Professional Documents
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3 PRELIMINARY DATA
instead of
Based on the question number 4, the correct answer is at. This is because we use
preposition of place at for a point. Thus, it means at the field shows the point where the
boys are playing.
instead of
Both of the pupils need to answer in because we generally use preposition of place in
for an enclosed space. It means that we read the story in the newspaper because the
newspaper is an enclosed space. So, the answer should be in.
These problems happened because pupils already confused and tend to translate to
their first language. Therefore, I believed that I should address this issue because pupils
need to be able to master the use of preposition of place in, on and at before learning
other prepositions. It is also to have a good communication with other people by using the
correct prepositions of place in, on and at.
2.0 WHAT IS MY FOCUS OF INVESTIGATION?
Effective grammar instruction begins with what students already know about
grammar and it helps them use this knowledge as they write (Ann, 2000). This is because
grammar is a complex and challenging skill for many pupils because not everyone master in
grammar like it is not just for prepositions of place in, on and at. From this, it is crucial for me
to focus on preposition of place in, on and at because my pupils had difficulty in constructing
prepositions of place in, on and at. My research issue is pupils were not able to
understand and use preposition of place in, on and at. A preposition is defined as a word
that governs nouns or pronouns usually in front of, expressing a relation to another word or
element (Norhazian & Yong, L.C. (2011). While the definition of preposition of place is a
preposition which is used to refer to a place where something or someone is located (Ginger
Software, 2016).
From my observation the pupils were not able to differentiate and use preposition of
place in, on and at. This can be clearly seen when I gave them exercises on prepositions. It
is very confusing for the pupils because they did not use English language as their medium
of communication at home. They speak in Malay language at home and also in English
classes. As a result, the pupils have lack of knowledge in grammar and vocabulary skills. For
example, the pupils will communicate with their friends and respond to teachers question in
Malay language during English lesson.
Besides, the pupils have less exposure of materials in English language as they do
not like to learn English language because they feel that English is difficult to understand.
The pupils were not exposed to common words in English language and this makes the
pupils have lack of vocabulary and difficulty to speak in English language. In addition, the
pupils also have no habit in reading English reading materials. Thus, they tend to lose
interest in reading English language books because they cannot understand English
language.
Furthermore, I use root cause analysis (RCA) in order to get further understanding
about my problem. According to Willson (2015), RCA is a methodology for finding and
correcting the most important reasons for performance problems. Therefore, below is my
RCA to identify my issue.
Issue:
Pupils have difficulty in completing sentences using preposition of place in, on and at.
Question 2: Why do pupils cannot remember when to use the preposition of place in, on,
at?
Answer: Pupils cannot remember when to use the prepositions of place in, on, at
because they were confused with the prepositions of place in, on, at.
Question 3: Why do pupils were confused with the preposition of place in, on, at?
Answer: Pupils were confused with the prepositions of place in, on, at because they did
not pay attention during grammar class.
Answer: Pupils did not pay attention during grammar class because they cannot
understand prepositions of place in, on, at.
Question 5: Why can't pupils understand preposition of place in, on and at?
Pupils cannot understand prepositions of in, on and at because they lack of exercises
and activity in using prepositions of place in, on, at.
Through this RCA, I can conclude that my pupils were not able to make and complete
sentences using preposition of in, on and at because they lack of activities and exercises.
Therefore, I need to address this issue as my research issue because it is very important for
pupils to understand and know when to use preposition of place in, on and at as they are
already in Year 4 which is about 2 years before UPSR.
As a conclusion, teaching pupils prepositions is a must because it is also addressed
in Dokumen Standard Kurikulum Pembelajaran (2012) stated in 5.1 By the end of the 6-
year primary schooling, pupils will be able to use different word classes correctly and
appropriately and pupils must be 5.1.5 Able to use prepositions correctly and appropriately:
(a) in (b) on (g) at. Thus, it is important for me to address this issue as my research. This is
because I want to improve my teaching in grammar skill especially in prepositions of place
in, on and at so that I can deliver the lesson to my pupils clearly. Also, to make sure my
pupils will be able to understand my lesson easily without feel bored.
