THE EFFECTIVENESS OF USING OMG (OBSERVATIVE MULTIMEDIAGAME) TO HELP YEAR 4 PUPILS IN UNDERSTANDING

PREPOSITION OF LOCATION

by

Nik Nakimi Amirul bin Yaccob, Boon Pong Ying, Zuraiyah Binti Mohd YunusInstitut Pendidikan Guru, Kampus Bahasa Antarabangsa

Abstract

The aim of this research was to help pupils in learning prepositions of location through the use of interactive multimedia game as the main medium of teaching delivery. Data was collected using the instrument of observation, tests, and document analysis. The respondents consisted of five pupils from Sekolah Kebangsaan Puncak Alam 2. All respondents were experiencing problems in learning grammar especially the prepositions of location. The findings showed that the use of interactive multimedia game was able to help pupils in improving their understanding of the topic, thus helping teachers to improve their teaching techniques.

Grammar teaching has always been one of the most controversial and least understood aspects of language teaching. Some teachers remain indifferent to grammar and many teachers become obsessed by it. So, what is grammar actually? Based on Oxford Dictionaries (2014), grammar is the whole system and structure of a language or of languages in general, usually taken as consisting of syntax and morphology (including inflections) and sometimes also phonology and semantics. On the other hand, according to Thornbury (1999), grammar is partly the study of what forms (or structures) are possible in a language. Thus, grammar is a description of the rules that govern how sentence structures are formed. Good grammar knowledge is vital for children to become successful in learning English. To develop children’s grammar knowledge, a strong foundation and exposure to English language at an early age is very important.

However, for a teacher, teaching grammar is not as easy as other people think. There are many obstacles that a teacher needs to face in order to convey the understanding of grammar to all pupils. Children just beginning to learn a new language need some time to adapt to the language (Ioannou-Georgiou, 2010). They need exposure to input of grammar before they can experiment with producing language. Some children will gladly experiment with production but some will be shy and require more time. That is why teaching grammar cannot be taught easily to them.

Thus, in order to catalyst the teaching of grammar to pupils, some forms of intervention are needed to boost the teaching profession. Based on Institute of Education Sciences (2015), intervention is an educational program, product, practice, or

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policy aimed at improving pupil outcomes. In other words, intervention is a way to improve teaching method in order to help pupils to understand better. Therefore, in this research, I will discuss the effectiveness of using intervention in teaching grammar and the effectiveness of using multimedia game to help Year 4 pupils in understanding preposition of location.

What was My Research Issue?

Prepositions were used to explain about a place where someone or something is. According to Harmer (2007), he described that preposition is a word or group of words which is used to show the way in which other words are connected. There are three types of prepositions, namely prepositions of time, place or location and movement or direction (Klasone, 2013). Teaching prepositions in English is a well-known challenge although it is hardly addressed in the current teaching methods (Shpresa & Ogerta, 2013). In this study, I will focus on prepositions of location since this is the type of prepositions that my pupils often make mistakes.

As what have been stated earlier, during my teaching period in practicum, I have observed that most of my pupils faced difficulties in learning grammar especially in preposition of location. Therefore, I have chosen to focus on this issue for my action research. This is because I would like to find a strategy on how I can help to improve and enhance the understanding of preposition of location by Year 4 pupils.

Whenever I checked my pupils’ homework, I found that my pupils cannot differentiate some prepositions such as ‘near’, ‘next to’ and ‘besides’. This will result in their inability to use the correct preposition to create a sentence. Besides that, I also found out that my pupils were unable to complete the task given for them whenever it is on preposition of location. Some of them did not even answer or try to answer at least one of the questions.

My pupils chose the answer “in” instead of “in front of” for the question “The boy is standing _____ his father”. To make it worst, there are more than one pupil who made this mistake.

(Journal Entry No. 31, 7th August 2014)

In addition, my pupils also faced problems in prepositions during their daily conversations. When answering questions, they neglected the use of prepositions.

I asked my pupils about “Where is Aishah in the picture?” based on the picture given. One pupil told me “chair”. When I asked him, to say the sentence, he said “Aishah sat chair”. The correct answer based on the picture should be “Aishah sat on the chair.

(Journal Entry No.31, 7th August 2014)

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What Have I Learned About My Research Issue?

