Model

Classroom is where not only pupils learn but teachers also learn about themselves.
As teachers, it is crucial to equip with knowledge of the skills consistently. Hence, it requires
us to reflect on our educational practices and to critically evaluate us to measure the
effectiveness of teaching. A teacher can decide on to improve her teaching by conducting an
action research. Action research is where we carefully examines our own practices which the
research will be a diagnostic and self-evaluative tool to examine our own teaching. This has
been supported by Carr and Kemmis in their definition of action research:

a form of self-reflective enquiry undertaken by participants

in social situations in order to improve the rationality and
justice of their own practices, their understanding of these
practices, and the situations in which the practices are
carried out.

(Carr and Kemmis, 1986, p. 162)

Furthermore, it is a model that guides the teacher in making practical decision about, or
improvements in, his or her teaching (Parsons & Brown, 2002, p.6) . An action research can
be carried out using different types of models. According to Goh (2016, p. 10), when
deciding which model you wish to employ, consider which suits your situation and action
better, there is no right or wrong model. Therefore, I would like to choose the model
proposed by Stephen Kemmis.

Stephen Kemmis model is a systematic process that will help to carry out the action
research in a very structured way. In spite of the fact that it was established for quite some
time ago, it is a classic and oft-referenced action research model that is still valid and being
widely adopted/adapted today (Lih-Shih, 2012). The action research tend to be cyclic,
participative, qualitative and reflective (Dick, 2000).In the same time, Kemmiss model also
emphasis the cyclic, participative, qualitative and reflective through his first model which
consists of four steps: plan, action, observe, and reflect (Potter, Codi, 2012). This is because
the process is cyclic in nature and it includes of four main steps actions starts with planning,
taking action, observing and lastly reflecting as one complete cycle. Next, the model
prominence the participative section where active participants will be in a research.
Furthermore, Kemmis model highlights the qualitative in the observation stage. Lastly, the
critical reflection upon the process and outcomes are shown in the reflection stage. As a
researcher, it is vital to really conduct action research accordingly following to the action
research model selected in order to be more systematic and controlled. The model will help
me in a way that it guides me thoroughly as the action research changes from one step to
another step.

Firstly, in the plan stage the problems will be identified based on reflection and
problem faced in past and current teaching experiences. Then, it will be narrow down to a
scope for us to select an aspect that we really wants to improve based on our weaknesses
on teaching that issue to pupils. The selection of a focus for ones action research is a step
that must not be taken lightly (Sagor, 2005, p.12). Hence, in this stage it is important to
choose an aspect that we want to improve. From that, it is practical to gather ideas on how
we can rectify the problem. Before moving on to the next stage, an intervention will be
created from the problem chosen earlier. During the action stage, the intervention which has
produced will be carried out with the selected research participants. In the same time, the
action implementation will be accompanied with data collection. The data will be collected
through different data collection instruments which chosen earlier in the plan stage. The data
collected will be helped to observe our action. The final stage is reflecting where evaluating
the efficiency of the intervention and the actions. As a researcher, still can make
improvement if the result not satisfying and the cycle will continue until the research
objectives are achieved successfully.

I am choosing this action research model because the steps are very easy to
understand and to implement it. Next, the model provides simple and structure guideline
which allows to be focused on one step at a time. The step by step action will help to
conduct the research in a well-organized and systematic way. Hence, Kemmis model is
practical in a way that it was a model that I can work on using it in action research which will
ensure the success.

Based on the action research model discuss earlier, in relation to that I will come up
with, the intervention in the first stage itself. The idea of the intervention should appear in the
planning stage, as ideas will be gathered and the best will be chosen. Then, the idea will be
developed into an actual material, followed by implementing it to the research participants
which will be occurred in the second step; which is action.

On the other hand, the basic of my intervention is using Venn diagram and pictures
as means to present the input on how to use the primary auxiliary verb has and have to
construct sentences correctly. It is a Venn diagram that will be consist of pictures and words.

The idea of the intervention was adapted from a website called as Brainpop
Educators and I will alter it according to my preferences. This is because when using Venn
diagram pupils organise their responses into the chart, they link information across
sentences, paragraphs and the whole text (Dreher & Gray, 2009, p.1). This will help pupils
to know about the primary auxiliary verb and the how to using it in constructing the
sentences. Using Venn diagrams for reading and in the English classroom allows students
to explore relations among ideas (Dreher & Gray, 2009, p.1). In this context, where pupils
will be have ideas on how to use the pictures and words because pupils know the link or
relation of the pictures and words.

The main idea of this intervention to apply the usage of visual aids, which in this
setting, refers to the pictures of pupils, animals and so on. Using pictures as a visual aids
definitely will provide a lot of advantages. Firstly, visual aids can help to support
conceptualization. This was supported by Petty (2004), many concepts or ideas are
understood visually rather than verbally. Furthermore, visuals can support the input that
the student receives (Ramirez, 2012, p. 11). This is because using the visual aids closely
related to Direct method. A teacher who is using Direct Method used pictures as one of the
teaching aid, relating the grammatical forms they are studying to objects and pictures, etc (
Harmer, 2007, p. 63).The pictures will be represent more in the context which helps pupils
to understand easily the function of primary auxiliary verb in the sentences.

