TITLE

Improving Year 2 Pupils Pronunciation Of ‘sh’ and ‘ch’Through “The ‘sh’ And The ‘ch’

Goes…….” Song

1.0INTRODUCTION

As Malaysia moves further towards modernisation, the government began to place

bigger expectations and aspirations towards education in Malaysia. As such, the mastery of

the English Language is greatly emphasized as stated in the National Educational Blueprint

in order to create future bilingual citizens with the capability of thinking critically and

creatively. The main purpose of teaching English is to enable learners to use English in

everyday and work situation as well as to persue high education.

The English Language Curriculum is developed in line with the way is English use in

society in everyday life when interacting with people, getting information and even when

enjoying the book or television programme. So, learners then will be able to use the

language for various of purposes. It is also to equip learners with the basic skills and

knowledge of the English language and to enable them to communicate, orally and in

writing, in and out of school.

According to the Malaysian English Language Curriculum for Primary School (2013),

the main objective of teaching reading is to enable pupils to read and comprehend a range

of English text for information and enjoyment. Reading for enjoyment and pleasure is

seeking information and knowledge should be inculcated in pupils. Difficulties in reading will

effect pupils’ abilities to attempt a successful future as they more likely to pay attention

during teaching and learning process which result in poor academic process (Callard,2008).

Reading could enhance learners teaching and learning activity in the classroom,

benefiting pupils in the end. So, pupils must know how to read and teacher must be

committed to doing whatever they can to help pupils achieve reading mastery.

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1.1 REFLECTION OF PAST TEACHING EXPERIENCE

Based on my teaching experience more than 10 years in primary school, I found out that

most of the pupils had difficulties in pronouncing words either phase one or phase two

pupils. For this year, I was assigned to teach English subject to year 2 pupils and the class is

the last. From my observation, most of them unable to pronounce the words accurately, long

pauses and looked afraid when they were asked by the teacher to read sentences, text and

even simple words. They were shy to read aloud and normally they were unwilling to

participate in reading activity. They used to read with incorrect pronunciation and intonation.

They tend to pronounce the words exactly like reading in Malay. I always received complaint

from my pupils that English was hard and they had confused the pronunciation words in

Malay.Whitehurst (2007) states that children who are having reading difficulties in the early

stages are going to continue to have real difficulties as they progress through school. I

exactly agree with the statement because I can see most of my previous pupils’ academic

performance in English were not really good and many of them failed in the test.

As a teacher, I also have my own problem like lack of time to prepare the teaching

aids or materials that suits to my pupils level. Nowadays, teacher tend to do a lot of works

that not related with teaching and learning process such as clerical works. Sometimes I do

pity my pupils because I used the old style teaching ‘chalk and talk’. Other than that, my

pupils problems were most of them were from low socio-economic background which is their

main spoken language is Malay. They did not have the support from their family because

they do not have the English basic. From my observation in the teaching and learning

process, the pupils have low self-confidence and self-esteem especially when I asked them

to read or pronounce words. They just stood and did not want to try to pronounce the words.

My school have limited used of ICT. If the teacher needed to use the ICT like LCD or

smart TV, we have booked the computer laboratory and have to ensure the lab was

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vacantand sometimes we have to ‘fight’ with other teachers. The library also have limited

stock of English book. So, it will be a problem not just for me but the other English teacher

also complaint about that. Pupils will choose the Malay book when we brought them to the

library. This is one of the problems why the pupils did not want to read English book. Other

problem that me as a teacher have to face is the classrooms need more materials while

funding is getting low and parents are not willing to help. Some of teaching materials are not

suitable with the pupils’ level of proficiency either they are too easy or quite difficult for the

pupils. The teaching materials provided also not enough to suit the new curriculum. Most of

the tome, I need to be creative to design my own materials and some of them were tome

consuming to be done.

1.2 THEORY /DEFINITION OF TERMS

1.2.1.1 THEORY

1. Behaviorism

Behaviorism (also called the behaviorist approach) was the primary paradigm in

psychology between 1920’s to 1950’s and is based on a number of underlying assumptions

regarding methodology and behavioral analysis. This theory needs to be supported by

empirical data obtained through careful and controlled observation and measurement of

behavior. Watson (1913) stated that “psychology as a behaviorist views it is a purely

objective experimental branch of natural science. Its theoretical goal is … prediction and

control” (p.158).Some reading theories in tandem with this belief include the Phonemic

theory. The theory postulates that the English language is phonemically regular. It is also

noted that once a child has learned the phonemic elements, he or she can master the

pronunciation of the word by putting the letters together to form sounds in blended

sequence. Subsequently meaning is attached to the whole word being read. In relation on

the phonemic theory the keywords system to reading is acknowledge. Keywords are words

that a reader can recognise and understand on sight as a result of prior exposure via

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vocabulary association or drilling. Overtime learners will possess a large store of keywords

then serve as the basis for reading. By using song for my intervention, I will help to improve

my pupils’ pronunciation.

2. Cognitivism

The next important theory related to the teaching of reading and language skills is cognitive

psychology. Indeed theories and reviews on language learning and teaching are closely

associated with the development of cognition (Brown,1973; Carroll &Freedle, 1972; Hayes,

1970). Cognitive psychologists assume that learners are active participants in understanding

and producing the language and they proposed that language is a holistic manifestation of

general development and one aspect of cognitive and affective ability to deal with the

learning environment as well as interaction. Cognitive theories suggest that mastery of

language skills is an active mental process. The mental process involve learners ability to

think, analyse, organise information and knowledge (Ausubel, 1978; Piaget, 1963;

Schunk,1996). During my implementation using my intervention, my pupils need to think on

how to pronounce the words with ‘sh’ and ‘ch’ sound and they also have to know how to read

the words by recalling the song that I used.