There will always be a reason for every problem. The same thing goes to my research issue. I have highlighted several possible causes that lead to the difficulty in learning preposition of location.

Firstly, I found that there is interference of native language towards learning. The problem in using prepositions is the differences between the use of prepositions in the English language and that of the native language of pupils which is Bahasa Melayu. Some pupils always compare the prepositions in the English language and Malay language to get their own understanding. As an example, pupils understand that ‘next to’ and ‘besides’ carry the meaning of ‘bersebelahan’ in the Malay language. This has resulted in them having difficulties in differentiating those two prepositions.

However, based on my understanding, I believe that most of them made mistakes due to their lack of indepth understanding of the topic. The pupils started to learn grammar only in Year 3 and now they are just in Year 4. Therefore, one cannot expect that a pupil can acquire and understand grammar so quickly. Thus, it is difficult for them to use correct grammar or preposition of location specifically unless it is taught in an activity specially prepared to generate more understanding to them. Thus, as a teacher, it is my responsibility to help them to obtain better understanding and be able to use the preposition of location correctly. I need to find a strategy which can provide a less threatening atmosphere that may help pupils learn to develop their understanding in preposition of location but at the same time maintaining the necessity to improve their level of accuracy and fluency in English.

In any problem faced by pupils, there is a solution. Therefore, to deal with this issue, I found several intervention actions that can be used. One of the methods is by using pictures to state the location of object correctly. Pupils usually cannot differentiate clearly when they cannot imagine or visualize. Therefore, using picture is good to help them visualize better. As an example, I can use a picture of a map and ask them to state the location correctly by using ‘before’, ‘after’ or ‘between’.

If picture alone is not sufficient, the usage of comic strips can help to show more interesting visualization of preposition. As an example, the comic strip is about two characters finding a hidden treasure. Now, imagine that the characters in the comic strips are the pupils themselves. What will be the reactions of the pupils? They can learn in a more interesting and meaningful way.

Besides that, another method that can be used is by using song. I believe that a good tune of music can remain in pupils’ mind. Thus, using a catchy and interesting tune and lyrics such as ‘Oh My Darling Clementine’ but changing the words in the lyrics into a description of each prepositions of location can help pupils to remember better.

Lastly, another intervention that can be used is the OMG method. OMG stands for Observative Multimedia Game. This method is basically a game about preposition of location created through multimedia resources. To play this game, pupils must observe the game carefully. That is how the name originated. I believe that this method is very

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interesting because pupils can learn prepositions of location in a more interactive way. According to Ioannou-Georgiou (2010), children enjoy games and thus participate without anxiety. Games can motivate children greatly and they are activities which are usually familiar to children as regards to structure, rules etc.

What Was My Research Objective/Question?

The aim of this action research was to determine the effectiveness of OMG to help Year 4 pupils in Sekolah Kebangsaan Puncak Alam 2, Puncak Alam, Selangor to improve in the usage of prepositions of location.

Who Were My Research Participants?

For my action research, I made my decision to choose pupils of Year 4 Bintang in Sekolah Kebangsaan Puncak Alam 2 as my respondents. The reason was it has been the school for my third and final phase of practicum. This class consists of 37 pupils and there are 14 boys and 23 girls. But for my action research, my focus was on 5 pupils that were chosen as my respondents. My respondents were the weakest pupils in term of learning from this entire group. Based on my initial observation in this class, most of them were very active and uncontrollable. I needed to be firm when giving instructions in order to manage and control the class before I can start the teaching and learning session. In addition, there were 3 pupils from the low-achievement class who have just been promoted to this class as they have improved in learning through the years. However, it does not mean that those who were just been promoted into this class are the weakest in learning among the other pupils. There were also some weak ones among the present group of pupils in the class. However, I have conducted a test that was called as Test 1 to determine those pupils who will be my respondents. Test 1 will be explained in the later part of this research writing.

How Did I Collect My Data?

