1.

1 PREFACE
Writing is the process of how an individual uses symbols to communicate his or
her thoughts or ideas in a readable form with other people. It is crucial for one to have
good writing skill, so that people will not misunderstand the message that he or she
tries to convey. In order to have good writing skill, one has to know the key aspect for a
good writing skill. Key aspect for a good writing skill is that one must focus on his or her
grammar usage, punctuation as well as spelling of words when writing. Thus, it is very
important for one to know and be able to apply and adapt good writing skills in their
daily life. According to Wilkins (1972), he stated that . while without grammar very
little can be conveyed, without vocabulary nothing can be conveyed. This can certify
how importance of knowing the vocabulary can affect an individuals writing ability as
well as giving impact in their writing skills. Based on the researchers experience from
his previous practical programs in various schools, he found out that most of the pupils
are enjoyed the activities provided by the teacher during the lesson, yet they are
showing lack of interest in doing the written task given. This is because children like to
do things that they can actively participate (via verbally or kinesthetically) rather than do
things that only focusing on fine motor skills only, especially handworks like writing or
drawing.
According to the Piagets Cognitive Theory (1936), pupils at the age of 7-11
years old, or concrete operational stage, work things out internally in their head (rather
than physically try things out in the real world). This suggests that pupils acquired
knowledge subconsciously through interaction (speaking) rather than through written
process as stated in Krashens Second Language Acquisition (1982). This is one of the
reasons why children, especially school kids are not interested in doing the written task
provided by the teacher.
Innovative Vocab-Cards is a tool that could help to cultivate interest amongst
pupils to do written task. It contains word and picture that the pupils can use to enhance
their knowledge in vocabulary as well as helping and guiding them to construct simple
and compound sentences. The idea in doing the Innovative Vocab-Cards came from
the experience of the researcher when having the Teaching and Learning process
during the previous practical programs, where the researcher observed that most of the
pupils were interested in doing the written task with the materials such as picture cards

or flash cards are used as one of the ways to guide them in exploring the language
during the activity.
1.2 Context
The researcher who is studying the issue is a teacher who is competence in
teaching English with experiences in various schools of multicultural pupils in Malaysia,
especially in Sarawak. The researcher also has wide knowledge of the language and
often facing the issues related to pupils problem in teaching and learning during his
previous teaching process in few schools situated in rural or urban compound. Based
on the population of the school that the researcher will do his research on, with
approximately 200 or more pupils are studying in the school, the researcher will be
focusing on 1/20 of the pupils with the problems in doing the written task and
comprehend the language used during the lesson.
The study will take place in an urban school in Sibu, where the focus is on Year
4 pupils with weak proficiency in the language. English was, however a second
language for majority of the pupils and they were neither fluent nor confident as the
medium of instruction is Bahasa Malaysia. The study will be focusing on how the use of
one interactive teaching aid can influence pupils perception on writing tasks and also
help them to enhance their knowledge in vocabulary.
The pupils in this school are mostly Bumiputera but there are also various other
races of pupils that study in this school. There are Malays, Chinese, some Indians and
Ibanese as well as Bidayuh, Melanau and minorities such as Kenyah, Kayan, Penan
and others that come and study in this school. This school also has communities of
friendly people and can understand various language and dialects, though most of the
pupils are weak in English. The researcher has observed the environment of the school
and he intends to make the pupils try their best in adapting themselves with the English
language. The researcher has found out that the pupils are not been given enough
exposure to the language which cause them to having difficulties in using the language
as a way of communication.