Effective grammar instruction begins with what students already know about
grammar and it helps them use this knowledge as they write (Ann, 2000). This is because
grammar is a complex and challenging skill for many pupils because not everyone master in
grammar like it is not just for prepositions of place in, on and at. From this, it is crucial for me
to focus on preposition of place in, on and at because my pupils had difficulty in constructing
prepositions of place in, on and at. My research issue is pupils were not able to
understand and use preposition of place in, on and at. A preposition is defined as a word
that governs nouns or pronouns usually in front of, expressing a relation to another word or
element (Norhazian & Yong, L.C. (2011). While the definition of preposition of place is a
preposition which is used to refer to a place where something or someone is located (Ginger
Software, 2016).
From my observation the pupils were not able to differentiate and use preposition of
place in, on and at. This can be clearly seen when I gave them exercises on prepositions. It
is very confusing for the pupils because they did not use English language as their medium
of communication at home. They speak in Malay language at home and also in English
classes. As a result, the pupils have lack of knowledge in grammar and vocabulary skills. For
example, the pupils will communicate with their friends and respond to teachers question in
Malay language during English lesson.
Besides, the pupils have less exposure of materials in English language as they do
not like to learn English language because they feel that English is difficult to understand.
The pupils were not exposed to common words in English language and this makes the
pupils have lack of vocabulary and difficulty to speak in English language. In addition, the
pupils also have no habit in reading English reading materials. Thus, they tend to lose
interest in reading English language books because they cannot understand English
language.
Furthermore, I use root cause analysis (RCA) in order to get further understanding
about my problem. According to Willson (2015), RCA is a methodology for finding and
correcting the most important reasons for performance problems. Therefore, below is my
RCA to identify my issue.
Issue:
Pupils have difficulty in completing sentences using preposition of place in, on and at.
Question 2: Why do pupils cannot remember when to use the preposition of place in, on,
at?
Answer: Pupils cannot remember when to use the prepositions of place in, on, at
because they were confused with the prepositions of place in, on, at.
Question 3: Why do pupils were confused with the preposition of place in, on, at?
Answer: Pupils were confused with the prepositions of place in, on, at because they did
not pay attention during grammar class.
Answer: Pupils did not pay attention during grammar class because they cannot
understand prepositions of place in, on, at.
Question 5: Why can't pupils understand preposition of place in, on and at?
Pupils cannot understand prepositions of in, on and at because they lack of exercises
and activity in using prepositions of place in, on, at.
Through this RCA, I can conclude that my pupils were not able to make and complete
sentences using preposition of in, on and at because they lack of activities and exercises.
Therefore, I need to address this issue as my research issue because it is very important for
pupils to understand and know when to use preposition of place in, on and at as they are
already in Year 4 which is about 2 years before UPSR.
According to McNiff (1988b) in Goh (2016), the action research method involves the
understanding of the self through a reflective spiral of planning, acting, observing, reflecting
and re-planning. Thus, the action research model that I will do is Kemmis model. Below is
Kemmis action research model:
Figure 1: Action Research Protocol after Kemmis (as cited in Hopkins, 1985)
From this model, I will be able to revise my plan and can reflect on my intervention. I
will also be able to do cycle 1 and cycle 2 as the above figure so that I can observe and
reflect on my improvement. This is because according to Goh (2016), the procedure is
cyclical in nature and is intended to foster deeper understanding of a given situation. Thus, I
will be able to use Kemmis model in order to have deeper understanding as it is moving from
several interventions and evaluations. Therefore, I will be able to revise my plan of action.
2.2.2 Intervention that I intended to use.
The research objectives and research questions are as the table below:
Activities Explanation
1. Teacher scatters the block that have - Teacher introduces about preposition
preposition of place in, on and at, of place in, on and at.
nouns, verbs and articles on a table. - Teacher explains on how to complete
the activity.
- Pupils listen to the teacher carefully.
- Pupils are ready to complete their task.
2. Pupils need to take a few blocks that - Pupils need to form sentence using
the teacher scattered on the table and prepositions of place in, on and at.
arrange it to form a sentence using
preposition of place in, on and at.
