Final Draft of Using ‘Pluck the Clouds’ Game

USING ‘PLUCK THE CLOUDS’ GAME TO TEACH REGULAR PLURAL NOUNS TO

SELECTED YEAR 5 STUDENTS

SOLEHAH BINTI MOHAMMAD RODZE920626-07-5146

PISMP BI 2 – JAN 2012 INTAKEIPG KAMPUS DARULAMAN

RESEARCH AND INNOVATION INENGLISH LANGUAGE TEACHING

SEMINAR

TABLE OF CONTENT

1. Title2. Research Problems / Related Theories3. Objectives of Research4. Intervention 5. Intervention - Implementation Process6. Findings / Data Analysis (Methodology)7. Limitation 8. Recommendation9. Conclusion

1.0 RESEARCH PROBLEMS

• The selected pupils are unable to add correct suffixes to regular plural nouns.

1.0 RESEARCH PROBLEMS /

RELATED THEORIES

2.0 OBJECTIVES OF RESEARCH

3.0 INTERVENTION

4.0 INTERVENTION –IMPLEMENTATION

PROCESS

5.0 FINDINGS / DATA ANALYSIS

(METHODOLOGY)

6.0 LIMITATION

7.0 RECOMMENDATION

8.0 CONCLUSION

PROBLEM STATEMENTS

Incorrect suffixes for plural nouns

RELATED THEORIESRELATED THEORIES- Krashen’s Affective

Filter Hypothesis - Dale’s Cone of

Experience- Kemmis &

McTaggart Model

LITERATURE REVIEW- internalise correct

grammar (Saricoban & Metin, as cited in Vernon,

2014) - stress free environment

(Huyen & Nga, 2003)- motivating, challenging

(Mania, 2014)- subconscious learning

(Grocock, 2007)

1.0 RESEARCH PROBLEMS / RELATED

THEORIES

2.0 RESEARCH OBJECTIVES

There are two objectives of this research. The objectives are as follows

- To enable pupils to add correct suffixes to regular singular nouns to change them into regular plural nouns

- To improve the teacher’s teaching practice in teaching regular plural nouns


RELATED THEORIES

3.0 INTERVENTION


PROCESS


(METHODOLOGY)

6.0 LIMITATION

7.0 RECOMMENDATION

8.0 CONCLUSION


RESEARCH QUESTIONS- Does ‘Pluck The Cloud’ game help pupils?

- Does ‘Pluck the Cloud’ game improve teacher’s teaching practice?

3.0 INTERVENTION

Colourfulcloud

shaped card

Roller

Correct answer

Tacky tack used to stick cloud shaped

card to the roller

Distractor

‘PLUCK THE CLOUDS’


RELATED THEORIES



PROCESS


(METHODOLOGY)

6.0 LIMITATION

7.0 RECOMMENDATION

8.0 CONCLUSION

3.0 INTERVENTION

CRITERIA SELECTION : PORTABILITY, COST, PRACTICALITY, VISIBILITY

PRESENTATION STAGEColourful cloud shaped cards of both correct and incorrect

regular plural nouns are pasted on the roller. Teacher teaches correct forms of plural nouns.

PRACTICE STAGEPupils randomly select a singular noun / two singular

nouns from an envelope from the teacher. Pupils ‘pluck’ out the correct cards and show to friends.

PRODUCTION STAGEPupils fill in the blanks with correct regular plural nouns in

post test assessments.

4.0 INTERVENTION – IMPLEMENTATION PROCESS


RELATED THEORIES


3.0 INTERVENTION


(METHODOLOGY)

6.0 LIMITATION

7.0 RECOMMENDATION

8.0 CONCLUSION

4.0 INTERVENTION – IMPLEMENTATION

PROCESS

ACTIONS TAKEN PER DAY


RELATED THEORIES


3.0 INTERVENTION


PROCESS


(METHODOLOGY)