1.3 Reflection of Teaching and Learning

During the previous practicum program, the researcher had taught Year 4 pupils
in the rural area school. The researcher found out that the pupils in the school
compound were having problem in comprehended and adapt the language in their daily
conversation. Most of them have lack of knowledge in vocabulary, especially when the
teacher tested them to spell certain words. Furthermore, some of them are not really
into the learning of the language, where they liked to play around and having a pep talk
using their mother tongue among each other. It took a fortnight for the teacher to instill
interest among the pupils to learn the language, especially in doing the written task.
Then, in the second phase of the practical program, where the researcher had
taught Year 3 pupils in the urban area school, he found out that the pupils were having
almost similar problem in comprehending and adapting the language in their daily
communication, yet they were interested in learning the language, except when doing
the written task. Likewise, most of them were having lack of knowledge in vocabulary,
though they were a bit better compare to the Year 4 pupils that the researcher had
taught before. They also have the tendency to play around and have pep talk using
their mother tongue and it took a week for the teacher to guide and instill the interest
among the pupils to learn the language and do the task provided.
Through the process of practicum program, the researcher has found out his
strengths and weaknesses when he taught the pupils from different area of schools.
The teachers strengths during his previous practicum program are he was able to
interact with pupils and gain their attention during the lesson, he was able to use
different kinds of teaching aids to gain pupils interest to the lesson and he also was
able to instill the use of language in daily communication among the pupils day by day
with guidance. However, his weaknesses are that the activities during his lesson were
mostly repetition from the first phase practicum which was brought to the second phase
practicum. He was unable to control the class during the lesson at the first phase of
practicum. He was also unable to manage his time properly during the first phase
practicum. This might be because during the first phase practicum he has yet to
understand how to manage his class and the lesson that he want to do at that time.
During the second phase of practicum, the teacher was also unable to plan creative
activities for his pupils, due to he was still not used to the environment in a school.

Based on the experience of the teacher, it can be concluded that the problem
arose as a result of the teacher was having difficulties in managing the class in the first
place. But, after a few times of consultation with the lecturer as well as with the mentor,
the teacher was able to overcome the difficulties that he had faced through his previous
practicum programs. As per mention by Vygotsky (1978) in his book Mind in Society,
scaffolding can be used as one of the ways to overcome the issue faced by the teacher
nowadays related to pupils understanding of the language. Wood et. al. (1976, p. 90)
defined scaffolding as Those elements of the task that are initially beyond the learners
capacity, thus permitting him to concentrate upon and complete only those elements
that are within his range of competence. By using this technique, a teacher can
encourage the pupils to use the language in their daily conversation, via the
implementation

of

general

encouragement,

specific

instruction

and

direct

demonstration. A pupil needs to be challenged, but with support and encouragement,

so that they can exercise their next level of development and thus, progress in learning
and development Suzanne et. al. (2005, p.100) Through scaffolding, pupil will gained
the ability to carry out complex processes, while being supported by the teacher before
they can do the activity independently. This will provide the pupils with more knowledge
and experience in learning which they can apply in their daily life.

2.0 Research Focus

2.1 Research Description
In this research, the researcher plans to observe and guide the pupils in doing
the writing task through the usage of attractive and interactive teaching aids and at the
same time helps them in understanding English better. Based on the researchers
experience during the first and second practicum, the pupils were mostly not interested
in doing the written tasks and this may cause them to have lack interest in learning the
language.
By using the Innovative-Vocab Cards, a teacher will be able to teach the pupils
the importance of knowing the word and its meaning before they are able to write them
properly. The use of this aid can be apply in group and pair work, in which the teacher
can controls and manages the pupils via group or pair activities and at the same time
guides them individually. The teacher also can collaborate with the pupils during the
activity through the use of this aid, and so do the pupils where they can collaborate
among themselves in learning, and it is relevant to be used in the class with mixed
ability pupils.
Throughout this research, the researchers focus is to use the Innovative-Vocab
cards to help them to write better in the language. The researcher will use methods
such as interview with checklists, document analysis of the pupils work and pupils
background as well as using the journal entries to provide the researcher with evidence
on the existence of the issue that the researcher is focusing on. The researcher will
also refer to these aspects in order to ensure that his research focus is relevant with the
issue that hes trying to solve:
a. Workability: By using Innovative-Vocab cards, it can help the teacher to
explain the vocabulary to the pupils. Other than that, this aid also can help
the teacher to guide the pupils in creating phrases and clauses before they
are able to create their own sentences. This aid also can help the pupils to
explore the meaning and usage of each word in various kind of sentences.
b. Importance: It is important for the pupils to learn the vocabulary before they
know how to write, because by knowing the vocabulary, pupils can explore
various ways of using the words in creating sentences, thus by doing this

research might help to improve their writing skills and enhance their
knowledge on words in English.
c. Usefulness: This teaching aid is useful to any lessons, for different skills,
especially for writing skills and it can also be used at anywhere, anytime for
the language lesson to be successfully done in guiding the pupils to explore
the language better.
d. Control: In this research, the teacher has full control of the aid and the
usage of this aid is also applicable for any activities, either in pairs or groups
as the pupils can adapt and adopt the aid for different activities while the
teacher guides them in doing the written task using the same aid.
e. Collaboration: Other teachers in school, especially language teacher as well
as the school administrator have given full support to the researcher to do
this research as they hope that this research will help to improve educational
f.

interest among the pupils in learning the language.

