
6.4 Interview...................................................................................................... 16
7.0

DATA ANALYSIS.......................................................................................... 18

7.1 Introduction.................................................................................................. 18
7.2 Document Data Analysis............................................................................... 18
7.3 Observation data analysis............................................................................. 18
7.4 Interview data analysis.................................................................................. 18
1

7.5 Triangulation................................................................................................ 18
8.0

PLAN OF ACTION........................................................................................ 20

8.1 Budget......................................................................................................... 21
9.0 REFERENCES.................................................................................................. 22
10.0 APPENDICES................................................................................................. 23

USING TRAIN PICTURE IN IMPROVING THE VOCABULARY OF VERB AMONG YEAR 5

INTAN PUPILS IN SK SERI NILAM.
2

1.0 INTRODUCTION
For this section, I will be writing the introduction for my research. The first thing will be
written is the background or challenges faced by the teachers and students in teaching and
learning English for second language. This includes the teacher problem, students problem,
the curriculum itself and the teaching environment. The next area to be covered in this
section will be my reflection of the past teaching experiences. I will explain the terms and
important keywords used for this research and the theory included in completing the action
research. The last part of this section will be the past researches that have been done about
the problem. In this last subtopic for this section, the explanations on the past researches,
concepts, theories and model will be included to reflect the degree of relevance between the
research questions with the issue going to be investigated.

1.1 Background
One of the barriers for the teachers to teach English especially in SK Seri Nilam is the
use of English language in the class. Sometime, teachers have difficulties in explaining the
meaning of the word in English. Instead, they can explain better in Bahasa Melayu. This
problem led to the lack of acquisition of the English language among the pupils. When a
child learns a foreign language, such as English, he has no native speakers of English at
hand whom he may imitate nor does he receive as much social encouragement as
learning L1. There are a lot of studies and researches done for the teaching and learning
English as a second language in Malaysia.
Most of the research are focusing on the ways to enhance pupils comprehension
based on the five basic language skills which are listening, speaking, reading, writing and
grammar. Several issues or problems were related with the style and type of teaching
techniques used that help pupils to gain the understanding of the language after several
3

years of schooling, especially in teaching English as a second language for primary schools.
One of the problems that commonly occurs among the pupils is lack of interest to learn
English. This will eventually lead to a bigger problem, which is being lazy to understand
English even for the simple words. Some other issues that are being highlighted were lack of
exercises on particular topic, reluctance to converse by using English in daily life, and limited
vocabulary that caused them having less confidence to use English.
The use of a second language as a language medium during the early years of
schooling, for whatever reasons, will lead to learning difficulties arising out of language
barrier (Tan & Santhiram R. Raman, 2007). Leki (1992) claimed that ESL students complain
about learning and focusing on the English word order or word forms. According to Adams
and Keene (2000), as cited in Al-Khasawneh, (2010), today English, as the means of
instruction, makes a strong contribution to education and students efficiencies in
communication are on top of institutional demands. This reflects that the used of English is
very important in all aspects. In SK Seri Nilam, the using of English language is not being
emphasizes and this cause the pupils to lack of exposure in English language.
In 2011, the government had made a new changes in education system in Malaysia.
Implementation of new curriculum which was Kurikulum Standard Sekolah Rendah (KSSR)
in replacing the previous curriculum of Kurikulum Bersepadu Sekolah Rendah (KBSR) had
totally changed the teaching pedagogy or ways of teaching. The new curriculum suggested a
modular approach while introducing the language to the pupils. Hence, the components of
English are taught modularly. For instance on Sunday, teacher need to focus to teach on
listening and speaking only. Teacher needs to complete the cycles so that the pupils will
acquire the language throughout the language modular cycle. The method of teaching might
be slightly different but attractive and interactive for the pupils who learn under KSSR
curriculum.
In the process of teaching and learning English, mastery vocabulary is important. It is
suitable with the statement of Langan (1992:422) as cited by Aswal Syarifudin, (2014) he
4

said that a good vocabulary, more than any other factor, was common to people enjoying
successful careers in life. Besides, it is hoped that they will have more vocabulary (because
they are easier to catch new vocabularies) and will help them in studying English in the next
level of school, so that they can use their English in order to communicate to other people
from other countries later. Based on those explanations, it can be concluded that English
vocabulary mastery is important. It is because vocabulary mastery is basic language skill
that appears in every language. Apart from that, words can be said as the currency of
communication. It is used in communication. A robust vocabulary improves all areas of
communication which are listening, speaking, reading and writing. Vocabulary mastery is the
key to the students understanding what they hear and read, and to communicate
successfully with other people.