3. Multiple Intelligence Theory

In 1983, Howard Gardner, a psychology professor of Havard University, presented his

Multiple Intelligence theory based on many years of research. Gardners has claimed that

there is not just one intelligence, but different forms of it. This theory recognized eight

forms of intelligence and has influenced the way that teaching and learning are

approached. Teachers are now more aware of the need to offer a variety of activities in

the classroom to full fill pupils’ need. Development of musical intelligence can be greatly

aided by the use of song throughout the curriculum. Listening to songs takes advantage

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of different learning styles pupils have and by carrying out the activities with music,

pupils can practice the language the way they prefer.

1.2.1.2 DEFINITION OF TERMS

1. Improving

According to Oxford Advanced Learner’s Dictionary (2011) defines the meaning of improving

is to become better than before.

2. Pronunciation

According to Oxford Advanced Learner’s Dictionary (2011) defines the meaning of

pronunciation is the way in which a language or a particular words or sound is pronounced.

Hornby (1995:928) says that pronunciation is the way in which a language is spoken; the

way in which a word is pronounced; the way a person speaks the words of a language.

3. Song

According to Oxford Advanced Learner’s Dictionary (2011) defines the meaning of song is a

piece of music with words

4. Year 2IbnuSina

Year 1IbnuSina is one of the three classes at SK Sultan Yahya Petra 1, Kuala Krai. In this

class, there are 25 pupils who are mixed ability pupils. This class has the pupils of average

proficiency compared than the other two classes. However, after looked through their past

LINUS test and suggestion from the other teacher, I only picked four participants who do not

have good enough in pronuncing of ‘sh’ and ‘ch’ sounds

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1.2.2 PAST RESEARCHERS

There are some previous studies conducted research that song can help learners

to learn about pronunciation.

Fawn Whittaker’s (Stansell, 2005 as cited Iswanti&Sefrizal, 2010) outlined

the uses of music in class through an effective literature review. She

asserts that songs aid in all four major language-learning areas – in

listening, speaking, reading, and writing. Presenting a new song to her

class, First she plays the song as students silently look at the words. Then

she has students repeat the words without singing them. After that, she

points out new vocabulary, idioms, grammar items, and give needed

pronunciation cues. Next, she plays the song again, letting the students

join in when they feel confident about singing along.

Thalib( 2001)state that pronunciation can be integrated with others

activities to make learners fun. Song has already proved as a technique

that can make students fun to learn (Agaito, 1998). Song as a fun activity

can answer the integrated fun activities which can make students learn

easily. Using a song treatment in the language teaching has been proven

very effective in accelerating students’ performance in their pronunciation

and fluency (Iswanti&Sefrizal, 2010) in their case of study EL-4.

Singing songs not only help many students remember important

information but it also make the classroom learning more lively, as stated

by Campbell, Campbell & Dickinson (1996). Most of the past researchers

revealed that using songs give a great influence in educational settings.

Aksnes (1996), find out that the use of different stimuli to improve

language acquisition is a paramount strategy.Teaching language through

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music enhances not only linguistic competence and performance, but also

perception skills.

The following study was carried out by the Florida Centre for Reading Research. 156

preschool students were chosen from a variety of diverse homes to participate in this

study. The study was carried out to determine areas that are variables in

determining vocabulary and literary development in pre-schoolers. Students were

assessed on phonemic developments at the beginning and end of the study. Video

observations were recorded of students, and teacher questionnaires were compiled.

The results revealed many factors that increase phonemic awareness in pre-

schoolers. One large factor in mastering letter and word skill growth was small group

instruction. Students who were taught alphabet and word skills in a small group grew

ten times the amount of those students who were taught the same concepts in whole

class settings. These sessions were not tailored to the students’ ability levels, but

still raised achievement levels because of the extra explicit instruction from the

teacher in a small group setting. (McDonald Connor et al, 2006)

2.0FOCUS OF INVESTIGATION

2.1 Research issue

My focus investigation is related to my pupils’ pronunciation of /ch and /sh/. During my

teaching and learning process in year 1 class, I found that most of my pupils have problem

to pronounce the words correctly. When they were given words or simple sentences, they

were not able to pronounce the words or read the sentences. The Malaysian Education

Curriculum state the importance of these year 2 pupils to master basic phonic before

entering year 3. Most of them will read the words or sentences like reading in Malay. I also

noticed that they spell the words in syllable, also like spelling in Malay. It is problem for me

because if the pupils cannot read the sentences, even the simple words they will failed in

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their LINUS test. For me, if the pupils mastered the basic phonics, it will increase the pupils’

confident level and the percentage of the school also will be increase either in the public

examination or internal examination.

This issue happened in my class among the pupils. Itwas from my observation during

teaching and learning process. I noticed this problem happened in the reading session and

from the Linus 2.0 test result. It will reflect my teaching performance as the pupils cannot

read in English well, it will make my lesson not effective and the objectives could not be

achieved, so my focus for this research is improving my pupils’ pronunciation. I decided to

investigate this matter because it is interesting to help the pupils who are struggling with oral

reading especially phase one pupils. Most of the pupils were refused to participate in reading

session. I have decided to focus on this issue because it is relevant and the easy way to

carry out the intervention in classroom.

I consider children song is the suitable way to make my pupils progress in pronunciation.

Most of the children songs are authentic and easily accessible. The rhymes of songs provide

pupils as listeners with repetition of similar sounds. So, pupils will often choose to listen to

songs over and over again, indirectly exposing them to these sounds.