Relevance to the school: This study is relevance to the school as it is use to
help in guiding and developing pupils knowledge and interest in learning the
language via creative activities through the use of this teaching aid.

2.2 Initial Data Collection

Based on the interview with the Year4 English subject teacher and also from the
observation on the work done by the pupils, the researcher has identifies few pupils
that are having problem in writing in the language as well as having difficulties in
understanding the language. By recognizing their strengths and weaknesses in
language, the researcher will be able to help them learn to write and explore their idea
in language as well as improving their language usage.
The researcher is trying to collect several data in the form of qualitative data
through the checklist based on the interview that the researcher is going to make
between the teachers and the researcher as well as interview with the target
participants themselves. Besides that, the researcher also will observe the pupils style
of learning while also checking their background knowledge and the work that they
have done during the lesson. Then, the researcher will refer to the journal entries as
guidance on how to attract the pupils attention into doing the written task as well as to
make them participate in the lesson with appropriate activity using the suggested
teaching aid.

2.3 Action
In this research, the researcher has decided to use action research model from
Kurt Lewins Action Research model (Picture 1). Kurt Lewins Action Research model is
a type of model that consists of 6 steps from 2 cycle stages in doing research Smith M.
K. (2001, June). The initial cycle of this model begins with the first step, which is
identifying a general or initial data. During this step, the researcher needs to examine
and identify the idea carefully before starting his research. At the start, the researcher
needs to analyze and find more information about what kind of research that he intends
to do. After gaining the information and collecting the data, the researcher can proceed
to the next step, which is the reconnaissance or fact-finding. In this step, the researcher
needs to collect the information about his target participants and states his rational of
doing this research by relating them with the issue faces by the pupils in general as well
as linking them with his target participants problems. This can be done by preparing
the rational basis of his research through reviewing the pupils background and records
from the previous exam. Next, when the researcher knows the rational of his research,
he can proceed to the next step which is planning the research. The planning must
include how the researcher is going to do his research, when and where he is going to
do his research, what kind of process that involves in his action research and why he
decided to do certain process in certain time and at certain place with his target
participants. This will help him to know and organize his action in doing the research.
After he finishes his planning, then he can proceed to the first action step. The first
action step must be followed with the lesson plan of the day that the researcher
intended to use these Innovative-Vocab cards for his lesson. When the researcher had
taken his first action step, then he can evaluate his action via looking through the work
done by his target participants. This will help him to identify if there is any deficiency in
his plan and action before he proceed to the next step, which is making amendments to
his plan. After making the amendments to his plan, the researcher can restart the
process in the second stage by taking the second action step for his research using the
similar steps in this model as mentioned.

Picture 1: Kurt Lewins AR Model

For the first stage, the researcher has analyzed and observed the issue since
the first and second practicum process before initially decide on the research that he
wants to do. After that, the researcher find some facts via looking through the
reflections and journal writing from the previous practicum process to get a rough idea
of the issue that the pupils currently face in learning the language. Then, the researcher
planned the action to be taken before he started to do the research. Next, the
researcher takes an action by finding resources in the library and Internet before going
to the school for the Practicum 3 program. During the 1 st week, the researcher gets
some information and background knowledge about the pupils in Year 4. Then, during
the 3rd and 4th week, the researcher decides to do the checklist and asks his target
participants to fill in the checklists before giving the feedback based on the checklists.
Next, the researcher interviewed his target participants about their interest and
knowledge on the language. The researcher also observes the work done by the pupils
before making some review and reflection on the work. After that, the researcher starts
to use the Innovative-Vocab Cards to teach his pupils before making inferences on the
performance of his pupils and target participants.