1.1 Reflection on Past Teaching Experience

I had experienced three phase of practicums in three different school where there
were a lot of problems occurred during the teaching and learning session in the classroom.
The first practicum for one month has been done at Sekolah Kebangsaan Serada which is
located in Kuala Terengganu. During the one month practicum, I had been assigned to teach
Year 5 pupils. The problem that was identified faced by the pupils is they did not have
enough vocabularies that has been fixed for them to know. The school has only one class
for each year, thus the class has mixed ability pupils; which are advanced, average, and
below average.
For the second practicum, the practicum was done for two months at Sekolah
Kebangsaan Bukit Losong which located in Kuala Terengganu. I had been assigned to
teach Year 2 Amanah, year 4 Bestari and year 5 Amanah. During the teaching and learning
session, I also identified the same problem face by the pupils which was lack of vocabulary.
This can be seen when I was asked to observe the 5 Amanah class during the TOV

examination. The pupils kept on asking me how to write certain words in English. My third
practicum is in Sekolah Kebangsaan Seri Nilam and I will be staying here for three months.
For the practicum, I teach the year 4 Nilam and year 5 Intan.
When I entered the class during the practicum, there were a numbers of action verb
given by me that cannot be understood by the pupils. These verb were mostly the verb that
used to hear every day. I noticed this problem when the pupils spell the action verb wrongly
and did not know the meaning of simple action verb such as watch. They even asked me to
deliver the instruction in Bahasa Melayu. For further information, I went to meet the English
teacher of Year 5 Intan class. The English teacher for the class also told that most of the
pupils were facing this problem. The teacher also told which pupils were very weak in
vocabulary as they did read books that much.
Therefore, it is shown that the pupils are having problems in term of their vocabulary
even they are from different schools. They need a method or a teaching aids to solve the
problem. So, researcher has introduced a method which is using Train Picture to improve
vocabulary in verb.

1.2

Theory
Based on the research tittle that has been chosen, the theories that fit well with this

research is the theory of second language acquisition. The learning of English subject in
Malaysia is mainly to be taught as the second language in every school for example in SK,
SJK (C) and SJK (I). In the theory of second language acquisition, Krashen (1982)
suggested that there are two ways of second language performance. The first one is the
acquired system and the second is the learned system. According to Krashen, the
acquisition of the language is in the state of subconscious mind and it happens just the
same as the children acquire their first language. Meanwhile, the learned system is the
process of learning the language in a conscious way and it happens in a formal situation.

In relation to this research, the using of Train Picture in improving vocabulary on verb
will be taught using the learned system at the first stage. At first, the certain mostly used
vocabulary of verb to the pupils will be introduced through a formal session in recognizing
and pronouncing the vocabulary. Then the process is continued with the next session of
showing the pictures that representing the vocabulary of verb. Once the pupils manage to
get familiarise with the vocabulary, they will go to the next session of drilling the vocabulary.
The other theory that is closely related to this research is the Skinner Behaviourist
theory (1957). Behaviourist theory is the habit formation theory of language teaching and
learning. This remind us to the process of drilling the vocabulary. In this research, after the
researcher introduces the vocabulary, the pupils will go to the next phase where they will be
tested on their memory of vocabulary taught. The researcher will keep on drilling the pupils
until they will be able to answer the questions provided in the Train Picture. Using the train
picture, pupils will mostly be drilled to help them memorise the vocabulary of action verb thus
assist them to improve their vocabulary in verb or action verb.

