Jowy AR

USING FLIP-FLOP GAME TO IMPROVE YEAR 3 PUPILS IN SINGULAR
AND PLURAL NOUNS

WONG CHAN WAI
INSTITUT PENDIDIKAN GURU
KAMPUS DATO’ RAZALI ISMAIL
21030 KUALA TERENGGANU
TERENGGANU DARUL IMAN
2015
i
USING FLIP-FLOP GAME TO IMPROVE YEAR 3 PUPILS IN SINGULAR
AND PLURAL NOUNS
WONG CHAN WAI
A project report is submitted in partial fulfilment of the requirement for degree
Bachelor of Teaching (Hons).
(Teaching English as a Second Language Primary Education)
ii
SUPERVISOR’S APPROVAL
I hereby certify that I have read the project report and in my view the work has
fulfilled the requirement for the degree of Teaching (Hons)
Signature :…………………………………...
Supervisor : SALMA BINTI ABDUL RAZAK
Date :…………………………………...
iii
CANDIDATE’S DECLARATION
“I hereby declare that the research is based on my original work except for quotation
and citations which have been clearly acknowledged.”
Signature :……………………..
Name : WONG CHAN WAI
Date :……………………...
iv
DEDICATION
Dedicating specially to my beloved father and mother,
Mr Wong Hock Wong and Ms Lee Guat Lian
Thanks for being there for me in high and low tides, guiding me thoughout every
twisted paths, leading me to who I am now.
Not forgetting my lovely brothers,
Yee Cher and Yen Ming
Thanks for continuous support and encouragement given, those kind words of
courage keep my spirits going.
My heartfelt appreciation and gratitude to my kind and dearest supervisor,
Madam Salma binti Abdul Razak
Who continuously provide the guidance, advise and support along the process in
accomplishing this research paper.
I would like to express my sincere gratitude and appreciation to all the lecturers in
IPG KDRI especially those who are from Jabatan Bahasa-Bahasa.
Thanks for moulding us to become who we are today. Last but not least, I would like
to express my gratitude to all friends from PISMP JANUARY INTAKE 2012 for
going through the challenges together.
v
ACKNOWLEDGEMENT
First and foremost, I would like to express my gratitude to God for granting me
the courage and blessing to accomplish this research paper.
I would like to express my heartfelt and most sincere appreciation and gratitude
to all the lecturers in IPG KDRI for educating us patiently and dedicatedly. Not to
mention, special thanks to my beloved Madam Salma binti Abdul Razak for the
ultimate support and guidance given in accomplishing this research paper.
Besides, thanks a lot to all the members in Sekolah Kebangsaan Gong Badak
and my mentor Madam Shumaisah binti Abdul Ghani for the cooperation and guidance
given along the process of carrying out this research.
Next, I would like to express my gratitude and appreciation to my beloved
parents for being the constant source of love, support, guidance and encouragement so
that I am motivated and have the urge to complete this research paper. Lastly, thanks
to the cooperation given either directly or indirectly from the comrade PISMP JAN
intake 2012.
vi
ABSTRACT
The problem in using singular and plural nouns correctly is very common among
Malaysian pupils. Hence, the objective of this research is to improve the use of singular
and plural nouns among year 3 pupils by using game designed, Flip-Flop Game. Flip
Flop-Game is a pack of cards which can be played in various different ways. It helps
pupils to identify the rules applied to singular and its plural nouns. First, pupils have
to play a memory game using Flip-Flop Game. Next, they will duel with each other
with the cards. Each player gets to keep the card as he or she gives the correct answer.
The player with most cards at the end of the session will win the game. Four research
participants consist of two girls and two boys were involved in this research. They
showed gradually improvement in the use of singular and plural nouns as the sessions
progressed. To sum up, the use of Flip Flop Game is proven to be able to elicit interest
in learning grammar among pupils and should be used in the teaching of English as a
second language in the primary ESL classroom.
(Keywords: Flip-Flop Game, game, singular and plural nouns)
vii
ABSTRAK
Masalah dalam menggunakan singular and plural nouns dengan betul adalah sangat
biasa di kalangan murid-murid Malaysia. Oleh itu, objektif kajian ini adalah untuk
meningkatkan penggunaan singular and plural nouns antara tahun 3 murid-murid
dengan menggunakan permainan yang direka, iaitu Flip-Flop Game. Flip-Flop Game
adalah pek kad yang boleh dimainkan dalam pelbagai cara yang berbeza. Ia membantu
murid-murid untuk mengenal pasti kaedah-kaedah yang digunakan untuk singular and
plural nouns. Pertama, murid-murid perlu memainkan permainan memori
menggunakan Flip-Flop Game. Seterusnya, mereka akan bersaing antara satu sama
lain dengan menggunakan kad Flip-Flop. Setiap pemain akan menyimpan dan menjaga
kad tersebut sekiranya dia memberikan jawapan yang betul. Pemain dengan kad yang
terbanyak pada akhir sesi akan memenangi permainan tersebut. Empat peserta kajian
terdiri daripada dua pelajar perempuan dan dua pelajar lelaki terlibat dalam kajian ini.
Mereka menunjukkan kemajuan yang memberangsangkan secara beransur-ansur
dalam penggunaan singular dan plual noun dengan betul sepanjang sesi-sesi intervensi
dijalankan. Konklusinya, penggunaan Flip-Flop Game telah terbukti dapat mencungkil
minat para pelajar dalam pempelajaran grammar dan seharusnya diaplikasikan dalam
pengajaran Bahasa Inggeris sebagai bahasa kedua.
(Kata kunci: Flip-Flop Game, permain, singular and plural nouns)
viii
TABLE OF CONTENT
TITLE
SUPERVISOR’S APPROVAL
CANDIDATE’S DECLARATION
DEDICATION
ACKNOWLEDMENT
ABSTRACT
ABSTRAK
TABLE OF CONTENT
LIST OF TABLE
LIST OF FIGURES
LIST OF APPENDICES
1.0 INTRODUCTION
1.1 Background
1.2 Reflection of Past Teaching Experience
1.2.1 Concept/ Theory
1.2.2 Past Research
i
ii
iii
iv
v
vi
vii
ix
xii
xiii
xv
199
12
ix
1.2.3 Definition of Terms
2.0 FOCUS OF INVESTIGATION
2.1 Introduction
2.2 Research Issue
2.3 Preliminary investigation and Analysis
3.0 RESEARCH OBJECTIVE
3.1 Introduction
3.2 Research objective
3.3 Research question
4.0 RESEARCH PARTICIPANTS
4.1 Introduction
4.2 Syah
4.3 Mia
4.4 Amirul
4.5 Paiz
5.0 INTERVENTION
5.1 Introduction
5.2 Intervention specification
5.3 Intervention procedures
15
17
18
19
21
21
21
21
22
22
22
23
23
24
25
x
6.0 DATA COLLECTION
6.1 Introduction
6.2 Document analysis
6.3 Observation
6.4 Interview
7.0 DATA ANALYSIS AND INTERPRETATION
7.1 Introduction
7.2 First Cycle First Session
a. Amirul
b. Syah
c. Mia
d. Paiz
Reflection for the First Cycle First Session
7.3 First Cycle Second Session
a. Amirul
b. Syah
c. Mia
d. Paiz
Reflection for the First Cycle Second Session
29
30
31
32
34
34
34
35
37
38
40
42
42
43
44
46
47
xi
7.4 First Cycle Third Session
a. Amirul
b. Syah
c. Mia
d. Paiz
Reflection for the First Cycle Third Session
7.5 Second Cycle
a. Mia
b. Paiz
Reflection for the First Cycle
8.0 FINDINGS
9.0 SUGGESTION FOR FUTHER RESEARCH
REFERENCES
APPENDICES
47
47
48
49
50
52
52
52
53
54
56
58
60
63
xii
LIST OF TABLE
Table Content Page
5.1
5.2
7.1
7.2
7.3
7.4
Cost
Plan of action
Observation checklist (Amirul)
Observation checklist (Syah)
Observation checklist (Mia)
Observation checklist (Paiz)
25
26
43
44
45
46
xiii
LIST OF FIGURES
Figure Content Page
5.1
5.2
5.3
7.1
7.2
7.3
7.4
7.5
7.6
7.7
7.8
7.9
7.10
7.11
7.12
7.13
7.14
7.15
7.16
7.17
7.18
7.19
7.20
7.21
7.22
7.23
7.24
7.25
7.26
Flip-Flop Cards
Flip-Flop Cards
Kemmis and McTarggart’s Model
Sample of mistake by Amirul in diagnostic test
Result of worksheet 1 by Amirul
Sample of mistake by Syah in diagnostic test
Result of worksheet 1 by Syah
Sample of mistake by Mia in diagnostic test
Result of worksheet 1 by Mia
Sample of mistake by Paiz in diagnostic test
Result of worksheet 1 by Paiz
Sample of mistake in worksheet 1 by Paiz
Sample of mistake in worksheet 2 by Amirul
Steps taken by Syah in completing the task
Sample of mistake in worksheet 2 by Mia
Sample of mistake in worksheet 2 by Mia
24
24
26
34
34
34
35
36
36
36
37
37
37
38
38
39
39
39
39
40
40
40
42
42
43
45
45
46
46
xiv
7.27
7.28
7.29
7.30
7.31
7.32
7.33
7.34
7.35
7.36
Feedback in the form of questionnaire by Amirul
Feedback in the form of questionnaire by Syah
Feedback in the form of questionnaire by Mia
Feedback in the form of questionnaire by Paiz
Result of Mia’s worksheet in second cycle
Result of Paiz’s worksheet in second cycle
Rule-Cards
48
48
49
50
51
51
51
53
54
55
xv
LIST OF APPENDICES
Appendix Content Page
ABCDEFGHI
Diagnostic test
Questionnaire
Interview questions
Observation checklist & field notes
Worksheet (Activity 1)
71
72
73
74
75
76
77
78
79
1
1.0 INTRODUCTION
English is a language spoken and written by many people around the world. It
is considered as one of the most important languages of the world (Chua, 2012). It is
widely spoken across the globe, even on the internet. English has a wider distribution
compared to other spoken languages. It is an official language in 52 countries. It is the
most useful language to learn for international travel and is now the de facto language
of diplomacy. Realizing the importance of the English language, the government has
begun implementing new curriculum to help boost the English language learning as a
means of pushing the younger generation towards being better able to compete with
the global community. Hence, the influential wave of globalisation and information
and communication technology is a good reason for Malaysians to improve their
English. It is essential to keep in mind that the English language should be used
Malaysia keep Malaysia globally competitive. All this can be started by simply
mastering the language needed. According to Li (2011), English is the key to the world
and having that key unlocks the door to a million opportunities.
1.1 Background.
1.1.1 Teachers’ Problems.
One of the problems faced by the teachers is that their pupils feel demotivated when
they make too much mistakes in learning English. Meanwhile, as English teachers, we
encourage pupils to err. By making errors, we are able to learn from mistakes and get
better. A study by Rahman, Jumani and Basit (2010) attempted to identify the factors
motivating and demotivating students in learning English and to find out a relationship
between motivation and student achievement in Pakistan. According to the results of
the study, the main demotivating factors for Pakistani students are complicated English
2
grammar rules, difficulty in understanding spoken English, spelling and reading
mistakes, difficult textbook, large memory load, low self-esteem, fear of laughter by
students, no encouragement from parents and friends, rapid pace of the lesson, too
much nervousness, fear that teacher would correct mistakes immediately, no use of
modern technological aids in teaching English, and teachers’ anger over wrong
answers. The factor I want to highlight here is the fear of making mistakes. As
reference to study done by Rahman, Jumani and Basit (2010), ESL learners often think
that making mistakes is a bad thing.
As teachers, we have to make sure that it is okay to make mistakes in learning. This
can be done by modifying the learning environment and teaching strategies that will
lesser pupils’ affective filter in learning. The affective filter hypothesis is attributed to
Krashen (1981), but the idea was introduced a few years earlier under the title of
“socio-affective filter” by Dulay and Burt (1977) as cited in Stewart (2010).It suggests
that emotional variables can hinder comprehensible input from reaching the part of the
brain responsible for acquiring language. These are among the emotional aspects of
language acquisition that include anxiety, stress, motivation, and sense of belonging
(Krashen, 2003). According to Stewart (2010). she noted that positive feedback can be
empowering for students who lack confidence in the subject matter. By giving them
such feedback, ESL students may be motivated to put forth more effort, which will
produce a higher quality of work, greater self-confidence, greater learning and then
even more deserved positive feedback in a continuous loop.
Teachers of English as a second language and English as a foreign language typically
refrain from providing an overload of corrective feedback so that students feel more
comfortable expressing themselves in English, even if it is not perfect. Therefore, as
3
teachers, we have to make sure that the right amount of feedback is given, preferably
positive feedback over negative feedback.
The next problem falls under choosing appropriate techniques. Sometimes, a teacher
has to select appropriate technique and strategy to cater for a group of pupils with
different interests, abilities and characteristics. We refer to it as “learning styles”.
Learning styles refer to the ways a student prefers to go about learning, stated Willing
(1998) as cited in Mahboob (2004). He proposes that a teacher who is sensitive to
accommodates the students’ preferences for learning styles and strategies will improve
learner satisfaction and attainment in learning. Willing (1998) as cited in Mahboob
(2004) classified learners into four categories: concrete learner, analytical learner,
communicative learner and authority-oriented learner. Learning styles becomes one of
the factors why a teachers need to select their teaching strategies carefully.
Furthermore, one of the recent approaches emerged in primary English language
teaching methods is "the Theory of Multiple Intelligences"(Gardner,1993,2000).
Howard Gardner (1993) argues that humans possess a number of distinct intelligences
that manifest themselves in different skills and abilities. As Gardner (1993) suggests,
there are several kinds of intelligence, not one or two intelligences. Gardner (1993)
suggested seven kinds of intelligence initially in 1983.
Additionally, in an interview with Checkley (1997), Gardner suggested an eighth
intelligence, namely “naturalist intelligence” to the original list of the multiple
intelligences. Based on these theories, teachers have to select appropriate techniques
and strategies. It might become a problem if teachers omit and neglect pupils’ learning
styles. Suggested activities that cater for pupils’ learning styles include drawing and
coloring, handicrafts, songs and rhymes, vocabulary, drama, game and so on.
4
1.1.2 Students’ Problems.
Around the world, many people dedicate themselves to learning English. While many
reach fluency and written literacy within a few years, students encounter problems and
challenges along the way. Some of these pertain to learning English in particular, due
to the language's diverse roots, large amount of irregular verbs and profound regional
variations. Dash (2013) mentioned that the common problems in learning include
pronunciation, vocabulary, grammar, encouraging error, early hardship, choosing
appropriate techniques and lack of model for speaking.
Dash (2013) stated that almost all English learners encounter at least three types of
problems: challenges with pronunciation, lack of vocabulary and grammar. The
pronunciation problem arises as some people find it difficult to master certain sounds.
According to Zhang (2010), most researchers agree that the learner’s first language
influences the pronunciation of the target language and is a significant factor in
accounting for foreign accents.
This also happens to many ESL learners in Malaysia. Zhang (2010) stated that a
particular sound which does not exist in the native language can therefore pose a
difficulty for the second language learners to produce or some times to try to substitute
those sounds with similar ones in their mother tongue. These sounds include both
vowels and consonants. For example, there are no vowels like /æ/, /au/ or no such
consonants as /ð/. For instance, the English /r/ and /s/ are very different from the
Chinese /sh/ and /r/. Therefore it is not surprising when the words ‘English’,
‘pronunciation’, ‘rose’ and ‘rise’ are uncomfortably heard when they are produced by
ESL learners.
Vocabulary is essential when learning a language; nevertheless, learning vocabulary
is not an easy task. Most learners view vocabulary as their language learning difficulty
5
as Candlin (1988) as cited in Seng (2012). They feel that their lack of vocabulary poses
a serious problem and results in a big obstacle when learning a foreign language
(Krashen 1989; Nation, 1990) as cited in Seng (2012). Vocabulary learning difficulty
has also been encountered by Taiwanese ESL English learners. Students felt frustrated
by too many new words that occurred in an English text and thus caused their reading
failure or difficulties, stated (Chi & Chern, 2000) cited in (Seng, 2012).
In addition, Huang (2000) as cited in Seng (2012) stated that a lot of research has
reported students’ lack of an adequate vocabulary is the major obstacle that hinders
them from successfully comprehending English reading texts or academic readings.
Thus, lack of vocabulary has been a great problem faced by most ESL learners,
including Malaysian pupils.
According to a Linguistic Studies done in Malaysia, Khazriyati, Hua and Marlyna
(2005) observed the occurrence of mistakes in ‘subject-verb agreement’ (SVA) and
copula ‘be’ among lower secondary school students in Malaysia. In subject-verb
agreement, problems occurred when the verb has to be inflected in the present tense to
agree with the subject.
The findings of the research show that 46.83% are mistakes on subject-verb agreement.
Melor and Nor Zaini (2002), Noreiny Maarof et.al (2003) and Hazita Azman (2006)