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A) Observation (Checklist)

To collect data for my research, I used observation as one of the methods. Observation includes the opportunity to record information as it occurs in a setting, to study actual behaviour, and to study individuals who have difficulties in verbalizing their ideas like small children (Cresswell, 2014). It aids to collect information to show in what ways my intervention strategy can help the participants to use the preposition of location correctly while playing the game during the process of the intervention. By observing them, I can study their behaviours and performance during lessons as the participants cannot tell me their feelings and thoughts. Classroom observation can be made based on a checklist (Goh, 2012). The checklist was used during the observation to record the respondents’ behaviour along with the intervention process. From that, I can see their progress or struggles. The checklist (prepared as in Appendix A) has three aspects which includes pupils’ facial expressions, pupils’ participation and pupils’ response during the process of interventions.

B) Pre-Test and Post-Test

Next, I have conducted Test 1 (pre-intervention test) and Test 2 (post-intervention test) to collect information to see the improvements made by my respondents after the intervention has been carried out. Test should be utilized to measure the degree of change occurring as a result of intervention (Shuttleworth, 2014). The Test 1 (as can be seen in Appendix B) which was the pre-intervention test was done before the intervention process. The purpose of this this test was to indicate the pupils with problems of understanding prepositions of location. I intended to choose 5 of them based on the lowest scores of all pupils in the 4 Bintang class. Test 1 consisted of 10 questions. The marks were taken by using percentage score (%) with the full marks of 100%. This means that every pupil was given 10% scores for every correct question.

After the intervention has been implemented, the same format of test was administered on the respondents in which will be called as Test 2 (post-intervention test). Test 2 was prepared as in Appendix C. This test was done to measure the changes in scores from Test 1 to Test 2 after the implementation of intervention method. I could measure the change resulting from the intervention by comparing the scores from both tests. If the marks for the post-intervention increase, this will indicate that the intervention has helped the pupils to use the preposition of location correctly or vice versa. Thus, with data collected at the beginning and end of the intervention, the impact is revealed by calculating the differences between two scores in the form of percentages.

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C) Analysis of Document (Pupils’ Work)

Another instrument used in this research was the analysis of pupils’ work. According to Goh (2012), evidence of pupil learning can take many forms, and the most useful ones are those in which you can demonstrate quite clearly the developments in the pupils’ understanding. From my understanding, analysis of document will help me in having a valid and reliable data. The pupils’ progress can clearly be seen in the data collected during all the interventions done by me. At the end of every lesson, I have prepared them an exercise to be done as a drilling process at home. Then, I have collected the exercises to analyse their works as in Appendix D.

What Was My Recommended Intervention?

In order to improve my pupils’ knowledge on how to use preposition of location correctly, I used multimedia game as my main tool in this research. Game is one of the alternative ways to increase the pupils’ proficiency level in English especially on grammar. Thus, my research used a special multimedia game that have been stated earlier, the Observative Multimedia Game (OMG).

Most children enjoy playing games and this is one of the main reasons why it is chosen as the intervention method in enhancing my pupils’ grammar in the English lesson. This is because they will learn language in a more natural and fun way. According to Mubaslat (2012), he said that while playing game, pupils stop thinking about language and begin using it in a spontaneous and natural manner within the classroom.

Game plays a significant role in motivating pupils to learn English. According to Mubaslat (2012) games spur motivation and pupils get very engrossed in the competitive aspects of the games in which they will try harder as they are highly motivated by the fun learning. Naturally when playing games, pupils try to win or to beat other teams for themselves or on the behalf of their team. They will be so competitive while playing because they want to take turns to play, to score points and to win for their group. In the class, pupils will definitely participate actively in the activities. Therefore, it is possible for a teacher to introduce pupils to new ideas, grammar, knowledge and skills. Usually in a game, pupils are so competitive that they want to finish first and win. Thus, it can be clearly seen that games can sustain pupils' attention and participation. It can also motivate and inspire pupils to learn more. Moreover, they can transform a boring class into the interesting one.

Through games too, grammar can be learned explicitly through direct instruction and attention. As what have been stated by Mubaslat (2012), playing games in the classroom can enormously increase pupils' ability in using language because pupils have the chance to use language purposefully in the situations provided. Meanwhile, Hadfield (1990) confirms that games provide as much concentrated practice as a traditional drill and more importantly, they provide an opportunity for real communication, albeit within artificially defined limits, and thus constitute a bridge between classroom and the real word. This means that unlike in the traditional

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classroom, pupils have more opportunity to drill and practice using grammatical rules and other functions in the fun way.