1.3

Past Research
Vocabulary is central to English language teaching because without sufficient

vocabulary students cannot understand others or express their own ideas. As Schmitt (2010)
noted, learners carry around dictionaries and not grammar books. Teaching vocabulary
helps students understand and communicate with others in English. This proved that
vocabulary is very crucial for a pupil in order to master the English language, they need to
comprehend the vocabulary. This is the main reason I decided to start on focusing the issue
of pupils vocabulary.
Himayatus Sholihah (2009) in her research Teaching English Vocabulary Using
Pictures mentioned that vocabulary is one basic component to develop English as a foreign
language at elementary, intermediate, or advance levels. It plays important roles to support
7

other language skills such as listening, speaking, reading, and writing. Vocabulary is the
central of language. In order to master all the skill in learning English, the pupils need to be
helped in enhancing and improving the content of vocabulary.
For this research, I decided to use picture as the main material in teaching the pupils
vocabulary. As said by Joyce, M. F. in 2011, she has made a research on the topic of
Vocabulary Acquisition with Kindergarten Children Using Song Picture Books. Music or
pictures in language classroom will inspire more students to become creative and
independent. Pictures will help pupils to memorise and will trigger their ability to think
creatively.
Himayatus Sholihah (2009) mentioned in her research that the pictures could
improve the students motivation, the pictures could attract the students attention, the
pictures help the students to memorize the vocabulary and the pictures make the teaching
and learning activities interesting. Thus, it is prove that using train pictures can improve the
vocabulary of year 5 Intan pupils.

1.4

Definition of Terms
In this research, the tittle that will be used for this action research is Using Train

Picture in improving the vocabulary of verb among year 5 Intan pupils in Sk Seri
Nilam. Under this part, the explanation will be given on the definition of terms used in the
tittle of this research. According to Merriam Webster.com (2016), the term train can be
defined as a series of parts or elements that together constitute a system for producing a
result and especially for carrying on a process (as of manufacture) automatically. This
means that train is something that are connected to each other. On the other hand, the word
picture in Merriam Webster.com (2016) means a painting, drawing, or photograph of
someone or something. In other words, picture represent the imagery as it gives idea of how
something will looks like.
8

The word vocabulary according to Merriam Webster (2016) is the words that make
up a language or all of the words known and used by a person or words that are related to a
particular subject. In simpler words, vocabulary is the central of language and important to all
language learners. The last term used in the tittle for this research is verb. Verb is under the
part of grammar which mean a word (such as jump, think, happen, or exist ) that is
usually one of the main parts of a sentence and that expresses an action, an
occurrence, or a state of being, Merriam Webster (2016).

2.0 RESEARCH FOCUS

2.1 Introduction
This research will focus on improving the vocabulary of verb. I would like to identify
the ability of pupils in memorizing vocabulary of verbs or action verbs through the method
used. Besides, this research will also be focusing on the motivation of pupils to learn
vocabulary by using the method introduced. The research will be implemented to the year 5
Intans pupils. It was expected at first that the pupils from 5 Intan class has higher
vocabulary that can help them in writing. Some of the pupils of year 5 Intan was chosen
because their level of vocabulary is quite low and they was barely able understand simple
English. Some of the pupils chosen has medium achievement in English language but could
not write very well as lack in vocabulary. Pupils need to improve their vocabulary as will help
them in reading, writing, listening and speaking.

2.2 Research Issue

I performed some written test and oral test to identify the problems faced by pupils in
5 Intan. The test showed that pupils in 5 Intan experienced some difficulties in providing
vocabulary of verb. Based on this situation, the problems arouse a question whether was
that why the pupils do not know the meaning of this word? Do they rarely reading books? Or
was the teachers techniques in teaching English was not fun? Thus, I felt obliged to find a
solution to ensure that these pupils would understand the content of the lessons taught by
the researcher.
I also need to make sure that the pupils could write and speak well using the right
vocabulary of verb. Consequently, I came out with an idea to help the pupils to improve their
vocabulary of verb by using Train Picture. Hopefully with the help of pictures and words
cards from the Train Chain, the pupils will be able to master necessary vocabulary of verb. It
is very important for the pupils to have a higher content of vocabulary as will help in
acquiring and learning the English. If the pupils has low vocabulary it will soon affect their
career in the future thus giving them difficulties in mastering English. As the teacher in
school, it is my job to find a way to solve any problems having by my pupils and find a
solution to overcome the problem. The issue is also relevant for my work as a teacher
because the problem stated in this action research is mostly occurs to everyone that are in
the process of learning English.