Hence, to make the lessons easier, fun and less ‘drilling-like’, it is encouraged that

the teaching of phonics is done through song. It is mentioned in previous research that, the

students’ familiarity with the sounds of the letters would help them in decoding the words as

they listen, speak and read. Although drilling does help the students to memorize the

sounds, it quickly grow old and make the lesson appeared dull and redundant. On the other

hand, teaching phonics through songs incorporate fun and interactive factors into the

lessons so the students will be more eager and motivated to learn. Drilling through songs are

considered more effective because the music, rhythm and movement performed in the

songs helped the students to better learn and memorize their lesson. Incidentally, young

students loved singing and dancing, thus the chances of them growing bored of the same

routine is lesser compared to using drilling methods.

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It is relevance for me to overcome this issue. As an English teacher, I must ensure

that my pupils can pronounce the words or read sentences correctly. It can help them to

increase the performance in English. I had thought this pupils since year one, so it easy for

me to carry out my intervention.

Besides, I think it is manageable for me to carry out this issue because pupils can do

the activities and listen the song in my classroom at least thrice a week. Pupils will have the

opportunity to practise pronouncing the words or reading the sentences in one lesson. I can

also prepare the materials and suitable method during reading lesson to keep pupils engage

in the teaching and learning process. Moreover, this issue is compatible with KSSR syllabus

to have the pupils reading adequately. Pupils must be taught this skills that allow them to

decode the words and construct the meaning, so that the objective of the reading can be

achieve. But, I have to face some problem in term of time constraints and work load. The

lack of facilities also be one of my problem to overcome this issue.

I can use song as a part of my teaching technique. I will take half to one hour for my

implementation. My colleague gave me the softcopy of the children songs and I choose the

tune of “The Wheel On The Bus Goes…” as my intervention with the new lyrics that suit with

my pupils level. My administrators allowed me to use the computer lab during the

implementation. My colleague also will help in data collection as observer and interviewee.

2.2 Preliminary Investigation And Analysis Of Research Issue

This research was done to help the pupils to improve their pronunciation on ‘sh’ and ‘ch’

sounds. In order to prove the pupils’ problem, I used a few instrument to collect the data

such as observation during teaching and learning process, the past test and interview with

my colleague.

2.2.1 Observation

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I found out most of my pupils are having a problem in pronouncing words accurately. They

refused to participate in reading activity even in pronouncing the simple words and they kept

complaining that reading sentences in English is difficult. During the teaching and learning

process, my pupils tend to read the word like pronouncing Malay words. Their pronunciation

werewrong even the simple words that only have one syllable.

For example a word ‘cheap’, they pronounce it as ‘kep’ Most of they were not able to

understand the sentences or the text that they read. Callard (2008:38)documented, “basic

reading involved the identification of letters and words in a text”.My pupils always avoid to

read especially in reading activity. They were shy as they pronounce the word with incorrect

pronunciation.

2.2.2 Past test result

From the past Linus test, most of the pupils in Year 2IbnuSina only can pronounce or read

one word correctly out of five words.I also found that my pupils have the problem in

pronunciation based on last year assessment. When I looked back their personal file, most

of them did not get the full marks for reading assessment or they did not master with the

letter sounds. I had identified my pupils weaknesses to pronounce the ‘sh’ and ‘ch’ sounds

during teaching and learning session on topic Chad The Milkman and Let’s Go Shopping.

The pupils could not pronounce the words with ‘sh’ and ‘ch’ sounds correctly as they do not

have adequate knowledge in pronouncing words.

2.2.3 Interview

My friend, who was teachingBahasaMelayu in the same class, told me the same

problem. The pupils did not want to try to read the even the simple sentences. My colleague

told me that most of the pupils have lack of confidence and they were more comfortable to

use their mother tongue. This problem may cause the pupils in pronouncing English words.

So, from my observation, my interview with my colleague and the past test result, I know that

most of my pupils have pronunciation problem, either for phonemes, digraphs or diphthong.

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3.0RESEARCH QUESTION

3.1 Research objectives

To improve Year 2Pupils pronunciation of ‘sh’ and ‘ch’ through “The ‘sh’ And The ‘ch’

Goes…….” Song

3.2 Research questions

How does “The ‘sh’ And The ‘ch’ Goes…….” Song improveyear 2pupils’ pronunciationof ‘sh’

and ‘ch’?

4.0RESEARCH PARTICIPANTS

This research focuses on year 2 pupils.Two males and two females. They are chosen

because of their low performance in the past Linus test and form my observation during my

teaching and learning session. The four pupils chosen come from low socio background and

their main spoken language is Malay. These pupils also have limited exposure to the English

language at home. They are placed in the last class hence their academic performance is

extremely low. The results of the investigations will help enlightened the issue on whether

songs will helped them learnt phonics better.

Research Participants 1

Syahmi (not real name) comes from family with low socio economic status. His father is a

police officer while his mother is a housewife. He has three siblings and he is the eldest. He

lives with his family at the police quaters. At home, his family used Malay to communicate

with each other.

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Academically, his performance in English language is quite low. He always get low marks in

English test and also do not complete his exercise.He is very talkative boy and often

disturbed his friends. His homework always not completed and sometimes he does not bring

any English books. He tells me that he did not like English subject because he cannot

understand what I am teaching or saying.

Research Participants 2

Fakrul (not real name) is a quiet boy. His father is a security guard while his mother sells

“nasilemak” every morning nearby his home. He lives with his parents and has 6 siblings.He

is the third in his family. Like Syahmi, Fakrul uses Malay to communicate with his family.

Academically, Fakrul is quite low in every subject in his classroom. From the two past test

result, Fakrul got the last number in his classroom. When the class has a reading session, it

was very hard to hear his voice even in BahasaMelayu class.

Research Participants 3

Shira (not real name) is a good pupil because she always volunteer to pronounce the words

or to read sentences although she pronounces incorrectlybut she is always absent.