The intervention was implemented to the whole class of 4 Bintang because I do not want my respondents to feel that they were the worst among their friends. But I was still focused on them and observed their responses throughout the lesson. Although my focus was on my respondents, I did not want the other pupils to be left out. So to overcome this problem, they were also asked to participate in the lesson together with the respondents. In this action research, there were steps that I have to use throughout the intervention in order to achieve the goal. In order to implement the intervention, step-by-step strategies were conducted:

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i) Traditional Method Lesson

I introduced the prepositions of location to the pupils in a one-hour lesson (Appendix E) by using the traditional method. This lesson focused on the prepositions “in”, “between”, “beside”, “on” and “under”. These prepositions were chosen based on the levels of difficulty and selected based on Year Three and Year Four standards documents that were validated by my supervisors and cooperating teacher. Actually, pupils have learned about prepositions of location early but some of them did not really understand about them and did not know on how to use them correctly. I applied the traditional teaching method in lesson one and the OMG method in lesson two.

As mentioned, the first lesson applied traditional teaching. In such a teacher-centred classroom, the focus is on mastering skills through rote learning so that they can be applied in examinations (Ambigapathy, 2003). At the beginning of the lesson, I introduced the preposition of location and explained the usage of these prepositions. The main problem that I faced while carrying out the traditional method lesson was the pupils’ attention span. While explaining the usage of each preposition in which I took around 15 minutes, I found that most pupils only managed to focus on the lesson around the first 10 minutes only. Then, they started to play around and doing something else.

On the next stage which is the Practice stage, I have shown them several pictures and then asked them to try using the preposition by determining the location of the items in the picture. However, the pupils who volunteered to answer were often only the good ones in the class. When the Practice stage was over, I have decided to do a test on the next stage which is the Production Stage to determine the pupils that will be my respondents.

ii) Test 1 (Selecting Respondents)

After practicing the usage of prepositions with my pupils, I have conducted a test to the pupils which was called as Test 1 (Appendix B). The aim of the test was to identify the problematic pupils who really need help in prepositions of location. Every pupil was given 20 minutes to answer every question. From the Test 1, these 5 respondents were chosen based on the lowest achievements gained from the test:

Table 1

Lowest achievements in the Test 1

Pupils Gender Marks (%)One Female 0Two Male 10

Three Female 0Four Male 0Five Female 10

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These pupils were identified and were given fully attention by me to see their improvement o in achievements. In order to help them to improve, I have prepared an intervention method for the next lesson.

iii) Intervention Method Lesson

I conducted Lesson 2 using the OMG method to replace the traditional method. I conducted this lesson in the computer lab in which every pupil was able to use the computer for the intervention method. I taught the same topic which was preposition of location. I began the lesson with a similar activity as the first lesson. This was to ensure that the lesson was parallel to the first lesson in terms of activities so as to enhance the validity and reliability of the findings.

The next step was the introduction of the Observative Multimedia Game that was used in the intervention method lesson (Appendix F). This step was implemented due to several rationales. The first rationale of this step was to let the pupils know and understand the concept of preposition through the game. They need to be drilled on how to use the preposition correctly. The pupils were explained on how to play the game until they complete the entire task. The second rationale of conducting this step was to help the pupils to have general idea about the preposition of location so that they will not leave behind in the lesson. They were introduced to new preposition on each stage of the game.

After the explanation about the OMG, I asked my pupils to try the game by themselves. This step was the most vital process in this research. I asked my pupils to play the game and answer the preposition of location on every stage. The pictures and the clues in the game helped pupils to find the correct preposition. The samples of the game can be seen in Appendix G. Every pupil was given 3 times to play the game. During the implementation, I have also explained briefly on how to use the preposition of location correctly. This action was to add and clarify more about the knowledge and understanding that the pupils already have in their mind. During this stage, I have also observed the behaviours of my respondents by using the checklist prepared earlier.

iv) Test 2 (Determining Result)

For the final step, a post-intervention test which was called as Test 2 was conducted in order to gain the validity of the action research. It was done during the Production stage. The format of the questions was the same as the Test 1.

Data was collected from the test and being tabulated together with Test 1 in the data table form as in Appendix H. Test 2 results shown the progress of the respondents and the marks were compared with the Test 1. From the results based on the data collected, I can conclude whether I need a second cycle or not.