2.3

Preliminary Investigation and Analysis

In order to complete this action research, I have planned a few stages that must be

done in getting all the information needed for the research. The first thing to do is to get the
pupils past examinations result so that I can prepare a test that is suitable for their level of
languages proficiency. Below is the table of my year 5 Intan pupils in TOV examination:

PARTICIPANT
Atika
Izzah

TOV RESULT PAPER 2 (WRITING)

30
30
10

Diyana
Syafiq
Putri
Alif

30
34
50
24
Table of Year 5 Intan TOV examination

After that, I will conduct a test regarding this topic to determine which pupils need most
guidance on the issue or topic. Once the participants are detected, I will have an interview
with them to get any information related to my research. Next, I will plan an intervention to
solve the problems having by the participants. The time need to complete all the stages that
have been planned is almost in two months. The phase of intervention might take the most
of the time for this research since it is important to plan the right time to do the phase.
Once the intervention is done, I have to write a report on what I have done in this action
research. Although the time given for this action research to be completed is quite short, the
planning that I has built will guide me in completing the research in a given time. The main
phase that need a most preparation for this action research is for the intervention. The ability
for me to complete this action research is definitely positive as it already on my passion on
continuing this research. As what I have planned, I completely 95 percent believes that I am
able to complete this research as it is my job as a teacher to help the pupils in need whether
in teaching or learning session or outside of the classroom. The only limitation that comes
into the mind in completing the session is the time that moving faster day by day. The time
taken to move from one phase into the next phase is quite long and I need to repair that kind
of problem on my behalf.

11

3.0 RESEARCH QUESTIONS

3.1 Introduction
In this section, I give more detail on the research objectives and the research questions. The
objectives will focus more on what I want to achieve in conducting this research while the
question research will help to give me idea to improve my intervention.

3.2 Research objective(s)

Based on the research questions stated, the objective of this research are:
i)

To improve and help the pupils memorise the vocabulary of action verb using

the train picture.

3.3 Research questions

i)

How does train picture can help in improving vocabulary of verbs among

ii)

pupils?
How does train picture can help to memorise the vocabulary taught?

12

4.0 RESEARCH PARTICIPANT

4.1 Introduction
The research involved the pupils from Year 5 Intan in SK Seri Nilam. The pupils were
chosen based on certain criterias. Under this section I will explain more about the
background, the academic performance, personality and attitudes of the chosen pupils.

4.2 General Description Of Research Participant

There are three participants that have been chosen for this action research. They
consist of three girls. The three pupils were chosen in the year 5 Intan from SK Seri Nilam
based from their English proficiency. Based from the exercises and tests that were given to
all the pupils, these 3 pupils have problems in interpreting the Bahasa Melayu vocabulary
into English vocabulary, which means they are lack of vocabulary especially in verb. Their
proficiency of the topic was quite low and it is shown in the test and exercise that were given
for them. I have chosen these three girls as they seem reliable and can give their full
cooperation in helping me completing my research. The participants of this research can be
viewed as follow:
NUM
1
2
3

RESEARCH PARTICIPANTS
Atika
Izzah
Diyana

GENDER
Girl
Girl
Girl

MARKS
30
30
30

Table 4.1 : Marks for TOV in writing of Research Participant

There are three research participants chosen for this research. Their characteristic are
stated as below.
4.2.1 Atika
Atika comes from a family with low incomes. Her father is sick due to some problem
with the heart. Her mother is a kuih maker to support her family income. She is very talkative
13

and active during my English lesson. She likes to answer when I delivered questions to the
class. For the academic performance, she can speak English only for a little and she always
finishes homework that I gave. However, her handwriting was a messy. Actually, Atika is a
transfer pupil from the first class which is 5 Nilam. However due to some decrement of
marks of certain subject during the examination, she had to transfer to the class she is now. I
can see her passion in English as she did not even afraid to try to speak in English. She is
confident and very helpful in class.

4.2.2 Izzah
Participant 2 is Izzah. She comes from a family that has a quite good socio economic
background. Her father is an electrician while her mother is working as a clerk in SK Seri
Nilam. In the classroom, Izzah sits at the back of the class. In class, she has her own group
and she is sitting with good friends. She is quite passive and do not talk if the need for she to
talk is not there. She could finish the homework given in the estimated time and manage to
submit it on time. She rarely gives opinion when I asked questions related to the topic in
English lesson, but when it comes to participating in activity, she become active. She will
even talk aloud. She has passion in learning English.