Sometimes, she attends the class once for a week. His father is a lorry driver and workes in

Kuantan. She lives with his mother and two sisters. She is the youngest.

Academically, from the two past tests, Shira gets number 19 and 20. My colleague told me

that Shiral can gets the better result if she always comes to school. She did show interest in

English because of her active participate during my lesson.

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Research Participants 4

Lisa (not real name) is a shy girl in the class but has a good responsibility. As the class

assistant monitor, she will find the teacher if the teacher was late or absent. She will ask the

administrators for the relief teacher. Her father passed away two years ago and she lives

with her mother. She likes Science and always get a good results in Science test.

Socially, I can see she has less interaction with her classmates and always keep quiet

especially in English lesson. When I asked her to read, she spelled the word like Malay

words and also has a long pauses. But she is diligent pupils compared the other participants.

5.0 INTERVENTION

There are many reasons why children songs are good for English pronunciation. It has many

contributions in pronunciation teaching in example children songs are funny because they

promote mimic, gestures which are associated to the meaning. They also help children

remember things more easily and draw children more deeply into lesson. Children like

something different, with their interest in children song, will make the process of teaching

English pronunciation easier.

For my intervention, I had chosen a children song entitle “The Wheels On The Bus Goes…”

and I changed the title into “The ‘sh’ And The ‘ch’ Goes…….” with new lyrics that suits with

my pupils level and my research title. It consists seven lines and three stanzas for each

sound. This song will start with the ‘sh’ sound and followed by the ‘ch’ sound. It took one

minute and fifty-four seconds for the whole song. The word of ‘sh’ was colored by blue and

the word of ‘ch’ was colored by red. ( refer to the lyric )

The intervention “The ‘sh’ And The ‘ch’ Goes…….” Song was done two times a week.

Usually the intervention session was done during English class such as on Monday and

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Thursday either at the Self Access Learning room, at a computer room and remedial room.

For me, this adapted song will help my pupils to improve their pronunciation.

5.1 Budget

. Then I asked them to do some actions while pronouncing these words. As for the

‘or’ sounds I asked them to bend themselves backward while for the ‘ur’ sounds I

asked them to This budget had been prepared according to the intervention that I

had carried out,All the things below were included in the budget that were used to

produce the word cards for “Throw Me In” game.

No Items Price Per

Unit (RM)

Quantity Total cost

(RM)

1 A4 Coloured Papers 10.00 1 10.00

2 A4 laminating films 1.50 10 15.00

3 Rubber balls 2.00 10 20.00

4 Wooden pole 5.00 1 5.00

5 Paper boxes 1.00 1 1.00

Total 56.00

5.2 – Game Description

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The implementation of the intervention was carried out in two cycles which is I took 2 weeks

to complete the both cycles. The first step of the process was explanation to my pupils why

they were chosen for this research and told them the activities only focused on pronouncing

the words with ‘or’ and ‘ur’ sounds. Then, I gave them pre- test that consisted 10 words. The

words are born, for, horn, torch,short,burn,fur,hurt,turn and surf. All these words are being

repeated for several times . The pupils had to pronounce the words while the teacher ticked

the correct pronunciation in the other form. This test had been done individually bend

forward. This took them several times to make them able to distinguish the sounds. I also did

the actions while pronouncing the words accurately, so my pupils followed after me and I

stressed on the words for a few times.

Then, I gave them the post-test followed by the worksheet. The worksheet consisted ten

words. I gave them five minutes to practice pronounced the words. I called them individually

and ticked for the correct pronunciation on the other form. In the second cycle, I still used the

same pre-test, post-test and worksheet but I reorder the words and decreased the numbers of

words for the worksheet from ten words became 8 words.

I asked my colleague as an observer for the both cycles. I gave her checklist for observing my

pupils behavior toward the implementation process, I also used the interview questions to

know my pupils’ responses in this process.

5.3 – Game Procedure

The word cards were printed in striking coloured papers to capture the pupils’

attention towards the game. All the word cards have been laminated so they will

last longer and easy to hold.

To start the game,, each pupil took 10 rubber balls and threw the them alternately.

They threw the rubber balls according to the word sounds they heard. They stood

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at the line of the wooden pole about 2 metres from the 2 boxes. When the teacher

pronounced the words each of them threw the rubber balls into the appropriate

boxes. The player needed to pronounce the word accurately to the sound they

heard. The player that managed to throw the most balls into the appropriate boxes

was the winner of the game.

Before playing this game, teacher should show the word cards and teach the

participants to pronounce the words for several times. The participants must

pronounce accurately the words with correct enunciation. To make the game more

enjoyable and fun , the teacher could give reward to the winner such as praise or

small gifts like candies and cookies. Therefore, the players would focus on the

game by listening to another player pronunciation and correct their friend’s

mistakes. Playing game with peer would make the participants learning more

meaningful and fruitful. In this game, the teacher’s role is to be a facilitator.

Teacher just needed to explain and observe the participants play the game.

Day / Date Activity

Cycle 1 - Teacher told pupils the activities focus on the the

sounds /or/ and /ur/.

- Pupils did the pre-test individually, teacher ticked the

correct pronunciation.

- Teacher do some actions with the pupils by bending

forward and backward to pronounce the words

- Pupils repeated after the teacher pronouncing the words

accurately while doing the actions.

- Pupils did the post test individually, teacher ticked the

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correct pronunciation.

- Teacher pronounce the words again for several times

- Teacher distributed worksheet and gave pupils 5 minutes

to practice pronounced the words.

- Teacher called the participants individually to pronounce

the words and ticked the correct pronunciation in the

other form

- Interview session

- Other teacher assessed the pupils participation through

the checklist form

-

Cycle 2 - Teacher called the 2 participants who did not achieve the

objectives

- Pupils did the pre-test individually, teacher ticked the

correct pronunciation.