6.0 LIMITATION

7.0 RECOMMENDATION

8.0 CONCLUSION

DATA ANALYSIS

(QUALITATIVE)OBSERVATION

Checklists ticked in class before and after the

intervention

(QUANTITATIVE)ASSESSMENTS

Collect selected pupils’ pre test , post test 1 and post

test 2 score

(QUALITATIVE)OPEN ENDED

QUESTIONNAIRE ON PUPILS DEMOGRAPHIC DETAILS

13 selected pupils and 2 subject teachers fill in

questionnaires

5.0 DATA ANALYSIS

FINDINGS : ANSWERS OF THE QUESTIONS


(METHODOLOGY)

PRE & POST PARTICIPANTS & TEST RUBRICS

DATA DISPLAY METHOD : TABLE AND GRAPH

6.0 LIMITATION

• Durability • Time constraint – improper planning• Size and visibility• Pupils’ discipline


RELATED THEORIES


3.0 INTERVENTION


PROCESS


(METHODOLOGY)

7.0 RECOMMENDATION

8.0 CONCLUSION

6.0 LIMITATION

7.0 RECOMMENDATION

Suggestion – use intervention to teach - antonyms - synonyms - verbs- adjectives- irregular nouns

Improvement –- improve durability of intervention- increase the size of the intervention- carry out intervention in group competition


RELATED THEORIES


3.0 INTERVENTION


PROCESS


(METHODOLOGY)

6.0 LIMITATION

8.0 CONCLUSION

7.0 RECOMMENDATION

8.0 CONCLUSION

In conclusion, this intervention helps pupils to improve themselves in identifying correct regular plural nouns. Apart from that, this intervention also helps the teacher to improve her classroom teaching practice.


RELATED THEORIES


3.0 INTERVENTION


PROCESS


(METHODOLOGY)

6.0 LIMITATION

7.0 RECOMMENDATION

8.0 CONCLUSION

REFERENCES

CREDIT

1.1 PROBLEM STATEMENTS1.1 PROBLEM STATEMENTS

• Pupils simply add –s suffix after each noun to change singular nouns to plural nouns

• Pupils do not remove –y suffix when changing to plural nouns from nouns that end with –y suffix

• Pupils are unaware that different suffixes must be used for nouns that end with –y, -th, -sh, and –chsuffixes.

• Pupils are confused what suffix they should use for nouns that end with –y, -th, -sh, and –ch.


RELATED THEORIES


3.0 INTERVENTION


PROCESS


(METHODOLOGY)

6.0 LIMITATION

7.0 RECOMMENDATION

8.0 CONCLUSION


THEORIES

Language Games

Dale’s Cone Of ExperienceRetain 75% of what they learn when they practise

what they learned

Affective Filter HypothesisReduce anxiety, improve self esteem to learn and

increase motivation

According to Krashen (1988), learning is hindered due to filter; may occur because of anxiety, poor self esteem or low motivation

Dale (1969) the more sensory

channels possible in interacting with a

resource, the better chance that many students can learn

from it

1.2 RELATED THEORIES2.0 OBJECTIVES OF

RESEARCH

3.0 INTERVENTION


PROCESS


(METHODOLOGY)

6.0 LIMITATION

7.0 RECOMMENDATION

8.0 CONCLUSION


THEORIES

RESEARCH MODEL – KEMMIS & MCTAGGART

1.2.1 ACTION RESEARCH MODEL1.0 RESEARCH PROBLEMS /

RELATED THEORIES


3.0 INTERVENTION


PROCESS


(METHODOLOGY)

6.0 LIMITATION

7.0 RECOMMENDATION

8.0 CONCLUSION


THEORIES

• plan in cyclic pattern• act and include participants• observe quality• reflect

Plan for the next cycle

KEMMIS AND MCTAGGART MODEL

• ‘Allow the language to stick’ where the correct forms of language are embedded (Vernon, 2014)

• Games are highly motivating as they are amusing and at the same time challenging (Mania, 2012)

• Huyen and Nga (2003) reported that pupils seem to learn more quickly and retained the learned materials better in a stress-free and comfortable environment.