as cited in (Jalaluddin, 2008) indicate that the students’ weakness in English can be
attributed to attitude, geographical location and ethnic. The research has shown that
pupils who come from urban area has higher mastery of English proficiency, whilst
those are from rural area have poor mastery in English proficiency especially in the
grammar context.
6
1.1.3 Curriculum
Education in Malaysia has been changing since independence. The introduction of the
New Education Policy in 1970 resulted in a common curriculum with a Malaysian
outlook and Bahasa Malaysia became the medium of instruction in all schools and
tertiary institutions. The introduction of the New Education Policy in 1970 resulted in
a common curriculum with a Malaysian outlook and Bahasa Malaysia became the
medium of instruction in all schools and tertiary institutions.
This is the beginning of a whole new chapter in the development of English language
in Malaysia where English was given the status of second language. According to Sir
(2013), in the recently released Malaysian Education Blueprint, there is a two-year
timeline to make English a must pass subject. Its pragmatism has been questioned but
I think it should be supported. Clearly, learning English has become so essential to
prepare Malaysians to be globally competent.
In recent years, the English language has been viewed as an asset to achieve
development and to acquire knowledge. More emphasis has been put on how to create
awareness to take English seriously. Nowadays, more English teachers are trained
locally as well as abroad. The standard of the SPM English paper has been upgraded
to coordinate with 1119 GCE English paper.
According to Lowenberg (1991), the current status of English in Malaysia is
“constantly developing and changing in terms of adapting the norms of English to the
political, economic and socio-cultural contexts of contemporary Malaysia”. The
importance to acquire this language is again and again stressed by leaders and policy
makers. According to Gill (2002), the development of English can be classified under
two phases; the liberation and expansion phase and the linguistic pragmatism phase.
Tun Dr Mahathir Mohamad, the former Prime Minister of Malaysia claimed that in
7
order to compete with the advanced countries, Malaysians and the other Asian
nationalities still have a long way to go. There are skills to learn and values to change.
“One does not become a European simply by wearing a coat and a tie, speaking English
and practising democracy instead of feudalism” said Dr Mahathir Mohamad. He also
stressed that we have to learn the language for international communication and also
for telecommunications such as the internet (Chua, 2012). It is obvious that the
importance English has been stressed since back then in Malaysia.
Recently, New Strait Times cited in Thirusanku and Melor (2012) stated that among
the Asian countries where English is not the mother tongue, Malaysia was ranked with
the highest English proficiency level. Datuk Dr. Wee Ka Siong, the Deputy Education
Minister revealed his happiness on this matter and also mentioned that there is always
room for improvement as we are only in the ninth place internationally. He also
believes that with the increasing number of English language periods in schools, the
command of English among students will also improve (Thirusanku & Melor, 2012).
Meanwhile referring to the Malaysia Education Blueprint 2013-2025, Ministry of
Education (2012), a 17-year-old emerged as the first Malaysian champion in English
Speaking Union International Public Speaking Competition in London at the year of
2012. From all these results, we witness the progress of English development in
Malaysia.
1.1.4 Teaching Environment
One of the issues concerning teaching environment attends to early hardship. When
ESL learners begin to learn , they may enter a class or an immersion situation in a state
of shock. This is due to the fact that they have never been exposed to this language
before. The language being alienated to them, is totally different from their mother
8
tongue. Pupils will require more time to digest the information and learn things from
scratch. According to (Jalaluddin, 2008) ,most pupils in urban area are pre-exposed to
English by their parents when they are young. This enable them to catch up with the
language quickly. However, to those who have never learned anything about the
language, this experience is the initial phase of learning a language, called the silent
period (Dash, 2013) . During this time, which may last only a few days or up to a few
weeks, students receive and absorb language but are often unable to speak or write it.
Due to a number of pupils with different level of proficiency level, this might pose as
a problem for a teacher. A teacher therefore needs to know how to handle a mixed
ability class with suitable strategies.
One of the primary challenges for someone learning English concerns is the lack of a
proper model for speaking (Dash, 2013). Whenever possible, students should listen to
native English speakers engaging in conversation or teaching concepts. This practice
sharpens students' ears to unique rhythms and pronunciation of English and can
provide insight into more abstract and advanced English language. A study on 187
American university students by Meadows and Muramtsu (2007) indicates that
students prefer to have Native Speaker Teachers (NST) as the model of the language.
Meadows and Muramatsu also finds that students need the Native Speaker Teachers
(NSTs) to be the model to provide immersion culture, accent and grammar of the
language.
Mahboob (2004) states that the students believe that the Native Speaker Teachers
(NSTs) are considered as the forte in teaching oral skills and they are the good models
to learn pronunciation. Based on these researches, we can conclude that it is important
to use authentic material that will prompt pupils to speak. There are some schools in
Malaysia that have already started having NST in the help of teaching English. With
9
or without NST, a teacher can always carry out an authentic lesson that brings about
meaningful interaction between the learners themselves.
1.2 Reflection of Past Teaching Experience
I had been teaching English for three semesters during my teaching practice. There are
a number of pupils who faced difficulties in learning English during my teaching and
learning process. Most of the pupils had difficulties in pronunciation, vocabulary and
grammar. On my third practical, I was assigned Year 3 for my teaching practice at
Sekolah Kebangsaan Gong Badak. Based on my observation made, I discovered my
pupils were having troubles in English learning, especially in Grammar.
1.2.1 Concept/ Theory
Knowing this issue, I had figured out a new way to combat this issue. Based on my
past experiences of conducting language games in schools, I realized that pupils really
love games. Thus, I decided to use games to solve this problem which I identified.
Games are fun and interacting. Pupils will enjoy games and learn subconsciously.
Besides, games are motivating and this will elicit pupils’ interest in learning.
Constructivism
Using games as intervention is related to the theory of learning – Constructivism.
Constructivism, according to Kanuka and Anderson (1999), defines learning as active
and language and learning environments serve as important elements in learning
process. While Taber (2011) relates constructivism where learners are expected to
function as self-motivated, self-directed, interactive, and collaborative participants in
their learning experiences. It says that with appropriate environments, pupils will
therefore be motivated to utilise language in an active way. Pupils can build their
10
knowledge or reconstruct their misconceptions on nouns. By using games as
intervention, pupils will be given opportunities to learn how to use singular and plural
nouns correctly.
Constructivism is also a theory about how people learn. In the theory of Constructivism,
people construct their own understanding and knowledge of the world, through
experiencing things and reflecting on those experiences (Educational Broadcasting
Corporation, 2004). In the classroom, from a viewpoint of constructivist, pupils are
usually encouraged to use active techniques (experiments, real-world problem solving)
to create more knowledge and reflect on their understanding. Through games, teachers
can guide pupils through their pre-existing conceptions and address them and then
build on them in learning grammar.
From the perspectives of constructivists, according to Taber (2011), teaching is seldom
about helping learners build up knowledge from nothing; as learning always builds
upon, and with, the cognitive and conceptual resources already available. Therefore,
teaching involves activating relevant ideas already available to learners to help
construct new knowledge.
Besides, pupils will build their new knowledge upon partial, incorrect, or apparently
irrelevant existing knowledge unless carefully guided. Duit (2009) and Taber (2011)
stated that students often have their own ideas about a topic that they have developed
spontanerously to the version of knowledge presented in a curriculum. Based on these
principles, the purpose of using games is to help pupils to learn grammar independently,
in the way that they can construct new knowledge by activating their pre-existent
concepts that they already have.
11
Taber (2011) stated that when teaching abstract concepts that cannot be directly shown
or demonstrated to learners, the teacher needs to find ways to help students make
connections with knowledge that could be relevant: using models, analogies and
metaphors for example. Effective constructivist teaching advocates “student centred”
in terms of its focus on how knowledge building takes place in the mind of the learner.
Thus, using games in learning will allow pupils to experience “hands-on” learning as
it is more students-centred where teacher only seek to guide learning by supporting the
knowledge-construction process.
Explained in Good and Brophy (1994) as cited in Cooperstain and Kocever-Weidinger
(2004), they define constructivist learning into four main principles namely: learners
construct their own meaning, new learning builds on prior knowledge, learning is
enhanced by social interaction, meaningful learning develops through “authentic”
tasks. Based on these principles, using games will allow pupils to experience learning
through scaffolding or a supportive frameworks which guide pupils through a series
of small steps, carefully fit together, to the appropriate discovery learning.
Games contain elements that foster intrinsic motivation and interactive challenges
(Dickey, 2006). This is extremely crucial especially for ESL learners who struggle to
learn English because the language is totally different from their mother tongue. When
intrinsic motivation is instilled within them, they will be prompted to learn by
themselves. At the same time, this will boost their confidence in learning singular and
plural nouns. This will definitely diminish the obstacles in learning English. Krashen
(2003) stated “acquisition requires meaningful interaction in the target language -
natural communication - in which speakers are concerned not with the form of their
utterances but with the messages they are conveying and understanding.” Using games
allow pupils to act and interact in a way that is meaningful, using the target language
12
in an authentic context. Krashen’s fifth hypothesis, the Affective Filter hypothesis
views that number of 'affective variables' play role in second language acquisition.
These include: motivation, self-confidence and anxiety. However, with games, that is
not the case. Games will lower pupils’ affective filter in learning. In other words this
will increase pupils’ motivation and self-esteem in learning grammar as they will not
approach grammar in a complicated way which they might feel threatened to learn.
1.2.2 Past Research
This chapter provides an overview of the relevant literature and theories of teaching
young learners. Learning grammar rules does not have to be difficult if you take
advantage of the many free English grammar teaching tools available online. There
are several reasons why grammar is so important. Without good grammar, clear
communication is nearly impossible. Proper grammar keeps you from being
misunderstood while expressing your thoughts and ideas.
Writing and speaking correctly gives us the appearance of credibility. If we are
attempting to build a reputation as an expert in this profession, this is extremely
important. Besides, people consider good grammar to be a mark of intelligence and
education. Unfortunately, there is no shortcut to learning English grammar. Learning
English becomes substantially difficult when it comes to ESL learners. Learning
singular and plural nouns can be daunting and demotivating to pupils who begin to
learn English.
To aid them in mastery of the subject matter, games are a great alternatives to combat
this issue. Through games, pupils are learning in a student-centred environment. They
are able to communicate and interact with each other during the learning process. As
13
such, there are different categories of grammar games namely communicative,
cooperative and competitive game (Collins, 2007).
Moon (2000) as cited in Aldabbus (2013), when children are motivated and interested
in what they are learning they show more readiness to participate, desire to be fully
engaged in the activity, and continue with it until the end. This is very helpful for
language learning because if children are keen to continue with an activity for some
time it will give them more exposure to the target language and more opportunities to
practise what they have learned. Enjoyable activities such as language games could
play a fundamental role in developing a positive attitude towards the target language,
because children have pleasant experiences during the activities.
Phillips (2001) as cited in Aldabbus (2013), “if an activity is enjoyable, it will be
memorable; the language involved will stick and the children will have a sense of
achievement". Hence, I have decided to use card games to combat the issue faced by
my pupils. Vygotsky (1987) as cited in Aldabbus (2013) states that one of the most
popular ways through which talking opportunities can be created is by establishing a
playful context where pupils can practise the target language interactively and
meaningfully in an enjoyable and stress-free climate. By playing the card games, my
pupils can practise the language meaningfully without feeling stress.
According to Aldabbus (2013), for more meaningful classroom interaction to take
place in Libyan ESL primary classrooms, it would seem that more responsibility for
learning should be placed upon the learners. Therefore, he believes in that language
games help in making a gradual shift away from traditional teaching methods where
the teacher is not only the main source of knowledge in terms of the target language,
but also in deciding who takes part in interaction in the classroom. This shift would
lead to the teacher taking the role of activity organiser and facilitator, motivating and
14
encouraging learners to construct knowledge by working with others, and providing
feedback on learners' performance. The learners' involvement will generally be a
gradual process. teacher retains final responsibility for ensuring that effective learning
takes place (Tudor, 1993) as cited in (Aldabbus, 2013). Clearly, Aldabbus advocates
the theory of constructivism in using games to teach English.
There are many literature concerning the advantages of teaching English with games.
One of the studies done by Masri (2014) stated that games help and encourage many
learners to sustain their interest and work. As we all know, students at their age has
short attention span, it is very important that games will help the teacher to create
contexts in which the language is useful and meaningful. That way, pupils will be able
to sustain their focus on the subject matter.
According to Masri (2014), games have proven to have advantages and effectiveness
in learning English by bringing in relaxation and fun for the students. These create the
motivation for learners of English to get involved and participate actively in learning
activities. In Masri’s (2014) studies, ESL specialists often justified the use of games
with reference to the motivation that they can provide for the students,. According to
Allen (1983) as cited in Masri (2014), adolescents and adults may enjoy games as
much as children do, in games “language use takes precedemce over language practice.”
On the other hand, games usually involve friendly competition and they keep learners
interested. Schwartzman (1997) as cited in Masri (2014) stated that game provides
structure for interactions, collaborating and problem solving. In addition to promoting
diverse interactions among students, games also provide a way to reach and engage
students who may have a variety of learning styles, Lweis (2003) as cited in Masri
(2014). Hence, using games will promote intereaction, at the same time foster positive
relationship between the learners and learning.
15
On the other hand, individual investigations of learning styles also support this
perception. Wright (2002) as cited in Masri (2014) stated that games are often