During the action, the researcher found out the strengths and weaknesses of his
method, and decided to do some amendments before taking second action step for his
method. The amendments that the researcher will take are based on the suitability of
the activity in the lesson with the pupils level, their ability to comprehend the language
especially in understanding the meaning and how to use the vocabulary provided in
making sentences as well as the practicality of the teaching aid use in the activity
provided. After taking second step of the action, the researcher concludes his action by
making review on overall performance of his pupils during the research. This review will
help the researcher to improvise his teaching aid from time to time.

3.0 RESEARCH OBJECTIVES AND RESEARCH QUESTIONS

3.1 Research Objectives
The objectives of this research are:
1. To increase pupils knowledge on the vocabulary.
2. To improve pupils ability in writing and classifying the words into noun and verb.
3. To enhance pupils knowledge in simple sentence construction.
3.2 Research Questions
1.
2.
3.
4.

What are pupils vocabulary problems?

What are the ways to handle the problems?
Why are pupils having problem in writing sentences?
How to guide pupils in constructing simple sentences in interactive ways?

4.0 Research Participants

10

According to the English teacher, it was found that 10 of his pupils have problem
in learning the language. Initially, they were not interested in doing the written task
given by the teacher. Those Year 4 pupils are from an urban school in Sibu, which 50%
of them are girls and another 50% are boys. Based on the information from the English
teacher, these pupils are from poor family background and lack proficiency in the
language. The participants that the researcher have chosen are non-problematic pupils
but most of them are passive during the lesson. Besides that, the pupils are also very
excited in doing the group activity given by the teacher.
The rationale that the researcher has chosen these participants is that the
pupils that have been selected are in the same class that the researcher is going to
teach. Besides that, the researcher or the teacher also has already known the pupils
background and their strengths and weaknesses by getting the information from the
language teacher as well as class teacher itself. Other than that, the reason for these
pupils from Year 4 in this school are chosen is based on the result from their previous
test in Year 1 to Year 3 which shows that they are having problem in understanding the
language. Through the observation and analysis made on the pupils background and
works as well as the results from previous test, the researcher can imply and assume
that these pupils acquire more help and guidance from the teacher using this teaching
aid, taking consideration of that it must be appropriate with the activity in the lesson.
Based on the checklist given by the researcher, in which the checklist is about
how to increase the pupils interest in the language and what makes them having
difficulties in understanding the language, it can be implied that the pupils require more
exposure on the language through the activities as well as the usage of interesting
teaching aid that can help them to explore the idea of how to use the language in
creative and various ways. With the guidance from the teacher as well as the
implementation of the use of Innovative-Vocab cards during the lesson might be able to
help the pupils to enhance their knowledge and sharpen their language skills by the
end of Year 6.

5.0 Research Implementation Plan

11

5.1 Steps to Carry Out Action

Innovative-Vocab Cards is a compilation of small number of words and picture
in a form of card. This tool of learning can be used for any lesson and is easy to carry.
At the same time it can help pupils to learn lexical items. Several studies have been
performed by Sargi, Nation and Meister (1978), as well as by Herman, Anderson,
Pearson and Nagy (1987) revealing that a word must be encountered anywhere from 6
to 20 in order for the pupils to be able to learn the language appropriately. (Sheridan R.
et. al., 2011)
These cards can be used by the teacher and the learners to gain knowledge on
different parts of the language, such as in developing their understanding in phoneme
(how to pronounce the words), morpheme (words creation), semantic (the meaning of
each word), syntax (the structure of sentence) as well as to enhance their writing
technique in order for them to increase their knowledge on the language through
various process, for instance via learning the vocabulary, grammar or even parts of
speech through activities in group or pairs. This tool also can help the pupils enhance
their writing skills.
Steps to Carry Out Action
The researcher intends to implement the use of Innovative-Vocab cards during
the Grammar Lesson for week 3, with the integrated skill of writing. During the lesson,
the teacher first uses the Innovative-Vocab cards in the Set Induction, where he shows
the picture of people wearing traditional costume standing near to each other. The
teacher then asks some questions about what the pupils have learnt the day before
using the cards as guidance. Then, the teacher relates the activity to lesson of the day,
where he focuses on the preposition Near. After that, the teacher reads the statement
before selecting a few pupils to read the statement before explain the use of preposition
Next based on the statement that they have read. Next, the lesson continues with the
group activity where the pupils are required to fill in the blanks in the worksheet using
the preposition Next. After that, the teacher asks each group to draw one thing that
they can see near them. The teacher uses the Innovative-Vocab cards as guidance for
them to identify the object that is located near to them. After the pupils have finished
drawing, the teacher asks them to write about that object in a simple sentence. Then,