- Teacher pronounced the words for several times while

doing some actions of bending forward and backward.

- Pupils did the post test individually, teacher ticked the

correct pronunciation. .

- Teacher distributed worksheet and gave pupils 5 minutes

to practice pronounced the words.

- Teacher called the participants individually to pronounce

the words and ticked the correct pronunciation in the

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other form

- Interview session

- Other teacher assessed the pupils participation through

the checklist form

Table 1: implementation procedure

6 DATA COLLECTION

This research was done to help year 2 pupils to improve their pronunciation on ‘or’ and ‘ur’

sounds. I used a few instruments to collect the required data. The data collected in form of

document analysis, interview and observation. The data gained from the activity served as

proofs to show the participants’ progress. It also determined the effectiveness of the

intervention used.

1. Interview

Macintyre (2000) defines an interview as getting information from the respondents through

face to face interaction and for this research an in depth interview was conducted with the

pupils to provide information on the activities. I chose to use the structured interview to

collect data from my research participants because it is more organized and make the data

collection become easier. I prepared 4 questions that related to the activities they had done

before and used the merit sticker. I interviewed the participants individually right after the

intervention by asking them a list of questionaires (bilingual); “Awak suka tak bermain

sambil belajar Bahasa Inggeris?”, “Permainan bahasa yang awak mainkan tadi best ke tidak?”

Pupils will circle the paste the merit sticker either happy or not after I asked them the

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questions. The interview session had been done in the both cycle and the feedback received

was analyzed to get clearer opinions from the participants on what they thought of my

intervention.

2. Document analysis

For this research, I also analyzed my research participants performance through the pre-test,

post-test and the worksheet. These items are called the document analysis and it is one of the

quantitative method. I used pre-test and post-test to compare the pupils understanding of the

letter sounds and the participants had made an improvement within the period in between. In

this test, I called the participants individually and asked them to pronounce the words given

while I ticked the correct pronunciation in the other form. The objectives for the pre-test and

post-test was the participants are able to pronounce 6 out of 6 words correctly. I distributed

the pre-test before the intervention to know my participants’ ability. In first cycle, there were

no participants got the full marks but in the cycle 2, 3 out of 4 participants got full marks.

The post-test was administered after I implementing the intervention used. It was to compare

the participants’ achievement before and after the intervention used. I used the pre-test and

post-test in the both cycles. From the data collected, I did the comparison on how the

participants improving themselves after each cycle.

The worksheet helped me to know my participants’ achievement of the ‘or’ and ‘ur’

pronunciation after they listened to the words for a few times. The worksheet was consisted

10 words . The objective the worksheet was participants are able to pronounce 8 out of 10

words correctly. I did this activity individually, so the participant sat separately with the

others and they cannot imitate what his/her friend pronounced. I ticked the correct

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pronunciation in the other form. In cycle 2, I reduced the numbers of words into 8 because

during the interview session in cycle 1, 2 of the participants said the words were too much.

3. Observation

According to Bell (1999), observing enables documentation and reflection classroom. I used

the checklist to investigate pupils’ attitudes towards reading. I choose to use the structured

observation because it will help me to collect the data from the participants. Rosinah (2013),

suggests that using structured observation is easy as teacher already has a focus on what

items or components that she/he wants to observe. I prepared a checklist (see appendix 5) as

an instrument to collect data through this method. The checklist focused the pupils’ attitude

during the lesson; i.e pupils’ attention, participation and worked cooperatively with friends. It

helped me to see either the pupils like or not with the lesson or intervention that I used.

Checklist helped me to indicate whether the pupils achieve the objectives if this research. For

this method. I asked my colleague to sit behind the classroom and used the checklist to

evaluate my pupils’ performance and participation in the lesson.

Explanation on how triangulation have done

Triangulation involves the conscious combination of quantitative and qualitative

methodologies as a powerful solution to strengthen a research design where the logic is based

on the fact that a single method can never adequately solve the problem of rival causal factors

(Denzin 1978; Patton 1990; De Vos 1998).

For my research, I used checklists, interview and worksheet. Based on those methods that I

used, 3of my participants were able to achieve the objectives. “The ‘or’ and the ‘ur’ “Throw

Me In” language game was helping them to recognize the letter sounds and can pronounced

the words given correctly. 3 of them got the highest marks for the pre-test, post-test and

worksheet. They also showed a good respond when answered the interview questions and my

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colleague told me that they were excited and showed the good attitude when I did the

implementation in the classroom.

7 DATA ANALYSIS

The collected data needed to be analyzed and interpreted so that the researcher can make a

research report based on the finding evidence. For the pre-test, post-test and worksheet, the

data gathered at the end of the lesson where I will see the progress through the marks or how

well can they do the handouts given. From the data collected, I made comparison on how the

pupils get improve after each implementation.

The interview data will be analyzed by the end of the implementation process where it will

conclude the pupils’ respond throughout the implementation process. It will be transcribed,

summarized and interpreted. I will compare the respond for each person from the same

interview questions to show what the pupils think about the implementation session. The used

of checklist, took the pupils performance and behavior during learning process.

From the data collection, I analyzed all the data in order to know the finding of my action

research. I triangulate the data from document analysis, interview and observation checklist. I

analyzed all the data to get the result of the both cycles of the intervention. All the data below

showed the result from the both cycles of the intervention that was conducted among the

participants.

7.3 Cycle one

21

Cycle one is the first implementation of my plan to improve the participants pronunciation of

‘or’ and ‘ur’ sounds. I carried the intervention and the results of the cycle one were analyzed

as below.