associated with fun, but one must not lose sight of their pedagogigal value, particularly
in school language teaching. As teachers, we have to modify the game so that authentic
learning takes place. Richard (1995) as cited in Masri (2014) reported that games can
lower anxiety and are often highly motivating, relevant, interesting and
comprehensible. According to him, games can sometimes be used in classrooms to
develop and reinforce concepts, to add diversion to the regular classroom activities,
and even to break the ice. Thus, to make my teaching of grammar more effective, I
choose card games because I think it can develop the concepts and make them more
comprehensible to my pupils.
1.2.3 Definition of Terms
There are a few important key words which should be highlighted in this research.
i) Grammar
There are a variety of definitions of terms for grammar, I have decided to select the
one suggested by Chitravelu, Sithamparam, and Soo Choon (2005). ELT methodology:
Principles and who defines it as “rules of a language, governing the way in which
words are put together to convery meaning in different contexts.” Knowledge of
grammar enables language users to put words together in the correct order to
communicate ideas and intentions efficiently (Chitravelu, Sithamparam, and Soo
Choon, 2005). According to Collins (2007), grammer attempts to make accurate
statements about English, as seen in the Bank of English corpus, part of the Collins
Word Web. The main patterns of English are picked out and described, and the typical
words and phrases found in each pattern are listed. Merriam-Webster Online
16
Dictionary (2014) defines grammar as “the set of rules that explain how words are
used in a language”. There are various kinds of knowledge about grammar pupils have
to learn in school. Pupils should know the knowledge of word order, knowledge of
grammatical facts and rules, knowledge of form and function, knowledge of how to
link ideas in different sentences, knowledge of grammar of spoken and written
sentences, and knowledge of the meaning of different grammatical options. To
summarize, grammar plays a pivotal in our language in which providing more
understanding to message conveyed. In the context of this research, I put my focus on
one part of grammar, which is singular and plural nouns under the category of nouns.
It will be discussed further.
ii) Game
Bernard Suits (1967) mentioned that game is a structured activity, usually undertaken
for enjoyment and sometime used as an educational tool. Games are distinct from work,
which is usually carried out for remuneration and from art, which is more concerned
with the expression of ideas. Game-based activities can involve practice of oral
strategies such as describing, predicting, simplifying, asking for feedback, through
activities such as feeling in questionnaires and guessing unknown information. Even
though these activities are called games, there by amplifying fun, they are also
communication based and require the learners to use the information they find out in
collaborative way for successful completion of a particular task, cited by
JoMcDonough and Christopher Shaw (2003). Since this research deals with young
children, I have chosen game to be used for my intervention. Through the card game,
pupils will learn the forms of singular and plural nouns through drilling.
17
iii) Improve
According to Merriam-Webster Online Dictionary (2014), improve is defined as “to
make something better”. In this context, pupils have problems singular and plural
nouns. They do not know when to apply singular and plural nouns correctly. As a result,
I have to show and teach my pupils how to use the singular and plural nouns correctly
so that in future they can convey correct information through their writing.
Thus, my purpose of carrying out this research is that I intend to use chart and card
games to make my pupils understand and use singular and plural nouns correctly. I am
going to adopt a new approach of teaching grammar by using card games. The reason
I chose to use card games because it is fun and pupils will not fear learning grammar.
They will feel motivated to approach grammar as it becomes something fun and
interesting.
2.0 FOCUS OF INVESTIGATION
2.1 Introduction
Based on my reflection and information done in 1.2, my research issue would focus
on how to teach singular and plural nouns to those pupils who have troubles in
understanding the word forms in singular and plural nouns. As the problems in that
sentence demonstrate, it's important to pay attention to whether the nouns we use are
singular or plural and to know how to make nouns plural the right way. Most nouns
are easily made plural, but as with a lot of things in the English language, there are a
few nouns for which different rules apply. There are a few basic rules to remember
when it comes to turning a singular noun into a plural noun. If the pupils are unable to
use singular and plural nouns correctly, they will have troubles conveying their
messages in writing or in speech.
18
2.2 Research Issue
There are two important elements in learning English namely fluency and accuracy. If
the pupils fail to use singular and plural nouns correctly, it will affect both fluency and
accuracy as the receivers will fail to understand their message.
This research is relevant to my profession as I am going to graduate as an English
teacher in near future. I believe that this action research will help me improve my
teaching and learning practice and bring along great benefits and experience. Since
this research is going to prove if my strategies work on the pupils’ problems, it will
definitely help me in future if I encounter pupils with same issues again. I could
certainly utilise the very same method and technique to aid pupils in the subject matter.
The learning issue is researchable because many ESL learners face this problem in
school. As English is the second language taught in Malaysia, some pupils find it hard
to learn. Especially those are from rural area, they have poor mastery in English
proficiency since they are never exposed to this language when they are young. In
contrast, pupils in urban area are exposed to English more often. Thus, it is very
common that pupils face problems in grammar. Pupils might not understand how the
concept works between singular and plural nouns. Hence, this will affect them in their
writing and speaking skills.
The research is manageable as I am going to carry out at school when I have my
teaching practice. Furthermore, I will have a month of internship in future which
allows me ample time to carry out this research. This research is suitable to the subject
matter I focus, which is Grammar. Besides, this research is all about the issue in
learning English, which is suitable to the course I am taking. In this research, I get to
choose the participants I identify in my class. So, it smoothens things out as I know
which of my pupils face problem in using singular and plural nouns. On the other hand,
19
my mentor and other English teachers in my school are obliged to offer any help
whenever they can. I also get to choose a conducive environment such as computer lab
to carry out my intervention in a way that can lower pupils’ affective filters.
2.3 Preliminary Investigation and Analysis
In my third teaching practice, I found out that my pupils have problem in using English
correctly. In daily teaching and learning sessions, I came across that my pupils in 3 IS
have troubles in using singular and plural nouns correctly. Through checking their
homework, I realized that they often confused with the changes applied to plural nouns.
For instance, “There are two tomatos.” , “there are three knifes”, “The mans are going
to work.” Constructing a simple sentence will be a big problem for them if they keep
making this very common mistake.
After few weeks of teaching, I carried out a diagnostic test with my pupils. I found out
that most of them have troubles in changing singular nouns into plural nouns. For
instance, some of them write “pennys” when they were asked to change the word
“penny” into plural noun. The other example is they wrote “boxs” instead of “boxes”
in plural form. Since they knew when to use singular and plural nouns, it is an issue if
they did not know to use the correct form of noun. This will lead to confusion in the
context. Many of them did not know that there are special grammar rules applied to
the plural nouns.
These are the examples of mistakes done by the pupils in the use plural nouns:”My
mother bought eight mangos”, “hobby-hobbys”, “glass-glassies”, “balloon-balloones”,
“fox- foxs”
There were many reasons why the pupils had problems in the form of plural nouns.
First, it is due to their mother tongue interference. In Malay language, there are no
20
changes towards the plural nouns of the words. For example, “three boxes” written in
Malay language will be “tiga kotak”. There is no changes applied to the plural noun of
the word. Hence, pupils face problems when it comes to plural nouns in English
because they do not know what changes need to apply on the noun. They usually go
by adding “s” instead.
Besides that, they do not use English often at home. Many of them do not speak
English at home. Some of them were staying in the rural areas in which they do not
get a lot of exposure to English language. In daily routine, they use their mother tongue
in conversation. In addition to that, plural forms in noun do not exist in their language.
As a result, they tend to think that grammar is difficult for them. When they have this
mindset, they will feel demotivated when it comes to learning grammar.
Furthermore, the pupils do not show interest in learning English. This is because they
think English is difficult for them. They said that they do not like English because it is
difficult. The pupils do not know the importance of English at this very age. When it
comes to English, there are many confusing grammar rules and concepts. When they
keep making mistakes, they think that grammar is too difficult for them. Thus, they
often look reluctant to learn when it comes to learning grammar.
I talked to the class teacher and was told that some pupils in the class tend to forget
things easily. Some of them even forget the rules of singular and plural nouns even
they have learned it before. Some pupils are slow at learning and picking up concepts.
Since they forget thing easily, it hard for them to relate the concept to their prior
knowledge. As grammar has many rules and concepts to remember, at one point, it is
like learning math, pupils need to remember the rules so that they can apply it to the
structure. As a result, I figure out some interesting activities that can be help of in
improving their memory. Undoubtedly, game crosses my mind. Not only young
21
children, even young adults also enjoy playing games nowadays. It is good thing that
if games could aid in learning. In that case, learning happens unconsciously. Using
games will be a great way to tackle complicated concept in English grammar. It will
definitely make learning grammar less boring and more enjoyable. Pupils will feel less
threatened and opened themselves to the subject matter. It will alleviate their fear in
learning grammar.
3.0 RESEARCH OBJECTIVE
3.1 Introduction
The problem in using singular and plural nouns correctly is very common among
Malaysian pupils. Hence, the objective of this research is to improve the use of singular
and plural nouns among year 3 pupils by using game designed, Flip-Flop Game.
3.2 Research Objective
To find out whether Flip-Flop Game can help to improve Year 3 pupils’ use of
singular and plural nouns.
3.3 Research Question
“How can Flip-Flop Game help to improve Year 3 pupils’ singular and plural
nouns?”
4.0 RESEARCH PARTICIPANTS
4.1 Introduction
There are four research participants consisting two boys and two girls. They are all
nine years old and from the class 3IS. All of them are Malay and their faith is Islam.
They are from Terengganu. All the names used in this research are pseudonym. The
22
information of the research participants are private and confidential and it should not
be revealed.
4.2 Syah
Syah was born on 23rd February 2006 at Hospital Besar Kuala Terengganu. Her father
is a taxi driver and her mother is a housewife. She seemed carried away in my class
sometimes. But, she was also quite engaging sometimes. She loved to participate in
the class activity. Syah showed positive attitude in learning English. She was very
good at Mathematics. She also did her work very carefully. Also, she found it hard to
remember the terms and spelling in English. She said that she did not like English
because she thought that there are too many terms and they are hard to remember. She
had got 72% in her previous test in English subject.
4.3 Mia
Mia was born on 4th September 2006 at Hospital Besar Kuala Terengganu. Her father
is a businessman and her mother is a housewife. She was quite quiet in my class.
However, she paid very little attention to when I teach. Sometimes, she was too quiet
and I did not know if she understood what I taught. Sometimes, I would call up her
name so she could answer my questions. She showed positive attitude in learning
English. She was quite shy too. She seldom approached but she would try to do things
by herself. Mia usually took longer time to complete the task I assign. She had got 65%
in her previous test in English subject.
4.3 Amirul
Amirul was born on 26th February 2006 at Hospital Besar Kuala Terengganu. His
father is a banker and his mother is a lecturer. Amirul sat at the back of the class. He
was tall and helpful. He seldom showed eagerness in participating in class activity.
Usually he just sat at the back. Sometimes, he did not pay much attention in class.
23
Although he talked to his friend, he was not being disruptive in the class. During any
teaching and learning activity, he was usually slow to complete his work. He also had
problem understanding English language. Usually when he was questioned, he would
provide answers in Bahasa Malaysia. He had got 62% in her previous test in English
subject.
4.4 Paiz
Paiz was born on 19th February 2006 at Hospital Besar Kuala Terengganu. His father
is a construction worker and his mother is a housewife. Paiz is a skinny boy with a pair
of tiny eyes. He was very active in the class. He would always raise up his hand to
answer my questions. He was not afraid of making mistakes. He was a very confident
boy. Even if he made mistakes and everybody laughed at him, he never gave up trying.
He was also talkative in my class. He had got 66% in her previous test in English
subject.
5.0 INTERVENTION
5.1 Introduction
According to Merriam-Webster Online Dictionary (2014), “Intervene” is defined as
“to interfere with something so as to stop, settle, or change”. In reference to my
research problem, I had considered a few options to combat this issue. Out of all
considerations, I think that using game is the best way to solve this problem. Based on
my readings done on past research, most of them proved that using games have brought
fruitful results in teaching grammar (Masri, 2014). Besides, there are lots of merits in
using games to teach grammar including boosting the motivation in learning, lower
the affective filter within the learners, converting the context into an authentic and fun
learning environment and fostering co-operation as well as interaction between the
24
learners (Collins, 2007). Thus, I have planned to use games to solve my pupils’
problems.
5.2 Intervention Specification
The intervention I plan to use to solve this problem is by using Flip-Flop Game. FlipFlop
Game is a series of activities which uses cards as game to improve pupils’ singular
and plural nouns. Flip-Flop Game uses a set of cards with illustrations and words (refer
to Figure 5.1). The cards are then laminated to make it more durable. There are cards
that illustrate the image of a singular noun object and also its plural noun form. I called
these cards- “Flip-Flop Cards”. The difference in the formation of plural nouns is
emphasized with different colour (refer to Figure 5.2). This is to help pupil to
remember the distinction which leads to different changes of the plural nouns. This
game is adapted from “Matching Pair Card Game”. According to Dickey (2006), “this
fun matching pairs card game can be used to help students recognise position, identify
values of the cards and improve memory.” There are a sequence of activities and ways
in using these cards.
In this research, I allocated around RM50 for overall spending of all the material. The
materials which I needed were Multi-purpose 160gsm paper and laminating plastic. I
chose the multi-purpose 160gsm papers because it was thicker and durable. It also
smoothened the images after printing. The laminating plastic were used to laminate
Figure 5. 1: Flip-Flop Cards Figure 5. 2 Flip-Flop Cards
25
the cards I made for the intervention. This made my cards more durable and long
lasting.
In short, this action research was manageable because the total cost for my intervention
material was within my budget. (refer Table 5.1 below)
Table 5.1: Cost
Cost per
No. Materials Unit Total cost
unit
Multipurpose
1 RM6.00 2 RM12.00
160gsm A4
Laminating Paper
2 RM20.00 1 RM20.00
Pack
3 Printing Ink RM0.50 10 RM5.00
Total amount RM37.00
5.3 Intervention procedures