12

the teacher collects all the pupils works for reference before concluding the lesson.
Figure 5.1 shows how the researcher will implement the action of his research.
Figure 5.1: Implementation of the Action.
Action Taken
Step 1: Identifying a general or initial idea
Step 2: Reconnaissance or Fact-Finding

Time
Week 1
Week 1-2

~Pre-Test on the Topic~

Step 3: Planning
Set Induction
-Using Innovative-Vocab Cards to gain
interest from the pupils into the lesson.
Stage 1: Presentation
-Using statement sheet to explain the use
of Preposition Next.
Stage 2: Practice
-Using worksheet in the group activity as

Week 2-3

well as Innovative-Vocab cards as their

guidance.
Stage 3: Production
-Using blank sheet of paper and
Innovative-Vocab cards to guide the pupils
in doing the written task.
Closure
-Making a reflection on the lesson.
Step 4: Take First Action Step
~Apply the planned lesson in the week 3.
Set Induction
-Using Innovative-Vocab Cards to gain
interest from the pupils into the lesson.
Stage 1: Presentation
-Using statement sheet to explain the use
of Preposition Next.
Stage 2: Practice
-Using worksheet in the group activity as

13

well as Innovative-Vocab cards as their

guidance.
Stage 3: Production
-Using blank sheet of paper and
Innovative-Vocab cards to guide the pupils

Week 3

in doing the written task.

Closure
-Making a reflection on the lesson.
Step 5: Evaluation
~Evaluate the first action taken.

Week 4

~Post-Test on the Topic~

Step 6: Amended Plan
~Making amendments on the plan and

Week 5

reapply the plan for the second stage.

Table 2 shows how the researcher is intended to use his teaching aid in his
lesson. The researcher or the teacher is planning to use his Innovative-Vocab cards
during the set induction as well as during the production stage.
5.2 Collection of Data Plan
In this research, the researcher has planned to use interview with checklists,
document analysis on the pupils work and pupils background as well as observation
with the implementation of information from journal entries as the instruments to collect
data on the research and the participants in this research. Each instrument is prepared
and adapted according to the appropriateness and how the researcher wants the data
to be collected. The researcher had taken the instruments from several sources such
as books, journal, web site and so on.
For the interview script and checklists, the researcher used the guideline from
internet and guidebook of Action Research to learn how to create and implement the
use of the script and checklists during the research. The researcher will use this script
and checklists to help him in interviewing the language teacher and class teacher and
also the pupils, as well as to acknowledge the target participants strengths and
weaknesses. For the document analysis, the researcher has selected few participants
and collects information about their background and their work from the mentor and the

14

class teacher of Year 4 in order to acknowledge and to get to know the pupils better. By
selecting few documents such as pupils personal file and pupils work from the
previous lesson with their language teacher, this can help the researcher to know on
which part that the target participants can improve on and how the researcher can help
them to do it through what kind of activities that suitable for them.
5.3 Analysis of Data Plan
During the research, the researcher found out that his pupils are mostly average
and weak in the language. Out of 35 pupils, 11 of them are good in writing using the
language, while 12 of them are average and the rest are weak in writing using the
language. Chart 1 below shows the percentage of Year 4 Students writing ability in
English.
Chart 1: Percentage of Year 4 Students Writing Ability in English

Percentage of Year 4 Students' Writing Ability in English

31.4

34.3

Good
Average
Weak

34.3

Based on the distribution of the pupils shown in the chart above, the researcher
has selected 10 of them as the participants of this research. By using the checklists
given to the selected pupils, the researcher has found out that most of them like to

15

learn the language when the teacher use the interesting teaching aid as a way to attract
them to the lesson.
Below is the table of result from the checklist with the mean, mode, median and
standard deviation for the targeted participants based on the checklists that they have
filled.
Levels in Checklist
1 (Total Disagree)
2 (Disagree)
3 (I Dont Know)
4 (Agree)
5 (Total Agree)

Total Circles
4
7
12
42
33

Figure 5.3:Table of Results on the checklist answered by the target participants.