3. -
4. -
Therefore, activity use realia such as blocks and has kinaesthetic intelligence as
well as good thinking skill which pupils need to take the blocks and arrange it to make a
sentence. Realia provides language learners with multi-sensory impressions of the
language (Smith, 1997). This is because pupils will be able to learn through seeing, hearing,
touching and manipulating the realia with their friends. It will also help pupils to have real
language learning. Thus, I believe that my intervention will be able to help my pupils to be
able to construct sentences using
There are a lot of data collection method that researcher can use in order to get
precise information on the researchers issue. According to Rouse (2013), data collection is
a systematic approach to gathering information from a variety of sources to get a complete
and accurate picture of an area of interest. Therefore, I will collect my research data using
observation, document analysis and semi-structural interview with my participants.
DEPENDS ON HOW U R GOING TO COLLECT D DATA
i. Observation.
Based on observation, I will collect the data through checklist I can have a clear
behaviour of my pupils.
I will analyse my data through qualitative and quantitative data. Through this, I will
use several ways such as (THIS DEPENDS ON UR INTERVENTION) EG, checklist,
interview and coding the data. ELABORATE N PROVIDE REFERENCE FOR ALL THESE
I will validate my data in order for me to get a quality and trustworthiness to my action
research. According to Yin (2013) in Goh (2016), he suggested using multiple sources of
evidence as the way to ensure construct validity. Through this, I will use a triangulation
method because I can use several data and will not rely on single source of data. Therefore,
the data that I will get from my research issue will have a high validity.
Triangulation referred to the desire to use multiple sources of data (Mills, 2014).
From this, I can use multiple sources of data to do my research in order to get a valid data.
ELABORATE
In order to complete all the actions and to gather information as well as obtaining intended
results, I have prepared
WEEKS / 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
ACADEMIC 25/ 1/2 15/ 22/ 29 7/3 21/ 28/ 4/ 11/4 18/ 25/ 25/ 1/ 8/
ACTIVITIES 1 2 2 /2 3 3 4 4 4 7 8
29/ 5/2 19/ 26/ 11/3 25/ 1/4 15/ 22/ 29/ 29/ 12
1 2 2 4/ 3 8/ 4 4 4 7 5/ 8
3 4 8
Observation in
the classroom to
find problems.
Reflect on
teaching and
learning practice
that can be
improved.
Finding research
issue and
objectives.
Design a plan of
action.
Plan relevant
information
gathering and
data analysis
methods.
Write the action
research
proposal.
Final write up of
research
proposal.
Prepare data
collection tools.
(Implement Cycle
1).
Practice,
implement and
make the RP
familiar with the
intervention.
Carry out
intervention.
Gather relevant
information.
Reflect and
assess the action
in Cycle 1.
Interpret and
analyse collected
data and
information.
Write draft of the
report for Cycle 1
and start
planning for
Cycle 2.
Implement Cycle
2.
Reflect and
assess the action
in Cycle 2.
Interpret and
analyse collected
data information.
Write report for
Cycle 2.
Conclude the
outcome of the
research.
Final write up of
the action
research.
Prepare for
action research
presentation.
Present action
research.
5.5.2 The budget 9 DEPENDS ON WHAT U NEED)
i. Ink
ii. A4 Papers.
iii. Coloured papers.
iv. Plastic block game.
Moreover, pupils usually like to learn using games or activities because they are able
to learn new thing while playing with their friends.
However, the pupils must be able to listen actively and carefully as well as they need to
recall about the topic that they have learnt. Based on this, I believe that they are able to at
least use English language during English language class because it is the only place that
the pupils can have the opportunity to speak in English. This is because games can be a
great way, to build confidence, and learn English, and if it is used very well, it really can
speed up learning (TEFL Survival, 2012). Therefore, it is true that using game during
teaching and learning process will help pupils to understand well the language skill
especially in learning grammar skill.
Ann, B. C. (2000). The Role Of Grammar In Improving Student's Writing. Retrieved on 21st
January 2016 from http://people.uwplatt.edu/~ciesield/graminwriting.htm#About
%20the%20Author
ETC ETC