In my third teaching practice, I identified a problem faced by my pupils with a
diagnostic test. Therefore, I started action planning in which I considered alternative
courses of action to combat this issue. Eventually, I came to a decision on my planning
of intervention. During my internship, I had carried out my intervention. In this action
research, I applied Kemmis and McTaggart’s Model (Refer to Figure 5.3). It started
with conceptualizing a focused problem and moving through several interventions and
evaluations. I drafted my schedule of implementation before I carried out my
intervention (Refer to Table 5.2). I prepared an action plan to teach singular and plural
nouns. Four research participants took part in my lesson. Observations were made and
data were collected in the forms of checklists, questionnaires and field notes. I
reflected on my lesson using the data collected to identify the strength and weaknesses
of my intervention. The cycle “Plan, Act, Observe, Reflect” was repeated until the
research problem is solved.
26
Table 5.2: Plan of action
Day 1 Day 2 Day 3 (15/7)- Day 4 Day 5 Day 6
No. Data Collection
(12/7) (13/7) (14/7) (27/7) (28/7) (29/7) (30/7)
Ice Breaking/
1. Introduction to /
the students.
2. Cycle 1
-session 1
(Activity A)
(Activity B) /
(Activity D)
(60 minutes)
-session 2
(Activity A)
(Activity B)
(Activity C)
/
(Activity D)
(60 minutes)
-session 3
(Activity B)
(Activity C) /
(Activity D)
(60 minutes)
3. Post test /
Improvisation of
4.
the Intervention
/ /
5. Cycle 2
-session 1
(Activity B) / /
(Activity C)
(Activity D)
(60 minutes)
6. Post test /
Figure 5. 3: Kemmis and