4.2.3 Diyana
The last participant is Diyana. By looking at her socio economic background, she
came from a quite wealthy family. Her mother work as teacher while her father work as
supervisor in the level of district education, (Pegawai Pendidikan Daerah). Her writing TOV
test was quite satisfied. She always smile in class. Besides, when I asked her a questions,
she will immediately give answer. During the lesson, she rarely lost focus when I was
teaching. I used to see her work on writing simple sentences and I believe that she need
guidance as to improve the using of right vocabulary in writing. She told me once that she
likes English and required my help to guide her. Diyana is very helpful as she likes to help
carrying my things.

14

5.0 RECOMMENDED INTERVENTION

5.1 Introduction
Based on the research focus, I will come out with an intervention on how to
overcome the problem of lack of vocabulary in verb among the pupils of class 5 Intan.
Intervention as stated in Merriam Webster 2016 means that the act or fact of taking action
about something in order to have an effect on its outcome.

5.2 Intervention specification

MATERIAL

FEATURES

PURPOSE(S)

15

A4 paper

Quantity: 100 ++

Used to print the vocabulary

verbs.
Used to print the pictures
that show the action of the
verbs.

Ring

Quantity: 12

Used to combine all the

pictures of action of the
verbs.

Coloured paper

Quantity: 60

To be the background of the

pictures.

Plastic laminate

Quantity: 80

Used to laminate the

pictures and protect the
pictures.

Table 5.2 Materials for the intervention

The intervention that will be used is Train Picture. This teaching kit is one of the ways
to ensure the pupils able to improve their vocabulary. For the intervention, at first, each of
the pupils will get a set of train picture. Then pupils will be introduced to 20 vocabularies of
verb. Teacher will say aloud the first vocabulary and the pupils will repeat after the teacher.
Teacher will ask the pupils to spell the verbs. After three times, the teacher will remove the
vocabulary card from the picture and will also ask the pupils to remove it from their train

16

picture set. Teacher will ask them to say aloud again the vocabulary just by looking at the
picture. After that, teacher will write a simple sentence on how use the verb. Pupils will write
the sentence at the bottom of the picture. After completing with all the vocabulary, the
teacher will scramble the vocabulary cards and will ask the pupils to match it by sliding the
verbs card under the picture. Lastly, at the back of the train picture, there will be an
exercises which will be used after the first step is done. The exercises will consist of fill in the
blanks with the correct vocabulary and answer. Besides, pictures will also be included to
help the pupils trigger their memory.

He ______the ______ alone.

watch
Simple sentence using the verb

Figure 1 Train Picture and Exercises

17

5.2 Implementation Procedure

For the lesson, teacher will call the pupils to gather and sit at the required place.
Then, the teacher will tell the pupils what they will be learnt that day. Firstly, teacher will
show the train picture to the pupils. Teacher will distributes the train picture to each of the
pupils. Then teacher will move to the first picture of vocabulary of verb or action verb.
Teacher will say aloud and spell the action verb and the pupils will repeat after her. After
three times, teacher will slide out the verb card from the picture. Then teacher will ask the
pupils to say aloud the action verb again. Before moving to the next picture teacher will show
how to use the verb in simple sentence. Pupils will write the sentence in the box provided
under the picture. The picture of vocabulary of verb will consist of 20 pictures and action
verb cards.
After completing the train picture first phase, teacher will scramble all the action verb
and the pupils need to slide back the action verb card under the picture. Teacher will checks
on the pupils progress. When the pupils has matched the action verb with the pictures,
teacher will show her train picture and pupils will say aloud the action verb of the picture. At
the same time, pupils will also checks their train picture either they give the right answer or
not. Next, teacher will proceed to the last phase of train picture which is the exercises. For
this exercises, teacher will allocates 15 minutes for the pupils to fill in the blanks with the
correct answer. Again, teacher will checks their answer by asking the answer from the pupils.
This phase is important to see the pupils improvement after the lesson. Lastly, after
completing the lesson, teacher will interview the pupils by asking them how they feel after
the lesson.

18

6.0 DATA COLLECTION

6.1 Introduction
In this research, I will choose three types of the instrument for data collection which
were observation, interview, and field notes. All three instruments will be used to answer the
research questions posed by me.