What Were The Results of My Study?

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A) Pre-Test and Post-Test

This instrument was used to test the respondents understanding after the intervention was done with them. Test 1 was given to the respondents before the intervention took place in the classroom. Based on the Test 1 given, I found that there were many mistakes done by the respondents and all of the respondents obtained low marks in their test. Thus, I introduced the OMG in order to help the respondents improved in the usage of preposition of location. After the intervention was done with the respondents, I gave them the same format of test paper with the similar questions from the Test 1 to them. From the results gained from Test 2, the differences from the Test 1 can be seen in the table below:

Table 2

Marks gained by respondents in Test 1 and Test 2

Respondent names

(pseudonym)

Test Marks ( % )

Test 1 Test 2

One

Two

Three

Four

Five

0

10

0

0

10

90

100

80

90

100

Based on Table 2, I have observed that there was improvement for each respondent in this research. For the first respondent, there was 90% improvement from the Test 1 with the Test 2 which was from 0% to 90% scores. For the Respondent 2, he managed to improve from 10% to 100% scores. For Respondent 3 and Respondents 4, both of them got zero marks for the Test 1 which were 0%, but after the intervention were carried out in the classroom, both respondents improved to 80% and 90% respectively. Last but not least, Respondent 5 has improved as much as 90%. For Test 1, Respondent 5 has gained only 10% while in Test 2 the respondent 5 got 100% in the test. Table 3 below shows the improvements from Test 1 to Test 2:

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Table 3

Percentage of improvements by the respondents

Respondent names

(pseudonym)Test 1

(%)

Test 2

(%)

Percentage of

Improvement

(%)

One

Two

Three

Four

Five

0

10

0

0

10

90

100

80

90

100

90

90

80

90

90

From this table, it clearly shown that there were major improvements with my respondents after the intervention method took place. 4 of them improved with 90% marks while one of the improved with the minimum 80% marks. It can also be seen that most of them got 0% from the Test 1 but managed to get major improvements after experiencing the OMG method.

So, based on the findings above, this data can be one of the evidence that the use of OMG can surely help the pupils to have a deep understanding about the preposition of location.

B) Observation (Checklist)

Apart from Test 1 and Test 2, I have also chosen teacher’s observation as one of my instrument to analyse the data. To ensure that the data is more reliable and valid, I have a checklist to jot down the data obtained during the intervention. There were 3 checklists made by me as there were 3 rounds of intervention done by me. Below is the summary of the 3 checklists that was done:

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Table 4

Summary of Checklists

Observation’s Elements

Number of Respondents’ Participation in Class activities

Number of Respondents’ Facial Expression During Intervention

Number of Respondents’ Response During Intervention

Round of Intervention

X X X

Round 1

Round 2

Round 3

5

5

5

-

-

-

-

5

4

5

-

1

2

2

5

3

3

-

Based on the data in the Table 4 above, it was clearly shown that the respondents participated well in all the class activities carried out. Without the participation from the respondents, the data could not be obtained thus the research could not be completed as planned earlier. So, there was no problem at all for pupils’ participation in class activities in all interventions conducted by me.

The next aspect that was observed by me during the intervention was the pupils’ facial expression during the process of intervention. Based on the Table 4, all of 5 respondents were uninterested at all during the first round of intervention process. This problem occurred because the pupils were not keen on learning grammar or preposition of location specifically. But the improvement can be seen during the second round of intervention. During this period, pupils were very excited and eager to learn through the OMG. In the third round of intervention, only one respondent did not show interest in the intervention process. This situation occurred because the respondent felt that he was already good and did not need any explanation anymore. Thus, he began to lose focus and interest during the intervention process.

The next aspect observed by me was the pupils’ responses during the intervention process. During the first and the second rounds of intervention, only two of the respondents could answer the questions which I posed to them. This problem arisen

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because the other respondents were shy to give answers as they lacked the knowledge about preposition of location. But at the end of the intervention which was the third round of intervention, all of the respondents were able to response to my questions. They have already acquired the knowledge and they have the confidence to answer all questions posed to them.