McTarggart’s Model
27
The steps of using Flip-Flop Game are as followed. The game can be played by two
individuals. Two pairs may begin the game simultaneously or the game can begin with
the first pair, then the other.
___________________________________________________________________
Activity A:
1) I will arrange all the cards on a table.
2) I will ask my participants to group the cards in category so that they will get to
notice the changes applied to plural nouns.
3) I will brief about the concepts and rules that apply to the Singular nouns when they
become Plural.
4) Next, I shuffle all the cards and then arrange all the cards face down.
5) “Rock, Paper and Scissors” will decide which pupil goes first.
6) The first player will opens two cards from any position the player wants. If he
succeeds to open two cards with the correct match of “singular noun” and “plural
noun”, the player gets to keep the two cards. If he does not, the cards are left face-up
and stays on the table.
7) It will be the next player’s turn after a player opens two cards.
8) The game ends when all the cards are taken.
9) The player with most cards will win game.
____________________________________________________________________
Activity B:
1) This game will be played in pairs.
2) Each player will obtain a deck with an equal numbers of cards. In a desk contains
cards with its singular and plural noun form. (e.g. tomato, tomatoes)
3) A “Rock, Paper, and Scissor” game will decide who goes first.
28
4) The player who starts first gets to choose a Singular Noun Card and place on the
field. The opponent has to write down its plural noun form on a paper and show it to
the player. The player will refer to the Plural Noun Card to confirm its answer. If the
opponent gets the answer correct, he will obtain the Plural Noun Card. The Plural Noun
Card is then placed on the collector’s desk.
5) The cycle is repeated with the opponent’s turn.
6) The game ends when both players use up the cards. The player who has most cards
on the collector’s desk will be the winner of the game.
7) The game continues by duelling with another player.
____________________________________________________________________
Activity C:
1) This game will be played in pairs.
2) Each player will obtain a deck with an equal numbers of cards. In a desk contains
cards with its singular and plural noun form. (e.g. tomato, tomatoes)
3) A “Rock, Paper, and Scissor” game will decide who goes first.
4) The player who starts first gets to choose a Singular Noun Card and place on the
field. The opponent has to write down its plural noun form on a paper and show it to
the player. The player will refer to the Plural Noun Card to confirm its answer. If the
opponent gets the answer correct, he will obtain the Plural Noun Card. The Plural Noun
Card is then placed on the collector’s desk.
5) The cycle is repeated with the opponent’s turn.
6) The game ends when both players use up the cards. The player who has most cards
on the collector’s desk will be the winner of the game.
7) The game continues by duelling with another player.
____________________________________________________________________
29
Activity D:
1) In every session, the teacher will provide worksheets or exercises as the session
progresses.
2) The difficulty level of the worksheet increases as the session progresses.
____________________________________________________________________
6.0 DATA COLLECTION
6.1 Introduction
“Qualitative research is a situated activity that locates the observer in the world. It
consists of a set of interpretive, material practices that makes the world visible. These
practices transform the world. They turn the world into a series of representations,
including field notes, interviews, conversations, photographs, recordings, and memos
to the self. At this level, qualitative research involves an interpretive, naturalistic
approach to the world. This means that qualitative researchers study things in their
natural settings, attempting to make sense of, or to interpret, phenomena in terms of
the meanings people bring to them.”(Denzin & Lincoln, 2005)
One of the examples of qualitative research is action research. Action research is an
exercises that allows an individual to sustain his creativity, imagination, positive
attitude and motivation towards work over time (Cohen, Manion, & Morrison, 2011).
Mcniff (1988) stated that the action research involves understanding of the self through
a “reflective spiral of planning, acting, observing, reflecting and re-planning.” Data
collection plays an important role in action research to help evaluate the effectiveness
of the action research. On the other hand, it also serves as evidence and proves for the
research. There are various types of data we can use in a quantitative research. I have
decided to use are document analysis, observations and interview.
30
6.2 Document analysis
In this action research, I will assess my pupils’ worksheet in the progress of my
intervention. According to Merriam-Webster Online Dictionary (2014), worksheet is
“a sheet of paper on which are printed exercises and problems to be solved by a
student”. Students’ work can also take many forms including students’ work, students’
written comment and teacher’s evaluation after each lesson (Huah, 2012). According
to Huah (2012), students’ work is important whereby it can demonstrate quite clearly
the developments in students’ understanding.
I will construct questions based on the topic on singular and plural nouns. I will
increase the level of difficulties of the worksheet as the cycle proceeds during my
intervention. The instructions in the worksheet are simple and easy to understand.
After my research participants answer the questions, I will collect the worksheet from
them. I will mark the worksheet and the result will be used on data analysis. During
data analysis, I will analyse my research participants’ mistakes and identify the causes
and reasons.
6.3 Observation
Observation is a systematic data collection approach. According to Huah (2012),
observational research techniques solely involve the researcher or an observer
making observations. She also mentioned that there are many positive aspects
namely observations are usually flexible, and its findings are considered to be strong
in validity. Through observation, we are able to collect in depth information about a
particular behaviour. Participant observation is defined as "combines participation
in the lives of the people being studied with maintenance of a professional distance
that allows adequate observation and recording of data" (Fetterman, 1998) cited in
(Robert Wood Johnson Foundation, 2006). Participant observation always takes
31
place in community settings, in locations believed to have some relevance to the
research questions. Besides, the researcher will engage in participant observation and
try to learn what life is like for an “insider” while remaining, inevitably, an “outsider”
(Serra, 2012).
I will act as participant observer in this action research. Participant observers may
use multiple methods to gather data. One primary approach involves writing
fieldnotes. According to Robert Wood Johnson Foundation (2006), field notes are
created by the researcher to remember and record the behaviors, activities, events
and other features of the setting being observed to produce meaning and an
understanding of the culture, social situation or phenomenon being studied. Burgess
(1991) stated that field notes are classified into three types, they are: mental notes,
jotted or scratch notes; and full field notes. The type I will be using is jotted or scratch
notes which is taken at the time of observation or discussion. They consisting of
highlights that can be remembered for later development.
I will make careful, objective notes about what they see, recording all accounts and
observations as field notes in a field notebook. I will also record informal
conversation and interaction in the field notes, in as much detail as possible. At the
same time, my practical mate will also help me to note down important element
during the observation. I will also include two other instruments such as checklists
and questionnaires to aid me in the observation. Checklist is defined as “A list of
tasks to be completed, conditions to be verified” (Your Dictionary.com, 2015).
According to Serra (2012), using checklists have a lot of advantages like quick and
easy, efficient, and saving time. Based on the benefits stated, I have decided to use
checklists to focus on elements such as behaviors, interests and improvement of all
32
my research participants. The feedback I obtain from the checklist will help me to
identify the strengths and weaknesses of my intervention.
6.4 Interviews
“An interview is a method of asking quantitative or qualitative questions orally of key
participants. Quantitative questions are closed-ended, and have specific answers to
choose among that can be categorized and numerically analysed” (McNamara, 2009).
According to Patton (1990), the use of interviews as a data collection method begins
with the assumption that the participants’ perspectives are meaningful, knowlegable,
and can be made explicit, and that their perspectives affect the success of the project.
Interviews can be used at any stage of the evaluation process. The purpose of using
interview is to get more in-depth information about perceptions, insights, attitudes,
experiences, or beliefs.
There are three approaches to qualitative interviews namely: informal conversational
interviews, semi-structured interviews and standardized open-ended interview. In this
research, I have decided to use semi-structured interviews because the interviewer is
free to vary the wording and order of the questions. According to Bernard (1988) cited
in Robert Wood Johnson Foundation (2006), there are three characteristics of semistructured
interviews.
First, the interviewer and respondents engage in a formal interview. Second, the
interviewer develops and uses an “interview guide” which is a list of questions and
topics that need to be covered during the conversation, usually in a particular order.
Third, the interviewer follows the guide, but is able to follow topical trajectories in the
conversation that may stray from the guide when he or she feels this is appropriate.
Huah (2012) also mentioned that semi-structured interview is very useful because it
allows the interviewer to elicit information with probes to get in-depth responses on
33
the topic of interest. Besides, a semi-structured interview can include additional
questions to probe for data deemed useful by the interviewer, or leave out particular
questionswhich seem imappropratiate, or change the question wording. Lastly,
Hitchcock and Hughes (1989) as cited in Huah (2012) stress that “central to the
interview is the issue of asking questions and this is often achieved in qualitative
research through conversational encounters”
Thus, I plan to use semi-structured interviews on my research participants. I will
prepare a list of questions for the interview purpose. Then, I will assess and evaluate
the questions to see if they are suitable for my participants’ proficiency level. This is
important because if my research participants cannot understand the questions, they
may not be able to present their thoughts and opinions.
When the questions are ready, I will carry out the interview session with my research
participants. I will use Bahasa Malaysia during the interview session due to their
mother tongue. By using their mother tongue language, they will feel more
comfortable and relaxed during the interview session. I might add more questions
when I deem it is necessary to probe for more data required. When a relaxed
environment is attained, this will lower their anxiety and they will be able to voice out
their thoughts freely.
Many qualitative studies collect audio or video data (e.g. recordings of interviews,
focus groups), and these are usually transcribed into written form for closer study.
“Transcribing appears to be a straightforward technical task, but in fact involves
judgements about what level of detail to choose (e.g. omitting non-verbal dimensions
of interaction), data interpretation (e.g. distinguishing ‘I don't, no’ from ‘I don't know’)
and data representation (e.g. representing the verbalization ‘hwarryuhh’ as ‘How are
you?’)” (Bailey, 2009). According to Bailey (2009), transcription involves close
34
observation of data through repeated careful listening and watching, and this is an
important first step in data analysis. Based on the data collected, I thus began the
process of coding. Coding responses in categories was helpful for identifying common
ideas expressed by the respondents. In my coding process, my codes were based on
the “keywords” in the textual data.
7.0 DATA ANALYSIS AND INTERPRETATION
7.1 Introduction
Qualitative data analysis is the range of processes and procedures whereby we move
from the qualitative data that have been collected into some form of explanation,
understanding or interpretation of the people and situations we are investigating
(Lewins, Taylor, & Gibbs, 2005) cited in (Huah, 2012).
7.2 First Cycle First Session
a. Amirul
There were two boys in my research participants. One of them was Amirul. Amirul is
usually quiet and shy in class. During the interview, he told me that “saya tak suka
sangat Bahasa Inggeris sebab ingatkan Bahasa Inggeris tu bosan” / “I did not like
Figure 7. 1: Sample of mistake
35
English so much because I thought English was a boring subject”. I was not surprised
because he was not very engaging in classroom activities before. From the interview,
he knew what are Singular and Plural nouns but he did not know exactly what the rules
were. From the diagnostic test give, he made a lot of incorrect answers. Below were
some of the mistakes ( Figure 7.1, 7.2 and 7.3 ) done by Amirul in the diagnostic test
given.
In the first session, Amirul really enjoyed the “Flip-Flop Game” activity. He
understood the rules of the game and were able to participate engagingly. From my
field notes, he totally turned into a different person. I could see his eyes shining with