• Allow pupils to ‘practise and internalise vocabulary, grammar and structures extensively’ (Saricoban & Metinas cited in Vernon, 2014)

• In a study conducted by Yin Yong Mei and Jang Yu Jing, through playing games, students can learn English the way children learn their mother tongue without being aware they are studying, thus without stress, they can learn a lot (Grocock, 2007)


RELATED THEORIES


3.0 INTERVENTION


PROCESS


(METHODOLOGY)

6.0 LIMITATION

7.0 RECOMMENDATION

8.0 CONCLUSION

1.3 LITERATURE REVIEW1.0 RESEARCH

PROBLEMS / RELATED THEORIES

CONCLUSION

In conclusion, the literature review discussed previously supports the importance of using language games to teach pupils on grammar effectively.

Language games are proven to help pupils to improve their motivation to study.

As pupils motivation is improved, the pupils will be able to absorb the correct structure of plural nouns subconsciously.


RELATED THEORIES


3.0 INTERVENTION


PROCESS


(METHODOLOGY)

6.0 LIMITATION

7.0 RECOMMENDATION

8.0 CONCLUSION


THEORIES

1. Does the intervention ‘Pluck The Clouds’ help pupils to add correct suffixes to regular singular nouns to change them into regular plural nouns?

2. Does the intervention ‘Pluck The Clouds’ game improve the teacher’s classroom practice in teaching regular plural nouns?

2.1 RESEARCH QUESTIONS


RELATED THEORIES


3.0 INTERVENTION


PROCESS


(METHODOLOGY)

6.0 LIMITATION

7.0 RECOMMENDATION

8.0 CONCLUSION


CRITERIA SELECTION

WORKABILITY/PRACTICALITYCan be built by other teachers who want to carry out the game, do not require complex

method to use the intervention, simple instruction for pupils to use it

VISIBILITYColourful cards, large font , attract pupils’

attention

PORTABILITYThe roller can be rolled to store, cards can be kept in

envelope

COST EFFECTIVECheap material, can be bought at

nearest bookshops


RELATED THEORIES


3.0 INTERVENTION


PROCESS


(METHODOLOGY)

6.0 LIMITATION

7.0 RECOMMENDATION

8.0 CONCLUSION

3.1 FACTORS ON THE CHOICE OF INTERVENTION

3.0 INTERVENTION

4.1 ACTIONS TAKEN

DAY 1- Input was given on regular plural

nouns to 37 pupils of Year 5 - Pre test was carried out

- Observation was conducted - 13 pupils were selected for

intervention

DAY 2- Questionnaires with selected pupils and 2 English teachers

- Implement first cycle of intervention

- Administer first post test assessment

DAY 3- Implement second cycle of

intervention - Observation was carried out - Administer second post test

assessment

DAY 4- Analyse the data

collected

DAY 5- Start writing the report

on data collected


RELATED THEORIES


3.0 INTERVENTION


PROCESS


(METHODOLOGY)

6.0 LIMITATION

7.0 RECOMMENDATION

8.0 CONCLUSION


PROCESS


RELATED THEORIES


3.0 INTERVENTION


PROCESS

6.0 LIMITATION

7.0 RECOMMENDATION

8.0 CONCLUSION

5.1 DATA DISPLAY METHOD


(METHODOLOGY)

Data Display Method

Bar GraphComparison Table

5.2 TABULATION OF DATA5.2 TABULATION OF DATAPUPIL PRT

SCOREPOT (1)SCORE

DIFF POT (2) SCORE

DIFF INCREASE(%)

1. S1 8 15 +7 18 +3 50

2. S2 7 15 +8 16 +1 45

3. S3 1 11 +10 14 +3 65

4. S4 11 13 +2 14 +1 15

5. S5 9 14 +5 17 +3 40

6. S6 8 14 +6 17 +3 45

7. S7 9 15 +4 16 +1 35

8. S8 10 12 +2 19 +7 45

9. S9 11 17 +6 17 +0 30

10 S10 10 13 +3 14 +1 20

11 S11 10 13 +3 15 +2 25

12 S12 11 12 +1 13 +1 10

13 S13 11 12 +1 15 +3 20


RELATED THEORIES


3.0 INTERVENTION


PROCESS


(METHODOLOGY)

6.0 LIMITATION

7.0 RECOMMENDATION

8.0 CONCLUSION


(METHODOLOGY)