6.2 Document analysis

Document analysis is the analysis on the pupils documents. In the pupils document,
I had already collect the information needed such as the marks for the pupils TOV result.
The using of pupils documents is important in identifying the problem for the research issue
and the area that need to be improved from the teacher and this will be collected later. Other
than that, the data about the pupils achievement were also taken from their workbook and
the exercises given. Besides, the preliminary tests and post-test paper will also be collected
to help me in determining the pupils knowledge in vocabulary of action verb. All these
documents stated will be analysed precisely so that I will get a better understanding about
the research focus. The data collection schedule will be as follow :
Type of document analysis
TOV examination marks
Pupils writing
Homework

Date collected
29/2
29/2
2/3

Date collected

Date collected

8/3
9/3

23/3
22/3

Table 6.2 Data Collection Schedule

19

6.3 Observation
For the next method in collecting data, I will use the observation method. The data may be
collected by asking my practicums mate to be one of my observer where she will complete
the observation checklist during the intervention process. By using observation I will get a
strong analysis about my particular pupils. Besides, under the observation method, I will also
include the field notes instrument. This field notes will be my notes from my observation
about the pupils behaviour, their attitude and the pupils expression during the intervention.

6.4 Interview
The last method that will be used is the interview. According to Merriam-webster.com
(2016), interview is a formal consultation usually to evaluate qualifications. For the
interview session, there is the first session of interview that happens between me and the
three participants. Medium of communication that will be used for the interview is up to the
participants. They can choose and language to answer my questions. The first interview
session happened to collect the information needed regarding the participants background.
The interview session also will also happen in the future in collecting information from the
teacher that taught the participants last year.

20

21

7.0 DATA ANALYSIS

7.1 Introduction
In this section, I explain more on how I will analyse the data that will be collected. The data
gathered from the document analysis, observation and interview will analysed in detail so
that I will get a better understanding about my research focus.

7.2 Document Data Analysis

From the data that will be collected I will know the achievement and progression of my pupils
if the document is analyse. Besides, the analysis of document will provide me the prove
either my intervention is a success or not.

7.3 Observation data analysis

The observations method will occur without the pupils knowing they are being observe. I will
observe the pupils face expression, their attitude during the intervention and their
participation during the intervention. The data will be collected and analysed so that I can
make a conclusion about the achievement of the intervention used.

7.4 Interview data analysis

The interview sessions will be held starting from the first session until the last session. At the
end of each session, there will be an interview session with the participants to know their
feeling and opinions on certain things. The data collected from the interview session will tell
me what the pupils think on the session that they have going through.

22

7.5 Triangulation
Data triangulation is defined as the uses of multiples sources or methods in collecting the
data for the research that are intended to be done, How the Triangulation of Data
Strengthens Your Research,(2015). The triangulation of data can be one medium that really
help the research by the researcher because it will help to increase the validity and credulity
of ones research. For this research, the data collection will be based on these instruments
which are observation, interview and document analysis by the researcher. All these
instruments will be used in collecting the data starting from the beginning of the research
until the intervention being done. According to Patton, the using of multiples method in a
research can help in facilitate deeper understanding on the issue recommended.

23

8.0 PLAN OF ACTION

Phase

Month

Activity
1. Discussion with the teacher on the pupils problems on

First

March

the English subject.

2. Determine research problem and
planning for research focus of language
skill.
1. Discussion with the supervisor on the research proposal.

April

2. Focus on pupils ability to write sentences using picture of

action given.

24

3.

Preparing a test for the pupils in the describing the

pictures using the right action verb.

4. Selecting participants for the research.
4. Collecting information on the participants background.
5. Submission of research
proposal.
1. Carry out research intervention.
Secon

July

2. Assess pupils understanding and improvements.

3. Document events through observation, interview and
document.
4. Analyze data and derive findings.
1. Finalizing and organizing of research

August

and findings.
2. Completing research.
3. Prepare research presentation.
4. Compilation of research.
5. Presentation of research.