excitement and having fun during the game. When I asked how he felt about the game,
he told me that he never knew there were so different rules applied to different plural
nouns.
From the worksheet in session 1, Amirul showed tactfulness in completing the task. In
this worksheet, the aim was to focus on the rule that adding “-s” to plural noun. He
read the instructions carefully before he began the task. He got all correct. The result
below showed Amirul understood the one of the rules in Singular and Plural nouns.
b. Syah
Syah was an active and cheerful pupil in the class. She always seized the opportunity
to participate in class activities. She did make mistakes sometimes, but her
Figure 7. 4: Result of worksheet 1
36
determination kept her trying. I really admired her spirits in learning. However, in the
diagnostic test, she answered most of the questions wrong. In the interview, she told
me that “saya tak suka English sebab ia sangat komplek. Saya paling suka subjek
Math.” / “I don’t like English because it is complicated. My favourite subject is Math”.
During the interview, she shook her head when I asked if she understood the rules of
Singular and Plural nouns. This showed that she did not know and understand the rules
of Singular and Plural nouns. Below (Figure 7.5, 7.6 and 7.7) were some of the
mistakes done by Syah in the diagnostic test. She got 6 out of 12 for the score in
diagnostic test.
Just when Syah saw me taking out the box, it already piqued her interest. She was
jumping and overwhelmed with joy when she knew we were going to play games.
Despite her excitement, she listened attentively to my instructions. I could see her eyes
blazing with enthusiasm. I also noticed leadership qualities in her. She liked to take
the lead in explaining to her friends whom did not quite understand the instructions.
She enjoyed the game with her friends. She also managed to complete the game. She
was very delighted when she became the winner of the game. The game was pure fun
and luck, but I thought she could already catch up with the concepts and rules for
singular and plural nouns.
37
In worksheet 1, Syah got 16 out of 16. She was careful in completing the worksheet.
Although the rule is very simple, she did not make any careless mistakes. The result
below (Figure 7.8 ) showed that Syah could read the instructions and comprehend the
first basic rule for singular and plural nouns.
c. Mia
Mia was a quiet girl in the class. She was also very shy in the class. Despite her shyness,
she could answer my questions in the interview. She told me that “saya tak suka sangat
Bahasa Inggeris” / “I do not like English very much.” She did not give me any specific
reasons and she only kept quiet due to shyness. According to her, she did not use
English at home. From the diagnostic test, she answered most of the questions wrongly.
38
This showed that she did not know the rules of Singular and Plural nouns. Below
(Figure 7.9, 7.10 and 7.11) were some of the mistakes done by Mia pertaining to the
use of Singular and Plural nouns.
At the beginning of the game, Mia was still very shy. Unlike the rest of the participants,
she remained quiet. But, very soon, she began smiling and interacted with her friends.
She enjoyed playing the game. I could see her beaming while she scored some cards
into her hand. She also laughed with other participants as the game progress. Clearly,
she understood how the game worked and was able to follow the instructions correctly.
Although she did not win the game, she said the game was really interesting. I was
happy to see her talking and communicating with her friends during the activity.
In worksheet 1, Mia got 16 out of 16. However, she was slow in completing the task
and took longer time than other participants. The result below (Figure 7.12) showed
that she answered the questions carefully and could follow the instructions.
d. Paiz
Paiz was a helpful boy with a cute face. He was easy going and many teachers and
students liked him. He always volunteered to help if I needed any assistance. He
39
always kept a smile on his face. Paiz told me that “saya rasa Bahasa Inggeris tu
menyeronokkan” / “I think English is a fun subject. ” in the interview. According to
him, he liked English very much because he liked watching English animations such
as Frozon, Big Hero 6 and so on. However, in the diagnostic test, he had many wrongs.
He also made careless mistakes as he completed the text very fast. It is clearly shown
that he did not know about the rules of Singular and Plural nouns. Figure 7.13, 7.14
and 7.15 were some of the mistakes done by Paiz pertaining to the use of Singular and
Plural nouns.
At the beginning of the game, Paiz was really excited. I noticed he was jumping
lightly and clapping his hands when I told them we were going to play a game. He was
a happy go lucky boy. He also exudes confidence in everything he does, sometimes,
too much of it. He was very engaged during the game. He was also the most noisy and
40
talkative participant. He is the extrovert kind of student who likes to help around.
Having him in my group made my activity more cheerful and energetic. He laughed
and had fun with the rest during the activity. In worksheet 1, unlike other participants,
Paiz did not get all correct. His score was 13 out of 16. He did some careless mistakes
and did not read the instructions carefully. Based on those mistakes, I could see that
he is a very careless person. The result below (Figure 7.16 ) showed that she answered
the questions carefully and could follow the instructions. Figure 7.17, 7.18 and 7.19
were some of the mistakes done by Paiz in worksheet 1.
Reflection for the First Cycle First Session
On 12th July 2015 (Sunday), I carried out my first intervention session with my
research participants for the first time. My research participants were Mia, Syah,
Amirul and Paiz. The session was carried out in the screening room from 9.30am to
10.30am. All of them are year 3 pupils. The participants were asked to gathered around
a table. For the first session, I introduced them to singular and plural nouns. I explained
the meanining of singular and plural nouns. Based on the diagnostic test, they still did
41
not know how to use the rules on singular and plural nouns correctly. The activities
carried out on the first session was listed as followed.
1) Teacher had ice breaking with the pupils.
2) Teacher carried out the interview session with the pupils.
3) Teacher explained the meaning of Singular and Plural nouns.
4) Teacher introduced “Flip-Flop Cards” to the pupils.
5) Teacher asked the pupils to group the cards into its categories.
6) Teacher explained the rules applied to the nouns in each category.
7) Teacher demonstrated the ways to play “Flip-Flop Games”
8) Pupils learned and practised the way to play the game while guided by the teacher.
9) Teacher gave out worksheet: Activity 1 and required pupils to complete the task.
Before the session, the pupils did not know about the rules of Singular and Plural nouns.
They made many mistakes in the diagnostic test. They thought Plural nouns are only
formed by adding “-s” or “-es”. However, they all love learning English and think
English is fun. When I first introduced “Flip-Flop Game” to them, they exhibited
excitement from their facial expressions. They became excited to the game and were
ready to learn. The goals I aimed to achieve at the first session was to let pupils
understand the a few basic simple rules that apply on Singular and Plural nouns. Also,
I wanted them to enjoy the game while grasping the idea unconsciously.
Worksheet 1 was prepared to be simple and informative. The objective of that
worksheet was to introduce the one of the rules pertaining to Singular and Plural nouns.
Participants should have no problems working on it if they read the instructions
carefully. As such, I liked to introduced the concept by using the scaffolding
42
techniques (step by step), so that my participants’ knowledge on the rules of Singular
and Plural nouns were built up blocks by blocks.
I collected the data in three forms, namely document analysis, interview and
observation. The data was triangulated to validate the result received. As a result, the
data analysis and interpretion were done according to the research participants.
7.3 First Cycle Second Session
a. Amirul
In the second session, Amirul was already excited before I began my activities. He was
sitting straight in his chair with everything prepared. When I asked my participants if
they were ready for the lesson, he shouted “yes!” with enthusiasm. That was the
moment I noticed he was not a shy and quiet boy anymore. This time, the activity was
going to be more challenging. I briefed every participants the methods of playing.
Based on my observation checklist (Table 7.1), Amirul showed great participation by
listening attentively for the instructions. During the activity, he showed engagement
while completing with another participant. I noticed that he could follow the rules and
instructions very well. The activity is fun and challenging, even when he completed in
the game, he did not display any misbehaviours. I liked how he enjoyed the flow of
the game happily. Even if he made mistakes, he did not get angry. On the contrary, he
paid attention on the mistakes he made. I saw him murmuring the spelling over and
over to try to remember it.
Figure 7. 20: Sample of mistake in worksheet 2
Figure 7. 21: Sample of mistake in worksheet 2
43
In worksheet (activity 2), he managed to get 13 over 15. It was an amazing
breakthrough because the worksheet were comprised of a number of Singular and
Plural nouns with different rules applied. From the result, he showed great
improvement in the understanding of Singular and Plural nouns. When I discussed
with him regarding the two mistakes he made, he smiled and told me that he forgot
about the rule for the “-ch”. However, he did amazingly. He told me that the game and
the colour codes in the cards allowed him to remember some of the rules easily. Figure
7.20 and 7.21 showed the mistakes made by Amirul..
b. Syah
Syah was described as the cheerful and outgoing girl in the class. When I started
explaining about the rules of the game, I saw her listening carefully. Although Syah
did not speak English at home, she tried to understand my words and me through my
gestures. When I asked for volunteer to participant in the activity, she rose her hand
Table 7.1: Observation checklist (Amirul)
Figure 7. 22: Steps taken by Syah in
completing the task
44
high. Based on my observation checklist (Table 7.2), she appeared confident and fully
prepared. Again, she emerged as the winner among the rest of the participants. She
even suggested me how to make the game even more difficult. I was taken aback at
her efficiency in catching up with the concepts. During one of the interviews, she told
me that she loved playing card games and board games at home. Having games in
learning was just fun, according to her. Later I found out that she was very good at
Math subject but did not do so well in English. It was no surprise when she could relate
this learning experience to how she learned Math in class.
In the worksheet (activity 2), she obtained full marks from the exercise, which is, 15
over 15. What impressed me was she checked carefully every noun, and underlined
nouns while identifying its rules. She showed great precision and effort even in
completing the task. This inspired me and gave me a new idea. When I discussed my
answers again with other participants, I taught them to check the nouns like Syah did.
Below (Figure 7.22) showed how she checked the nouns before circling the correct
answers.
c. Mia
In the second session of first cycle, Mia still appeared shy at the beginning of the game.
But she gradually got away with her shyness and began to laugh and participate in the
game. She told me that the game was fun and exciting. Based on the observation
Table 7.2: Observation checklish (Syah)
45
checklist (Table 7.3), I noticed her having problem with “-y” and “-f” rules. She made
mistakes during the game. It seemed that she had trouble remembering these rules. She
did not display any misbehaviour during the game even when she lost some points.
But I knew something needed to be done when she kept making the same mistakes
pertaining to the same rules.
In worksheet (activity 2), she got 8 out of 15. I reviewed her mistakes and found
out that most of her mistakes were of “-y” and “-f” rules. This showed that she really
could not remember these two rules. Mia also took a very long time in completing the
task. However, her writing was very neat and tidy, I supposed she took her time in her
work. I could see her doing her best. Later, I discussed the answers with her by asking
her to use the method Syah used to cross check the answers. Figure 7.23 and 7.24
showed the mistakes made by Mia in the worksheet.
Table 7.3: Observation checklist (Mia)
Figure 7. 23: Sample mistake in worksheet 2
46
d. Paiz
Based on my observation (Table 7.4), Paiz was very delighted during the game. He
was filled with joy playing the game with his friend. However, he still made mistakes
in the game. Sometimes, he was over-excited and he misspelled the words. His
carelessness caused him to make simple mistakes. Sometimes, he messed up with the
rules when he answered it too fast. I liked to see him as someone who is overconfident
with himself. He was also very careless. During the game, he mispronounced some
words and I had to correct him. He did not display any misbehaviour during the activity.
Paiz even challenged Syah to another round after the game. This showed that he really
enjoyed the game very much. In the worksheet (activity 2), he got 9 out of 15 answers
correct. His mistakes were random. Due to his careless personality, it was hard to
Figure 7.27: Sample of mistake in worksheet 2
Table 7.4: Observation checklist (Paiz)
47
pinpoint which area he is weak in. At this point, he had showed a little bit improvement.
However, further exercises and data were needed to combat this issue. Figure 7.25 and
7.26 showed the mistakes made by Paiz in the worksheet.
Reflection for the First Cycle Second Session