[4, 7, 12, 42, 33]
Mode of the Data: 4 (42 circles)
Mean of the Data: 42 (The largest value) 4 (The smallest value) = 38
Median of the Data: 3 (12 circles)
Standard Deviation:

=(38-4)2/(10-1)
=(34)2 /9
=1156/9
=128.4
=11.33
5.4 Validation of Data Plan

16

According to Denzin (1978), triangulation involves using multiple data sources in

an investigation to produce understanding. The purpose of triangulation in qualitative
research is to increase the credibility and validity of the result obtained from multiple
sources. By using triangulation method, the researcher can enhance he validity and
reliability of his findings.

Pre-Test &
Post Test

Survey

Observation

Figure 5.4: Triangulation Analysis

In this research, the researcher has indicated that he is going to use the Data
Sources Triangulation method as a way to validate his data plan. Data Sources
Triangulation method is a method where a researcher has to use three types of data
sources, which are time, space and person to identify the validity of his data collection.
Data that has been collected at different times, or from different places or from different
persons may reveal similar patterns thus increasing confidence in the findings (Denzin,
17

1970). Throughout this method, the researcher can identify how many of the pupils that
have improved their writing skills through the usage of Innovative-Vocab Cards.
As a researcher and a teacher, I believed that the pupils has developed their
written skills and learn some new vocabulary over time as they read and try to
understand the checklist given by the researcher. This was verified by 77% of the
respondents who agree with the statements provided in the checklist. Most of them are
also improve in their writing skills based on their work given by the researcher
throughout the lesson. 5 out 10 of the participants also have developed their sentence
construction via the exercises that they have completed after the lesson day by day.
This statement indicated that pupils learned to improve their confidence as well as skills
in writing through the exercises given.
The choice of data made by the researcher is through the data sources
triangulation. The researcher took his data from the work of his target participants from
each week, their personal file from the language teacher and class teacher as well as
from the interview with the teachers and the target participants with checklist made for
them. Through these collection of data, the researcher validate them in qualitative form,
which he suggested that the pupils were improving day by day with the help of the
Innovative-Vocab cards as well as guidance from the researcher himself.

5.5 Implementation Schedule

This research will be done in 5 weeks. This will include the steps taken as per
mentioned in the Figure 5.1.

18

Weeks

Flow Plan and Action of Research per Week

2nd Action
Evaluation and Amendment

Flow Plan and Action of R

per Week

1st Action
Action Planning
Reconnaissance
Idea Identification
0

5.5.1 A Gantt Chart to Show the Flow Between the Plan and Action
The Gantt Chart above shows how the researcher implemented his research action
from week 1 until week 5. On week 1, the researcher identified the idea of his research first
before proceed to reconnaissance stage on week 2. On week 3, he started to plan on how to
use the Innovative-Vocab cards during his lesson and he began to implement his plan on the
same week until the following week. After he implemented his plan, he evaluated them and
make some amendment on the week 4 before proceed to his second plan on week 5.

5.6 Estimated Budget

In every research, it is necessary for some form of cost to be included, in which it is
include for items to be used for the process of making the teaching aids and also during
the intervention of the usage of teaching aid in the lesson. In this research, there are

19

some items and their estimated budget that are use by the researcher. It is included in
the table 5.6.1 below:
Figure 5.6.1 below shows the estimated budget for the research:

Items

Estimated Budget (RM)

Paper

12 per reams
40 (Black)

Printer Ink

50 (Colour)

Manila Card

Mounting Board

12

Stationeries

10

Figure 5.6.1 Estimated Budget for the Research

Based on figure 5.6.1, the researcher has planned to use several items in
making his Innovative Vocab-Cards and the estimated budget for his expenditure on making
the teaching aid are also stated in the table above. Total expenditure for his teaching aid is
not included as of now until the exact amount of each item to be used can be concluded after
he implements his plan of action.

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