B

PUPILS’ SCORE BEFORE AND AFTER INTERVENTION

0

2

4

6

8

10

12

14

16

18

20

S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13

PRTPOT1POT2


RELATED THEORIES


3.0 INTERVENTION


PROCESS


(METHODOLOGY)

6.0 LIMITATION

7.0 RECOMMENDATION

8.0 CONCLUSION

5.3 SCORE ANALYSIS


(METHODOLOGY)

B

PRE TEST POST TEST 1 & 2

37 PUPILS 13 PUPILS

19 BOYS,16 GIRLS

5 GIRLS, 8 BOYS

QUESTIONS : 20 QUESTIONS : 20

GRADE SCORE

A 16 – 20

B 11 – 16

C 9 – 11

D 5 – 9

F 0 – 5

5.4 PARTICIPANTS & RUBRICS FOR DATA ANALYSIS


RELATED THEORIES


3.0 INTERVENTION


PROCESS


(METHODOLOGY)

6.0 LIMITATION

7.0 RECOMMENDATION

8.0 CONCLUSION


(METHODOLOGY)

5.5 FINDINGS

1. RQ - Does the intervention ‘Pluck The Clouds’ help pupils to add correct suffixes to regular singular nouns to change them into regular plural nouns? RA – Yes, the intervention ‘Pluck The Clouds’ game help pupils to add correct suffixes to change regular singular nouns into regular plural nouns.

2. RQ - Does the intervention ‘Pluck The Clouds’ game improve the teacher’s classroom practice in teaching regular plural nouns?RA – Yes, the intervention ‘Pluck The Clouds’ game improve the teacher’s classroom practice in teaching regular plural nouns.


RELATED THEORIES


3.0 INTERVENTION


PROCESS


(METHODOLOGY)

6.0 LIMITATION

7.0 RECOMMENDATION

8.0 CONCLUSION


(METHODOLOGY)

REFERENCESREFERENCESAnderson, H.M., (2015) Dale’s Cone of Experience. Retrieved on

https://www.etsu.edu/uged/etsu1000/documents/Dales_Cone_of_Experience.pdf

Bilash, O., (2011) Krashen’s 6 Hypotheses. Retrieved on August 20th, 2015 from http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/krashen.html

Cohen D, Crabtree B. (2006) Qualitative Research Guidelines Project. Retrieved on August 20th, 2015 from http://www.qualres.org/HomeTria-3692.html

ESLbase, (2015) Teaching Grammar with Fun Learning Games. Retrieved on August 20th, 2015 from http://www.eslbase.com/teaching/teaching-grammar-fun-learning-games

Grocock, J. (2007) The Importance of Games in a Classroom. Retrieved on August 20th, 2015 from https://www.teflcorp.com/articles/84-tefl-games-in-the-classroom/256-the-importance-of-games-in-a-classroom/?_e_pi_=7%2CPAGE_ID10%2C6626432024

Kemmis, S., McTaggart, R. (2007) Participatory Action Research. Retrieved on August 20th, 2015 from http://www.corwin.com/upm-data/21157_Chapter_10.pdf

Polovina, S., (2011) About the Learning Pyramid. Retrieved on August 15, 2015 from http://homepages.gold.ac.uk/polovina/learnpyramid/about.htm

Shoebottom, P., (2015). An Introduction to the work of Stephen Krashen. Retrieved on August 20th, 2015 from http://esl.fis.edu/teachers/support/krashen.htm

Vernon, S., (2014) Teaching Grammar with Fun Learning Games. Retrieved on August 15, 2015, from http://www.eslbase.com/articles/learning-games


RELATED THEORIES


3.0 INTERVENTION


PROCESS


(METHODOLOGY)

6.0 LIMITATION

7.0 RECOMMENDATION

8.0 CONCLUSION8.0 CONCLUSION


RELATED THEORIES


3.0 INTERVENTION


PROCESS


(METHODOLOGY)

6.0 LIMITATION

7.0 RECOMMENDATION

8.0 CONCLUSION8.0 CONCLUSION

Documents

Final Draft of Using ‘Pluck the Clouds’ Game