7.3.1 Document Analysis

For this data type, I had chosen the participants’ pre-test, post-test and worksheet to be

analyzed in order to see the improvement after two sessions of intervention.

Participant 1 Akif , did not achieve the objectives for all tests. In pre-test, he only

pronounced 2 out of 6 words correctly which is the words number 1and 3. He increased the

numbers to 3 in the post-test which is words number 1, 3 and 5. For the worksheet, Akif

could pronounced 4 out of 10 words correctly. The words were ‘born’, ‘horn’, ‘short’, and

‘hurt’.

Participant 2, Fadly could pronounce only 1 word during the pre-test and the post-test which

is the same word ‘born’. As I said before, it was hard to hear his voice, so I needed to sit

beside him. For the worksheet, Fadly could pronounce 3 out of 10 words correctly. 2 words

were the ’or’ sound; ‘born’ and ‘horn’ and the other word was ‘fur’. For me, it was a good

effort because he did pronounce the words.

Participant 3,Sara did the cycle 1 session 2 days after the other participants because of she

was absent on the day that I made the session for cycle 1. I did the same procedure although

she was alone on the session. She could pronounce 4 words correctly in the pre-test; words

number 1,2,3 and 5 and 5 words in the post-test; words number 1,2,3,4 and 5. After I

pronounced the words while doing the actions for a few times, she could pronounce 6 out of

10 words on the given worksheet. The words were ‘born’, ‘for’, ‘horn’, ‘torch’, ‘burn’ and

22

‘fur’. I thought the session was given advantages to her because she could hear the words

clearly.

Participant 4, Nurul Ain showed the good result in the cycle 1 session. She could pronounce 5

words correctly in the pre-test except ‘fur’. She pronounced all words in the post-test very

well. Meaning, Nurul Ain had achieved the objectives for the post test. Nurul Ain showed a

good achievement in completing the worksheet. She could pronounce 10 out of 10 words

correctly. It was surprised because I thought nobody could pronounce all the words in the

worksheet correctly and I noticed Lisa was interested with my intervention.

In conclusion, the data I gathered from the document analysis; pre-test, post-test and

worksheet showed one of the participants had achieved the objectives after I used the

intervention. The table and the bar graph showed the results of all the tests used.

No. Of

Questions /

Words/

Participants

No. 1 No. 2 No. 3 No. 4 No. 5 No. 6 Total

Marksborn horn short fur burn hurt

Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post

Akif / / / / / 2 3

Sara / / 1 1

Fadly / / / / / / / / / 4 5

Nurul Ain / / / / / / / / / / / 5 6

Table 2: Participants’ achievement before and after intervention

23

0

1

2

3

4

5

6

Pre-testPost-testColumn1

Graph 1 : Participants’ result for pre-test and post-test

7.3.2 Interview

For the interview session in cycle 1, I had prepared 3 questions that related with the

intervention and the activities during the implementation. I explained to my participants on

how to answer the interview questions because I used the smiley face. I told them to color the

face they liked and did not lies to me. My first interview questions was ‘Did you understand

what the teacher have taught just now?’. I did the interview questions in Bahasa Melayu to

facilitate the participants in giving out their responses and it was done right after the session

ended. There were 3 columns in the interview sheet; first column contained the questions,

second column contained the merit stickers and reason at the last column. 3 of my

participants were pasted 1 merit sticker for the first question, and when I asked them why, the

answered was

“ …susoh lar nok sebut..tok reti… susoh la BI ni”

24

(Akif & Sara, interview cycle 1)

“…ooo…lodoh kito kerah ticer…payoh weii nok sebut…”

( Fadly interview cycle 1)

“sakit pingge kito ticer nok sebut perkataan dio…skali nok suroh tunduk depe…skali nok

suruh bengkok tubuh ko blake.”

( Nurul Ain, interview cycle 1)

I wrote the participants responses on the third column. So, from their answer, 3 of them gave

the negative response as they could not understand what I have taught them before. Luckily,

Nurul Ain always showed a positive response. When I asked them the second questions “Do

you think this language game help you to pronounce the words correctly?”,Akif, Fadly and

Sara pasted 1 merit sticker, but Nurul Ain pasted 4 merit stickers. Akif and Fadly told me

they did not understand what the language game is about. Sara said she liked pronouncing

and doing the actions but she still did not understand how to pronounce the words

accurately…but Nurul Ain always make me relieved of her positive responses.

“..kito tok pehe weh…lagu mano nok sebut molek perkataan ni..…”

(Akif ,Fadly l&Sara, interview cycle 1)

“.. saya suko ticer… perkataan yang ticer wi tadi…bele sebut bele wat aksi…baru mudoh…”

(Nurul Ain, interview cycle 1)

The answer that they gave showed 3 of them; Akif, Fadly and Sara seems not to be interested

with the intervention and showed low motivation because of the hard words in the . Nurul

Ain was could deal with the words she had pronounced before and for me it was good

because she can gave the good reason and responses for this interview questions.

25

The last questions was “How do you feel whenyou had pronounced the words after you did

the actions?”. Like before, Lisa pasted 4 merit stickers but other participants pasted 1 or 2

merit sticker. Nurul Ain reason was;

“…mudoh jah..… ticer sebut perkataan bele-bele wat aksi tunjuk depe pah bengkok bade ko

blake..sene la nok ingat…”

( Nurul Ain, interview cycle 1)

The other participants answers were;

“…payoh la ticer… perkataan tu banyok sangat..sampai 10..payoh kito nok ingat so-so…”

( Akif &Sara, interview cycle 1)

Fadly nodded his head meaning he agreed with his friends’ reasons. After I analyzed the

responses and reasons of all participants, three of them; Akif, Fadly and Sara could not

understand the use of the intervention. So, I thought, for the cycle 2 session, I had to reduce

the words in the worksheet and did not use the pre-test and post-test.