C) Pupils’ Work (Analysis of Documents)

Document analysis was used by me to analyse pupils’ work. At the end of every lesson was done in the classroom, I gave exercise worksheet to the respondents for the drilling process at home. So, there were 2 worksheets given to the respondents as there were 2 lessons done by me. The results after analysis were recorded in the Table 5 below:

Table 5

Respondents exercise marks

Number of exercises

Exercise 1

(5 marks)

Exercise 2

(5 marks)Respondent names

Respondent 1

Respondent 2

Respondent 3

Respondent 4

Respondent 5

4

3

1

2

2

5

5

5

5

5

Based on table 5, the improvement made by the respondents can be seen between each lesson that they had undergone. For Respondent 1, there was only a slight improvement that can be seen. For the first and the second worksheet given to Respondent 1, the respondent have the knowledge about prepositions of location acquired earlier and both scores were high which were 4 marks for the Exercise 1 and 5 marks for Exercise 2.

For Respondent 2, we can see the progress made by him from one exercise to another. It can be seen from the marks obtained by the respondent which increased from 3 marks to 5 marks.

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For Respondent 3, there were major changes in terms of marks obtained from the worksheets. The respondent got 1 mark for Exercise 1 worksheet and has improved as much as 5 marks for next exercise.

For Respondent 4 and Respondents 5, a steady improvement made by both respondents can be seen from one exercise to another. Both respondent 4 and 5 have increased from 2 marks in the first exercise to 5 marks in the second exercise. The pattern of improvement for Respondent 4 and Respondent 5 marks can be seen through the improvement of 3 marks after both lesson were been carried out. As a conclusion, the analysis of pupils’ work has shown that the respondents’ progress from one lesson to another was improved.

Discussion

Based on the findings that I have gathered, I can conclude that my research was a success. This finding showed that the respondents improved in the use of prepositions of location by using OMG. The results from the Test 1 and Test 2 have clearly shown that there were improvements made by all of the respondents. Before the intervention, most of the respondents have very little knowledge on how to use prepositions of location correctly. They were confused on how to differentiate the usage of each preposition. Before the intervention, the respondents tend to choose randomly the answers and did not think critically before answering those questions.

However after the intervention, the respondents have shown improvement by obtaining higher marks in their Test 2. Based on my observation, the usage of OMG was instrumental in helping the respondents to improve the use of preposition of location. All of my respondents were excited and motivated to learn once I introduced the OMG. They enjoyed the lesson and as a result, the respondents’ marks increased and there were improvement made by them.

Apart from that, in the intervention process, I have used pictures that were provided within the game to help the pupils in their understanding besides playing the game. While playing the game, the respondents need to search the correct place to be clicked on each picture to pass each stage. With the help of the pictures during the intervention process, it was easier for pupils to remember and build deeper understanding as pupils have different types of learning styles. Some of them were visual learners and there were also audio-visual learners. So at least, I have been able to fulfil the needs of the pupils based on their learning style.

On the other hand, I also had managed to build pupils’ confidence in the usage of prepositions of location correctly by using OMG. This can be seen in the checklist form provided by me in the appendix A. In the third round of intervention, all respondents were very eager to be engaged in the question and answer session. The respondents were very confident with their answers and they wanted to share their answers with others pupils in the classroom. If we compared to the first round of intervention, most of the respondents sat quietly at their own places and they refused to take part in the

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question and answer session. Now, the pupils are able to use preposition of location correctly with confidence.

Another aspect that I have found throughout this research was the participation of pupils in the lesson. Initially, during the traditional method lesson, pupils were uninterested and most of them only managed to give their attention only around 10 minutes. However, during the intervention lesson, pupils were very excited and most of them gave their full attention towards every explanation given. This was because they were really to play the game.

From this research, a conclusion can be drawn about the effectiveness of using OMG to help pupils in using the preposition of location correctly. It was discovered that using interactive game as the stimulus in this research had enhanced the respondents’ ability to use the preposition of location correctly. The most important thing is I have experienced lots of skills of conducting research. As a trainee teacher, I need to gain knowledge from all aspects in order to deliver a good quality and meaningful lesson. Thus, the experience gained could be used so that I can develop the professionalism of a teacher in me. As a conclusion, action research helps me to create awareness that every problem regarding the pupils’ learning can be improved by doing this systematic act.

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