Next, the design of intervention will also influence by the concept of mobility. Only
one big board will be used to present the relationship between primary auxiliary verb,
pictures and words. The pictures is easy to remove and replace because the pictures are
attachable. Therefore, it is easy to disassemble the pictures and replaced with the new
pictures. Hence, it is an ease for a teacher to use it to carry it to the classroom.

Research objectives and research questions

Based on the research issue, I have outlined the research objectives and the research
questions. These two aspects are associated with one another to clearly display what this
research aimed to accomplish, and what this research is intended to pursue.

Research objectives Research questions

Explore the use of Venn pics as a
technique in encouraging leaners
to construct sentences.
Explore the leaning points which
arise from the action research that
may improve and enrich me
professionally.
How the use of Venn pics is
effective in encouraging
participants to construct
sentences?
What are the learning points from
this research?

Research objectives and Research Questions

Research participants

The research participants will be chose among the Year 5 pupils of SJK (T) LJ. There are
total of 29 pupils in the classroom, of which 17 girls and 12 boys. Two boys are Hindu-
Muslims and others are Indians. For this research, I have identified the six pupils who will be
involved mainly based on the preliminary data that collected. Hence, I will be addressing a
small number of pupils. Description of this pupils included in the table below:

No. Details
Participant 1 ( P1)
Age: Eleven years old
1.
Gender: Girl
Attitude/behavior: Rely on her friends to do the work
Participant 2( P2)
Age: Eleven years old
2.
Gender: Girl
Attitude/behavior: Passive
Participant 3 ( P3)
Age: Eleven years old
3.
Gender: Girl
Attitude/behavior: Very shy and passive
Participant 4 (P4)
Age: Eleven years old
4.
Gender: Girl
Attitude/behavior: Always doing her own work
Participant 5 ( P5)
Age: Eleven years old
5.
Gender: Boy
Attitude/behavior: Quite Active
Participant 6 ( P6)
Age: Eleven years old
6.
Gender: Boy
Attitude/behavior: Very talkative

To choose the suitable research participants, purposive sampling will be using as the
method of selection. Purposive sampling is a non-probability sample that is selected based
on characteristics of a population the objective of the study (Crossman, 2016). The six
participants has been choosing because they have shared a connection which is the
problem they had with the identified issue. Thus, they are the participants of my action
research.

Recommended Implementation

Details of intended implementation

The fundamental of this action research is definitely on the actions done to achieve the
outlines research objectives and to provide answers to the research questions itself. To
overcome the issue a suitable intervention will be using. The intervention is called as Venn
Pics to address the issue of using the primary auxiliary verb has and have in constructing
sentences. Example layout of Venn Pics:

Firstly, the intervention will be applying a simple concept of using Venn diagram and pictures
as the visual aid. To begin with, this intervention is designed to be used as a means of
presenting the input of the primary auxiliary verb. Normally, in a grammar lesson plan, the
input will be given in Stage 1: the presentation stage. Presentation is the stage in the
lesson where you introduce new language forms to the students (Nesamalar Chitravelu,
Saratha Sithamparam & Teh, 2005, p. 205). This is where the intervention will be using to
convey the usage of primary auxiliary verb in a sentences.
The Venn Pics is in a big board where will illustrate the examples to the pupils. The pictures
of the people, animals are replaceable because the pictures are attachable to the board. As
a teacher, I will choose how many pictures should use for the explanation and examples.
More explanation and examples will help pupils to understand better the issue. The following
chart will explain better the step of the intervention:

Place the Venn Pics board on the whiteboard.

Paste the auxiliary verbs 'has' and 'have' and explain the use of the
verbs in a sentence verbally.

Paste the pictures of people inside the diagram.

Construct the sentences using the pictures and the primary auxiliary
verbs.

Change the pictures from people to animals and so on to explain

more.

Step by step Instruction to Use the Venn Pics

This intervention is very simple and stress-free to carry out in the classroom. Moreover, it is
just a piece of board where easy to carry to classrooms. The pictures also able to replace
according to pupils proficiency level which is good for a teacher because can alter the
example according to pupils level. Furthermore, pupils obviously can see the sentence
construction because pictures and words related to the primary auxiliary verb has and
have. This intervention consist a lot of advantages rather than limitations. Therefore, it is
usable in the classroom to address the issue of has and have in constructing the
sentences.
(Potter, Codi. "The Action of Action Research: An Analysis of Action Research Projects
Completed in the UNT/Denton ISD PDS." The Eagle Feather 9 (2012): n. pag. Web. 20
February 2017. doi:10.12794/tef.2012.121.)

Dick, B. (2000) A beginner's guide to action research [On line]. Available at

http://www.uq.net.au/action_research/arp/guide.html