7.3.3 Observation Checklist

The observation checklist was designed with the purposed of checking the pupils’ behavior.

In every session, I asked my colleague to be an observer in observing the pupils’ behavior

during the session. The analysis of observational checklist for cycle 1 as shown in the table

below.

Theme /

Participant

understanding Attention Interest Participation Misbehaviour

Akif X X X X /

26

Fadly X X X X /

Sara X / X / X

Nurul Ain / / / / X

Table 3: Analysis of participants’ behavior in cycle 1

From the observation checklist above, Akif and Fadly showed they did not understand and

interested with the intervention. Both of the also did not focused while I was using the

intervention and not give full commitment and participation in the activities I did in cycle one

session. They also disturbed their friends and talked to each other while the intervention.

Shira showed that she did not interested with the intervention because of she did not

understand the used of the song. But, Sara gave a good attention and she participated in the

activities well although she cannot pronounce the words correctly, but she had the effort to

try. Nurul Ain showed very good attitude during the session. She was actively took part in the

activities planned like volunteering to start pronounced the words after the intervention.

After analyzed all the data collected; document analysis, interview session and observational

checklist, there were three participants did not achieve the objectives and improvement, I

decided to do second cycle and they were Akif, Fadly and Sara. In cycle 2, I still used the

same intervention ‘The ‘or’ and ‘ur’ word sounds but I reduced 2 words from the worksheet.

The words were ‘fur’ and ‘short’, and the numbers of the words for cycle 2 was 8. I did not

used the pre-test and post-test because in cycle 1, they quite confusing even to pronounce the

same words.

7.1.2 Cycle two

The data collections used in the second cycle were worksheet, interview questions and

observational checklist. I made an improvement in the worksheet . In cycle one, the

27

worksheet consisted 10 words but in cycle 2 there was only 7 words. It was because in

interview session, 2 of my participants told me the words in the worksheet were too much.

The second cycle was held a week after the cycle one session. It was held in the SAL room. It

was more comfortable and conducive for learning session and my participants could listen the

words clearly more than in classroom.

7.1.2.1 Document analysis – worksheet

The worksheet consisted of 7 words and I put them in random. It is to motivate my

participants to pronounce the words correctly as they seem not interested when completed the

worksheet in cycle 1. The participants were evaluated on the scores that they gained and they

were considered able to achieve the objective stated if they could pronounce all words

correctly. The words I had choose for the second cycle were ‘born’, ‘for’, ‘horn’, ‘burn’, ‘fur’

and ‘hurt’.

Through the worksheet, Akif and Sara had successfully results where both of them could

pronounce all words correctly. It showed that Akif and Sara really understood my lesson

through the use of intervention. It showed their improvement and efforts from the cycle one

session by increasing the numbers of the words they could pronounce correctly.

On the other hand, Fadly also showed an improvement but still did not achieve the objective

stated. He could pronounce 4 out of 7 words correctly and the words were ‘born’, ‘torch’,

‘burn and ‘fur’. One of the reason that Fadly could not achieve the objective was he did not

have effort to try again and very low self-confidence of himself. The marks from the cycle 1

and cycle 2 were compared in the bar graph below.

28

0

1

2

3

4

5

6

7

8

9

10

cycle 1 (10 wordscycle 2 (7 words)

Graph 2: Partcipants’ results in cycle 1 and cycle 2

In conclusion, 2 out of 3 participants were achieved the objective stated and one participants

did not passed in this session. From the data analysis in graph 2, one participant could

understand the used of the intervention in the first session, and three participants showed their

improvement in the second session but one of them, Fadly did not achieve the objectives well

because he could not gained full marks in the worksheet given.

7.2.1.2 Interview

In the second cycle, the same questions were asked to all participants after a few

modifications to the worksheet. For the all questions, Akif and Sara showed good and

positive responses where they colored the happy face for all interview questions. During the

intervention session, I noticed both of them showed their interested and high motivation and

they also tried to pronounce the words even they have to try for a few times. They sang the

song and told me that they wanted to pronounce the words again for the words with the

29

wrong pronunciation. With their effort and confidence, they could achieve the objectives in

cycle 2 very well. They told me that they understood what I taught them and the song really

helped them to pronounce the words.

“…sayo pehe la ticer…sebut hok ‘torch’ tu kae ticer?…”

( Sara, responses Q1, cycle 2)

“…sebut bele-bele wat aksi pun best… kito buleh bezo caro nok sebut doh… sene jah… ari

tu tok pehe…hehe…”

( Sara, responses Q2 & 3 , cycle 2)

“ kito pong pehe doh ticer..kalu sebut ‘or’ tu bunyi mace ore sedawo dih ticer…”

(Akif, responses Q1 cycle 2)

“…perkataan hok ticer bagi tu ado ticer tepek dip ape notis dale klas kito…buleh doh kito

sebut koho-koho…”

(Akif, responses Q2 & 3 cycle 2)

All the responses above showed that my intervention had helped them to improve their

pronunciation in ‘or’ and ‘ur’ sounds better than before.

With the same answers in interview session during cycle 1, Fadly still did not understand the

use of the intervention and he had choosen the sad face for all interview questions.

“…tok pehe-pehe kito ticer…payoh la…”

( Fadly, response Q1 cycle 2)

“…nok sebut so-so perkataan bele-bele wat aksi jadi kekkok pulok kito ticerr….”

( Fadly, response Q2 & 3 cycle 2)

30

Based on Fadly responses above, I thought his confidence level was low and no motivated in

both cycle and my intervention did not help him to improve his pronunciation.