These is the schedule for my plan of action in completing my action research. This
schedule must be followed so that I will be able to complete my action research on time. In
the early March, I already had a discussion with the teacher that teach 5 Intan class and she
gave me a few idea to help me with my research. After having a few meetings and classes
with the pupils of year 5 Intan, I managed to come out with one research issue. On the April,
I had proposed my issue and intervention to my respected lecturer and agree with me. Since
I already got the issue, I started to observe the pupils during the teaching and learning
process. From my observation and preliminary test conducted, I was able to identify my
participants from year 5 Intan class. The information gain from the interview help me to write
about the background of the pupils chosen.

25

In early July, I will carry out my research intervention and collect all data that will be
needed. After that, I will start doing my analysis so that I will be able to come out with a
report of my action research in August.

8.1 Budget

Materials

Quantity

Budget

A4 paper

100 ++

RM 8.00

Ring

RM 4.00

Coloured paper

30

RM 2.50

Laminate plastic

80

RM 28.00

TOTAL

RM 42.50

Table 8.1 The budget that will be used for the intervention
The budget is listed based on my visit to the nearest stationary shop. I will be
able to produce four train picture (one for teacher, three for participants). The
total after the prices are added is still under my budget. This is only the planning
and I believe that I still can cut the budget by using some cycle materials. This
will help me to consume my money. The most important materials here is the A4
paper as it will be used to print the pictures and word of action verbs.

26

9.0 REFERENCES

Al-Khasawneh, F. M. (2010). Writing For Academic Purposes: Problems Faced By Arab

Postgraduate Students Of The College Ofby Arab Postgraduate Students Of
The College Ofby Arab Postgraduate Students Of The College Of Bussiness,
Uum. ESP World.

Aswal Syarifudin, R. M. (2014). An Analysis On The Students Vocabulary Mastery A

Descriptive Study On The Mts.

Data Triangulation: How The Triangulation Of Data Strengthens Your Research |

Write.Com". Write.com. Web. 13 Apr. 2015.
Krashen, S. D (1982) Principles and Practice in Second Language Acquisition.
University of

Southern California. Published by Alemany Pr (June 1982).

Leki, I. (1992). Understanding ESL writers: A guide for teacher. Portsmouth, NH:
Boynton/Cook, Heineman

Joyce, M. F. (2011). Vocabulary Acquisition With Kindergarten Children.

Schmitt. (2010). Vocabulary and Its Importance in Language Learning.

Sholihah, H. (2009). Teaching English Vocabulary Using Pictures To The Fifth Grade.

Skinner, B.F. (1957). Verbal Behavior. Acton, MA: Copley Publishing Group.

27

Tan Yao Sua, S. R. (n.d.). Problems And Challenges Of Learning Through A Second
Language: The Case Of Teaching Of Science And Mathematics In English In
The Malaysian Primary Schools. Kajian Malaysia, Jld. Xxv, No. 2, 2007.

Webster, M. (n.d.). Dictionary. Retrieved from http://www.merriam-webster.com/

10.0 APPENDICES

Field Note
Date
:
..
Time
:
..
Setting
:
..
Name
:
..

Change of Behaviour

28

Remarks

29

Observation checklist on pupils attitude towards

english (Before Intervention)
Date
:
..
Time
:
..
Name
:
..
1 = weak
4 = very good
NO

2 = moderate

3 = good

CRITERIA

Listen and follow teachers

instruction

Proficiency in using English

Language

Actively engage with the activity

Giving good responses

Motivated and interested to learn

Able to understand the activity

Able to participate in the activity

SCALES
1

4
30

Remarks

Observed by :
Date
:
..
Name
:
..

(signature)

31

INTERVIEW QUESTIONS (before intervention)

Date
:
..
Time
:
..
Name
:
..
NU
M
1

QUESTIONS

RESPONSES

Do you enjoy to learn in school?

[Adakah awak seronok belajar di
sekolah?]
What you have learned in the
classroom?
[Apa yang telah kamu pelajari dalam
kelas?]
Do you enjoy the activity in the
classroom?
[Adakah kamu seronok dengan
aktiviti di dalam kelas kamu?]
Are you looking forward for the next
activity?
[Adakah kamu berminat dengan
aktiviti seterusnya?]
Do you like to learn new word a day?
[Adakah kamu suka mempelajari
satu perkataan baru sehari?]
Do you think that preposition is
difficult to understand?
[Adakah kamu rasa preposition
adalah sukar untuk difahami?]

32