On 13th of July 2015, I conducted second session of intervention for cycle one. My
research participants were Mia, Syah, Amirul and Paiz. The session was carried out in
the screening room from 9.30am to 10.30am. The participants were asked to gathered
around a table. For the first session, I introduced them to singular and plural nouns. In
the second session, they were going to compete with one another with “Flip-Flop Card
Game”. The game allowed them to have fun and grasp the rules of Singular and Plural
nouns indirectly. The game is then followed by exercises to solidify their learning.
For the second session, the difficulty level of the worksheet had been increased. The
questions required the use of different rules applied to Plural nouns. The analysis and
interpretation was done according to participants. The data collected was triangulated
so that the data analysed was valid and reliable.
7.4 First Cycle Third Session
a. Amirul
In this session of “Flip-Flop Card Game” activity, Amirul almost got into a draw with
Syah. He had lots of fun in the game. In the worksheet “Activity 3”, he only made one
careless spelling mistake. Refer (Figure 7.27) for Amirul’s mistake in the worksheet.
In the exercise, he was able to work with others and checked with others’ istakes. He
showed satisfying result in the post-test where he got 12 out of 12 questions correct.
48
From his response in the interview, he said that “Flip-Flop Card Game” allowed him
to remember the rules more easily. He said he never felt bored playing that game and
he found it fun the other way round. Amirul also stated that he liked English more now.
He also agreed that he knew how to use Singular and Plural nouns. The data was
supported by the results from his exercises and worksheet. Based on the feedback from
questionnaire (Figure 7.28), the data obtained indicated that Amirul really knew how
to use Singular and Plural nouns correctly. Therefore, he needed not to proceed with
the next cycle.
b. Syah
Syah showed great participation and enjoyment in “Flip-Flop Card Game”. Since she
was the best among the participants, many would love to challenge her to a duel. She
did not make any mistakes in the worksheet “Activity 3”. She also helped out others
during the exercises. Basically, she acted as monitor in my group. I saw her helping
Mia and Paiz out during a group exercise.
I was not surprised she passed the post-test with flying colours, not even one mistake
was made. She improved a lot since the beginning of the cycle. Her positive attitude
Figure 7. 28: Feedback from quesstionaire
49
and critical thinking allowed her to grasp the concept swiftly. Based on the response
from interview, she told me that “Flip-Flop Card Game” was enjoyable. She never felt
bored learning English with my game. She also liked English even more so now. For
the last question, she agreed that she knew how to use Singular and Plural nouns now.
Her statements were supported by her results from the exercises and worksheet.
Besides, the feedback from questionnaire (Figure 7.29) also supported that Syah knew
how to use Singular and Plural nouns correctly. I could conclude that Syah had
acquired the knowledge on how to use Singular and Plural noun.
c. Mia
Mia was very excited to play the “Flip-Flop Card Game” again with her friends. The
game’s difficulty level had been increased. There were more cards added but she
managed to pull it off and did very little mistakes in the game. In this session, Mia got
14 over 16 in worksheet (Activity 3). With instructions written on the top, she began
to know how to apply the rules on Plural nouns. She also could complete another
writing exercise with her friends. Despite being quiet, there was discussion between
her and her friends. In the post-test, she got 9 out of 12 and the three mistakes were
involved “-f” noun. She had shown great improvement compared to the result in her
Figure 7. 29: Feedback from questionnaire
50
pre-rest. However, I noticed that she still had troubles remembering specific rule for
“-f” noun.
Based on the response from interview, she told me that “saya suka Flip-Flop Game;
Saya tidak rasa bosan dengan permainan tersebut” / “I like Flip-Flop Game very
much; I never got bored with the game.” she liked “Flip-Flop Card Game” very much.
She also never felt bored with the game. She admitted that English was more fun
learning with games. When asked if she knew how to use Singular and Plural nouns,
she told me that “saya dapat menghafal dan mengenali kebanyakkan peraturan
grammar untuk plural nouns” / “I could now remember and understand most of the
rules applied to plural nouns. ”. Her statement was supported by the result of
worksheets and exercises she had done. According to her feedback from questionaire
(Figure 7.30), it showed that she still did not know all the rules for Singular and Plural
nouns. The only problem she had now was with “-f” nouns. Mia also did not pass the
post-test. Thus, Mia had to proceed to the next cycle.
d. Paiz
Paiz showed a change of attitude towards the end of this cycle. From a shy boy in my
class to a more confident student. He challenged Syah, the best player among others,
to “Flip-Flop Card Games”. Sometimes his confidence allowed him to make simple
Figure 7. 30: Feedback from questionnaire
51
mistakes. That happened when he went too fast and mispelled the words. Sometimes
he also messed up the rules when we went too fast in the game. In this session, she got
14 out of 16 in the worksheet “Activity 3”. The mistakes he made were same as Mia’s.
Refer (Figure 7.31 and 7.32) for some mistakes done by Paiz in the worksheet.
Based on the response from interview, he told me that he liked “Flip-Flop Card Game”
best ! He also never felt bored learning English with my card game. He admitted that
he liked English more now. He also agreed that he knew how to use Singular and Plural
nouns. When asked what was the Plural noun for “watch”, he gave me the right answer
– “watches”. However, regarding to his mistakes done in worksheet (Activity 3), he
still seemed confused regarding some rules.
In the post-test, he made got 9 out of 12. Among the three mistakes, two of them were
spelling mistake. When he saw his result, he was shocked because he thought he got
all correct in the test. Although he showed improvement gradually towards the end of
Figure 7. 33: Feedback from questionaire
52
this cycle, he still seemed confused with some of the rules. According to his feedback
from questionaire (Figure 7.33), it supported that he was still confused with some of
the rules and did not master the concept. From the data I collected, Paiz did not seem
to have fully mastered the concept yet, he had to proceed to the next cycle.
Reflection for the First Cycle Third Session
On 14th of July 2015, I conducted third session of intervention for cycle one.
My research participants were Mia, Syah, Amirul and Paiz. The session was carried
out in the screening room from 10.30am to 11.30 am. The participants were asked to
gathered around a table. In this sessesion, the participants will repeat the “Flip-Flop
Card Games” with more difficult level, worksheets and exercises and Post-Test. The
result received from the Post-Test would determine if they would be remained for the
next cycle. The analysis and interpretation of the data were done according to the
research participants.
7.5 Second Cycle
a. Mia
In second cycle, Mia had changed into a more cheerful person. She was more engaging
more in the activity. She still had lots of fun with “Flip-Flop Games”, playing with her
friends. At the beginning of first cycle, she was shy and quiet. Gradually, she opened
up herself as the session continued. She was now more confident in completing the
tasks and speaking to me in English. After I introduced the “rule-cards” in second
cycle, she could notice the difference between the rule “-y” and “-f”.
Below (Figure 7.34) showed that Mia was able to complete and excel in the worksheet
(Activity 5) without making any mistakes. She showed understanding and mastery of
53
the concept and rules. I also interviewed her again regarding on how she thought about
the “rule-cards” that I added to my intervention. She told me that she could now see
the difference between the rule “-y” and “-f”. She told me that she was not confused
like before because now she could refer to the cards.
As I noticed, she also stopped referring to the “rule-cards” in her second worksheet
(Activity 4). It did not surprise me this time as she got every answer correct. She also
made no mistakes in the post test. In addition, I also noticed that she exuded confidence
as she completed her task. She also took lesser time in doing them. My observation
was validated through her works and her feedback from the interview. Mia also told
me to make more activities like these in future because she loved it very much. b.
b. Paiz
At the beginning of the session, Paiz was a very active boy who got excited very easily.
He also dared to try new things out and was never afraid of making mistakes. He
always thought English is fun to learn. However, he was very careless sometimes.
Throughout my observation, sometimes he made mistakes due to his carelessness. As
the session progressed, he improved and became more carefully in his exercises, less
spelling mistakes made. In the second cycle, he had fun playing “Flip-Flop Games”
with his friends Mia, Syah and Amirul. When I introduced the “rule-cards”, he told me
that he already remembered the rules and thought they would no be necessary. Despite
Figure 7. 34: Mia’s result
54
his overconfidence saying, I saw him came in front and referred to the “rule-cards”
when he was assigned with worksheet and task.
This time, Paiz did not make any mistakes in his worksheet and exercises. When I
interviewed him about the “rule-cards”, he was embarrassed and said the “rule-cards”
did help him during his work. Below (Figure 7.35) showed his result and answers in
worksheet (Activity 5). He also got full marks in worksheet (Activity 4). In addition,
I was delighted to find out that he really checked his answers this time around. There
was not any spelling or careless mistakes. I was happy with his progress. His result on
post-test was satisfying. With the supports from his feedback in the interview and
worksheets, I concluded that he had understood how to use Singular and Plural nouns
correctly.
Overall, I could conclude that learning Singular and Plural nouns through games will
make learning more English fun and less threatening. Pupils will feel motivated to
learn and absorb the content if they are learning in a fun and stress-free environment.
Reflection for Second Cycle
The second cycle of the intervention was carried out on 28th July 2015. My research
participants were left with Mia and Paiz. I had Syah and Amirul acting as helpers.
Based on the feedback received from the participants, I did some modification on my
Figure 7. 35: Paiz’s result
55
“Flip-Flop Game”. I added in four cards which illustrated the rules applied to Singular
and Plural nouns. This is because the pupils were still confused and could not
remember the rules. I called them the “rule-cards”. This way, pupils would find it
easier as they could refer back to the three rule-cards if they did not know which rule
they should apply. Refer (Figure 7.36) below for the four rule-cards added for second
cycle of my intervention.
For second cycle, I prepared two different worksheets. I placed the “rule-cards” on the
table and encouraged my pupils to refer to them if they were unsure of which rule they
should apply. The difficulty level of the worksheets were increased as there were new
words that pupils had not encountered in cycle 1. I would observe whether this
modification could bring any progress among them.
I began the sessionby revising some of the rules. The participants would then begin
the “Flip-Flop Game” duel with one another. Then, the participants would proceed
with the worksheets.
The analysis and interpretation of the data was done according to the participants. The
data received was later triangulated to validate the results and finding of this research.
Figure 7. 36: Rule-Cards
56
8.0 FINDINGS
Based on the analysis and interpretation done on the data collected, it was found out
that Flip-Flop Game can be used to improve singular and plural nouns among the
research participants in some aspects. They are the mastery of rules of singular and
plural nouns, social skills, interest and motivation in learning English. The progress
and result shown by the participants are encouraging and desirable.
At the beginning of the session, all the research participants only had minimal
knowledge and understanding regarding singular and plural nouns. They thought that
most singular nouns become plural by adding “-s”. As the intervention sessions
progress, research participants began to grasp the concept and show improvement in
the mastery of rules of singular and plural nouns.
Pupils’ gradual improvement can be related with the theory of constructivism.
Taber (2011) stated that teaching is seldom about helping learners build up knowledge
from nothing; as learning always builds upon, and with, the cognitive and conceptual
resources already available. Therefore, teaching involves activating relevant ideas
already available to learners to help construct new knowledge. Besides, pupils will
build their new knowledge upon partial, incorrect, or apparently irrelevant existing
knowledge unless carefully guided. Relating to the theory of constructivism, my
research participants built up the knowledge regarding the rules of singular and plural
nouns on Flip-Flop Games they played.
Good and Brophy (1994) as cited in Cooperstain and Kocever-Weidinger (2004),
stated that learning is enhanced by social interaction, meaningful learning develops
through “authentic” tasks. In Flip-Flop Game, research participants are required to
interact with one another during the game. Through interaction, they enhance their
learning and also improve their communication skills. In addition, authentic material
57
such as cards also used in Flip-Flop Game to allow pupils to enjoy authentic task.
Using Flip-Flop Game in learning will allow pupils to experience “hands-on” learning
in knowledge-construction process.
Lweis (2003) as cited in Masri (2014) that using games will promote intereaction, at
the same time foster positive relationship between the learners and learning. My
research participants have become more opened up at the end of the cycle as the
intervention session progress. Schwartzman (1997) as cited in Masri (2014) stated that
game provides structure for interactions, collaborating and problem solving. They
become less shy in asking questions and giving feedback during the interview. Above
all, they are very engaged in all the activities in Flip-Flop Game because interaction is
a compulsory in order to play the game.
The finding of this action research proves that the use of game does help to promote
interest, motivation of pupils in learning English. According to Dickey (2006), games
contain elements that foster intrinsic motivation and interactive challenges, when
intrinsic motivation is instilled within them, they will be prompted to learn by
themselves. Throughout the process, I have noticed the feedback from my participants
were positive and they felt motivated when learning English through games. Phillips
(2001) as cited in Aldabbus (2013), “if an activity is enjoyable, it will be memorable;
the language involved will stick and the children will have a sense of achievement".
My research participants also perform better as they are able to remember the rules of
singular and plural nouns as the session progress without me telling them to. The sense
of intrinsic motivation has prompted them into doing so. Flip-Flop Game also offers a
sense of achievement when they need to complete to win the duel with another player,
this motivation will push them into self-learning.
58
It was found out that my pupils were less worried in facing grammar when Flip-Flop
Game was used despite the fact grammar is a challenging aspect in English. As
mentioned by Richard (1995) as cited in Masri (2014), games can lower anxiety and
are often highly motivating, relevant, interesting and comprehensible. Thus, it was
proved that game can truly reduce the fear in learning whilst increase motivation at the
same time.
In conclusion, using games in teaching English especially in grammatical item such as
singular and plural nouns is proven to be postively supported by the past reseaches.
Therefore, it is encouraged for teachers to integrate games in the teaching and learning
process so that pupils can learn and have fun at the same time.
9.0 SUGGESTION FOR FURTHER RESEARCH
“Flip-Flop Game” is proven to be suitable in helping pupils to learn singular and plural
nouns. Supported by the findings of past research, the game is highly motivating and
allows pupils to understand complex structure like grammar in a simplified and
interesting ways.
However, there is a few limitations in the use of “Flip-Flop Game”. The cost and
process of making “Flip-Flop Game” is time consuming. One has to require the
knowledge of sophisticated editing software such as Photoshop to prepare the layout
and designs. Besides, it also took me a long time to cut out the papers and laminate
them one by one. Patience is a must in the progress. In addition, it took me a long time
to only produce a packet of cards. From the limitation discovered, the improvement
which can be made is to have the cards printed and prepared by any printing shops so
that one can have a mass production of cards. With more card packs, a teacher can
cater the needs for the pupils’ population in class.
59
Flip-Flop Game can be used to teach vocabulary too. Teachers can make use of the
cards to teach concrete objects or nouns. Pupils also can memorize the words easily if
they keep playing with their friends. Furthermore, these cards contain pictures that can
meet the needs of different learning styles, so are pupils’ emotional intelligence. FlipFlop
Game can also be very much interactive where it can be played in groups or pair.
In addition, Flip-Flop Game also can be used to teach other subjects such as Science
and Mathematics. Teachers can substitute the two objects they want to relate in the
cards and pupils can carry out the game in pairs or groups.
Lastly, Flip-Flop Game can also be a concept to be further developed into a game that
can be played online or in computer. In this era of globalization, most of the children
these days have been equipped with ICT skills since little. If Flip-Flop Game can be
developed online, it will allow more pupils around the world to enjoy this game.
60
REFERENCES
Aldabbus, S. (2013). An Investigation into the Impact of Language Games on
Classroom Interaction and Pupil Learning in Libyan EFL Primary
Classrooms, Newcastle University.
Bailey, J. (2009). First steps in qualitative data analysis: transcribing.
Burgess, RG. (1991). "Keeping field notes" (pp. 191-194). In RG Burgess
(Ed.) Field Research: A sourcebook and Field Manual. London:
Routledge.
Chitravelu, N., Sithamparam, S., Soo Choon, T. (2005). ELT methodology:
Principles and practice (2nd ed.). Kuala Lumpur: Penerbit Fajar Bakti.
Chua, R. (2012, 8 3). English language and its importance to Malaysia’s growth .
Retrieved from themalaysiantimes:
http://www.themalaysiantimes.com.my/english-language-and-its-importanceto-
malaysia%E2%80%99s-growth/
Checkly, K. 1997. "The First Seven....and the Eight: A Conversation with Howard
Gardner". Educational Leadership. 55(1), 8-13.
Collins, W. (2007). What is Grammar. In W. Collins, Collin COBUILD English
Grammar. Westerhill Road: HarperCollins Publishers.
Cohen, L., Manion, L., & Morrison, K. (2011). Research Methods in Education 7th
Edition. London: Routledge.
Cooperstein, S. & Weidinger, E. (2004). Beyond active learning: a constructivist
approach to learning. Emerald Group Publishing Limited, 32(2), 142.
Dash, S. (2013). Communicative English Language and The Problems faced by
English Language Teachers in Teaching English.
Denzin, N., & Lincoln, Y. (Eds.). (2005). Handbook of qualitative research (3rd ed.).
Thousand Oaks, CA: Sage.
Dickey, M. D. (2006). Game Design Narrative for Learning: Appropriating
AdventureGame Design Narrative Devices and techniques for the Design of
Interactive Learning Environments, Educational Technology Research and
Development, (Vol. 54, No. 3, pp. 245-263), New York, NY: Springer
Duit, R. (2009). Towards science education research that is relevant for improving
practice: The model of educational reconstruction. In H. Fischer, Ed.,
Developing standards in research on science education (pp. 1-9). London:
Taylor & Francis.
Educational Broadcasting System. (2004). What is constructivism? Retrieved from
http;//wwww.thirteen.org/edonline/concept2class/constructivism
Gardner, H. 1993. Frames of Mind: The Theory of Multiple Intelligences. (Second
Edition). London: Falmer Press.
Gardner, H. 2000. Multiple Intelligences: The Theory in Practice. (Second Edition).
Alexandria, VA: ASCD.
Gill, S. K. (2002). International Communication: English Language Challenges for
Malaysia. Serdang: Universiti Putra Malaysia.
Huah, G. L. (2012). A Practical Guide to Writing Your Action Research. Puchong:
Penerbitan Multimedia.
61
Jalaluddin, N. H. (2008). European Journal of Social Sciences . The Mastery of
English Language among Lower Secondary Students in Malaysia: A
Linguistic Analysis.
Kanuka, H., & Anderson, T. (1999). Using constructivism in technology-mediated
learning: Constructing order out of the chaos in the literature. Radical
Pedagogy, 1(2). Retrieved from
http://radicalpedagogy.icaap.org/content/issue1_2/02kanuka1_2.html
Krashen, S. (2003) Explorations in Language Acquisition and Use. Portsmouth.
Krashen, S. D. (1981). The "fundamental pedagogical principle" in second language
teaching. Studia Linguistica, 35(1-2), 50-70.
Khazriyati , S., Hua, T. K., & Marlyna, M. (2005). "Everyone People Must Have a
Best Friend. Interference of Malay Structures in English Written Discourse".
Fakulti Komunikasi dan Bahasa Moden: UUM.
Li, J. O. (2011). “Cat Got Your Tongue?” The Importance of the English Language.
“Cat Got Your Tongue?”, 5-8.
Lowenberg, P. H. (1991). Variation in Malaysian English. The Pragmatics of
Languages in Contact. In J. Chesture (Ed.), English around the World
Sociolinguistic Perspectives. Cambridge: Cambridge University.
Press.http://dx.doi.org/10.1017/CBO9780511611889.025
Masri, A. A. (2014). The Effect of Using Word Games on Primary Stage Students
Achievement in English Language Vocabulary in Jordan , Princess Alia
University College.
Mahboob, A. (2004). Native or non-native: What do the students think?. In L. D.
Kamhi-Stein (Ed.),
Meadows, B. & Muramatsu, Y. (2007). Native speaker or non-native speaker
teacher? : A report of student preferences in four different foreign language
classrooms. Arizona Working Papers in SLA & Teaching, 14, 95-109
McDonough, J. & Christopher, S. (2003) Material An Method in ELT, New York:
Blacwell Publishing Ltd.
McNiff, J. (1988). Action Research: Principles and Practice. Houndmill: McMillan
Education Ltd.
McNamara C. (2009) General Guidelines for Conducting Interviews. Authenticity
Consulting, LLC. Retrieved from
www.managementhelp.org/evaluatn/intrview.htm
Ministry of Education (2012, September). Preliminary report executive summary
Malaysia education Blueprint 2013-2025. Retrieved from
www.moe.gov.my/userfiles/file/PPP/Preliminary-Blueprint-Eng.pdf
Merriam-Webster Online Dictionary. (2014, 3 21). Retrieved from
http://www.merriam-webster.com/dictionary/grammar:
http://www.merriamwebster.com/dictionary/grammar
Patton, M.Q. (1990). Qualitative Evaluation and Research Method, 2nd Ed.
Newbury Park, CA: Sage.
62
Rahman, F, Jumani, N.B. and Basit, (2010) A. Motivating and demotivating factors
among learners. International Journal of Academic Research, 2(1), 206-212.
Robert Wood Johnson Foundation. (2006). Retrieved from qualres.org:
http://www.qualres.org/HomeSemi-3629.html
Seng, W. K. (2012). A study to seek the reasons to account for vocabulary learning
difficulties of taiwanese students.
Serra, M. (2012). Qualitative Research Methods: A Data Collector’s Field Guide.
Sir, P. (2013, 9 14). Make sure only qualified teachers teach English. Retrieved from
Borneo Post Online: http://www.theborneopost.com/2013/09/14/make-sureonly-qualified-
teachers-teach-english/
Stewart, M. A. (2010). Networks: Vol. 12, Issue 1. Walking in My Students’ Shoes:
An ESL Teacher Brings Theory to Life in Order to Transform Her
Classroom.
SuriatiJusoh, F., Alias, N., & Siraj, S. (2012). The Malaysian Online Journal of
Educational Science. Research and Trends in the Studies of Native & Nonnative Speaker
Teachers of Languages:.
Suits, B. (1967). "What Is a Game?". The University of Chicago Press.
Retrieved 2013-06-27
Taber, K. S. (2011). Constructivism As Education Theory: Contingency in Learning,
and Optimally Guided in Instruction. Hauppauge, N.Y: Nova Science
Publishers, Inc.
Thirusanku, J., & Melor, Y.M. (2012). The Many Faces of Malaysian English.
International Scholarly Research Network, 14.
Your Dictionary.com. (2015, 4 10). Retrieved from
http://www.yourdictionary.com/checklist
Zhang, F. (2010). A Study of Pronunciation Problems of English Learners in China.
63
APPENDICES
APPENDIX A
DIAGNOSTIC TEST
Fill in the blanks with correct plural form of each noun.
1. Ali is holding two _______________ (balloon) in his hand.
2. The farmer has many _______________ (goose) on the farm.
3. Zharif saw three ______________ (fox) in the forest.
4. The fairy gave the hunter three______________(wish).
5. Many __________ (leaf) are falling from the tree.
6. I saw many ___________ (ferry) on the sea.
7. She saw two ____________ (penguin) in the zoo.
8. Three bad _________ (wolf) are hiding behind the tree.
9. My mother bought two _______ (knife) this morning.
10. My big brother ate some apple, three oranges and two _________ (peach).
11. Uncle Lim has many ______________ (child).
12. Teacher Lee wants the students to carry four _______ (box) here.
64
APPENDIX B
QUESTIONNAIRE
Colour the emoticons related.
1) Do you like “Flip-Flop Card Games”?
2) I know how to use Singular and Plural noun.
3) The plural noun for “wolf” is “wolfes”
4) The plural noun for “brush” is “brushes”.
5) The plural noun for “child” is “children”.
6) The plural noun for “party” is “partys”.
65
APPENDIX C
INTERVIEW QUESTIONS
[Ice Breaking]
1. Do you like English?
Adakah anda menyukai Bahasa Inggeris ?
2. Do you think English is fun?
Adakah anda rasa bahawa Bahasa Inggeris menyeronokkan?
3. Why do you think English is fun?
Mengapakah anda merasakan bahawa Bahasa Inggeris itu menyeronokkan?
4. Do you use English at home?
Adakah anda menggunakan Bahasa Inggeris di rumah?
___________________________________________________________________
[1st Cycle 3rd Session]
5. What do you think of the Flip-Flop Game?
Apakah pandangan anda terhadap Flip-Flop Game?
6. Do you feel bored learning English with Flip-Flop Game?
Adakah permainan Flip-Flop Game itu membosankan?
7. Do you like English more now?
Adakah anda lebih menyukai Bahasa Inggeris sekarang?
8. Do you know how to use Singular and Plural nouns now ?
Adakah anda mengetahui bagaimana cara menggunakan Singular and Plural
nouns sekarang?
66
APPENDIX D
OBSERVATION CHECKLIST
FIELD NOTES
Questions Yes No Comments
Can the participant participate in the
game?
Is the participant engaging in the
game?
Is the participant having fun during
the activity?
Does the participant know how to
play the game?
Does the participant display any
undesirable behaviour?
Can the participant complete the
activities?
Field Note
Date :
Participant :
Activity :
Observations Remarks
67
APPENDIX E
WORKSHEET (ACTIVITY 1)
68
APPENDIX F
69
APPENDIX G
70
APPENDIX H
71
APPENDIX I
WORKSHEET (Activity 5)
Fill in the blanks with correct plural form of each noun.
Singular Plural
House
Strawberry
Egg
Leaf
Party
Chair
Beach
Key
Brush
Baby
Table
Wolf
Child
Tooth
Life

Jowy AR

Diunggah oleh

Informasi Dokumen

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Jowy AR

Diunggah oleh

Hak Cipta:

Format Tersedia

USING FLIP-FLOP GAME TO IMPROVE YEAR 3 PUPILS IN SINGULAR

AND PLURAL NOUNS

5.3 Intervention procedures

Figure 5. 3: Kemmis and

Anda mungkin juga menyukai