In conclusion, during the interview session in the second cycle, 2 of 3 participants showed

good responses and they liked the intervention

7.2.1.3 Observation checklist

With the same procedures and checklist, I asked my colleague to be an observer during the

intervention in second cycle. Through the observation made, Akif and Sara showed

understanding towards the intervention song played. They paid full attention during the

session by giving positive responses to the questions posted by the teacher. My colleague told

me, both of the participants were paying full attention and showed their interest to the

intervention during the session.Akif and Sara also participated actively in the activity planned

for this session. They also showed good behavior during the session.

Meanwhile, Fadly.did not show good behavior during the session seem he did not interest in

the intervention. He played with his eraser and sometimes disturbed his friend, Akif. As

conclusion, from the data gathered, 2 of 3 participants were achieved the objectives by

showing an improvement in the worksheet, gave positive responses in interview session and

showed good behavior for the observation checklist in cycle 2 and one participant did

successfully achievement in cycle 1.

Form the data gathered, I will look into the relationship between variables and its effect on

pupils’ behavior.

Pupil/ Data

Collection/

Pre test

( 1st

Post test

(1st

Worksheet C

(3rd session)

Worksheet D

(3rd session)

Worksheet E

(4th session)

31

Date session) session)

Pupil 1 4/8 7/8 6/6 6/6 8/8

Pupil 2 2/8 4/8 2/6 4/6 3/8

Pupil 3 2/8 4/8 3/6 3/6 2/8

Pupil 4 5/8 9/8 5/6 6/6 8/8

Table 2: Data analysis of teacher made tests

From the table above, pupil 1 and pupil 4 have achieved the objectives that I planned for my

pupils. Both of them get the highest marks for each test. For pupil 2 and pupil 3, they did not

want to try when I asked them to redo the test. I can see they have very low confidence and

did not pay their attention when I did my implementation.

Pupil/ Data

Collection/

Date

Interview Questions

Q1 Q2 Q3 Q4

4th Session

Pupil 1 Happy Happy Happy Happy

Pupil 2 Not Happy Happy Not Happy Happy

Pupil 3 Not Happy Happy Not Happy Not Happy

Pupil 4 Happy Happy Happy Happy

Analysis 50% like

English

subject

100% like the

song

50% like the

reading test

session

75% like the

activities

Table 3: Data analysis of interview with the pupils

32

Pupil/ Data

collection/ Date

Item Yes No

Pupil 1

1 /

2 /

3 /

4 /

5 /

Pupil 2

1 /

2 /

3 /

4 /

5 /

Pupil 3 1 /

2 /

3 /

4 /

5 /

Pupil 4

1 /

2 /

3 /

4 /

5 /

Analysis 60% from the checklist question was agreed by the pupils

and they showed the good attitude and respond and only

40% representative for not good respond during the

33

implementation process.

Table 4: Data analysis of observations

8 RESEARCH PLAN

8.1 Schedule

I am planning to carry out this research since in 6th semester after I faced a problem with

words pronunciation among my year 2 pupils. I identified this problem when I was teaching

them in reading session and the results of LINUS 2.0 test. After I had my last semester

examination, I began to search my participants and my focus to the specific phonemes. Then

I started to gather the information towards the problem.

On 27th June, I had my first “Seminar KajianTindakan” with TESL lecturers. They told us to

start thinking our research title and the intervention we wanted to use. I starting to write the

draft of my proposal by following the guidelines which is given from my supervisor. After

the Aidilfitri, I called my participants and began to carry out my intervention with them. I

took 4 days to complete the activities that I had planned.

In second week in August, I collected the data from the data method I used and analyzed the

data. I have to submit my proposal on the fourth interaction.

No Activities May June July Aug

1 Identifying problem

2 Gathering information

3 Briefing 1st Seminar KajianTindakan

4 Discussion with supervisor

5 Write draft of proposal

6 Submit draft for checking

34

7 Modify the draft

8 Write the proposal

9 Preparation of implementation

10

Implementation

- Introducing the research focus to pupils

- Pre and post test

- Implement the technique

- Pupils do the activities planned

- Interview

- Observation (checklist)

11 Monitor and collect data

12 Analyzed the data collected

13 Submit the proposal

8.3 - Budget

I am going to use a set of A4 paper that cost almost RM10.00 per unit. I want to use it for my

proposal, my pupils’ pre and post-test and also for handouts I prepared for them. I am going

to use it to print my observation checklist, the interview questions, the pictures and word

cards and as a support paper to jot down any notes of information when doing the interview.

I will also going to use the colored marker pens and the mahjong paper as I used to show my

participants the differences of the letter sounds. Both of the items cost RM10.00

No Items Price Per Quantity Total cost

35

Unit (RM) (RM)

1 A4 Paper 10.00 2 20.00

2 CD 3.00 1 3.00

3 Stationery Set 7.00 4 28.00

4 Mahjong Paper 1.00 5 5.00

5 Marker Pens 2.00 5 10.00

6 Photocopy cost 0.05 24 1.20

Total 67.20

9.0REFERENCES

Brown, H.D. (2000), Principles Of Language Learning And Teaching, Pearson Education,

San Francisco.

Brown, H.D. (2001), Teaching By Principles An Interactive Approach To Language

Pedagogy, Pearson Education, San Francisco.

36

Goh, H.L. (2012), A practical Guide To Writing Your Action Research, Penerbitan

Multimedia, Puchong Selangor

Kholoud, A.M, Developing Young Learners’ Reading Skills In AN EFL Classroom, Retrieve

fromhttp:// marifa.hct.ac.ae/.../ Developing - Young - Learners - Reading - Skills -in-an-EFL

on; 11th August 2014

KPM. (2014), Linus 2.0 LiterasiBahasaInggeris (LBI) Teacher’s Module Book 2,Bahagian

Pembangunan Kurikulum, Kuala Lumpur

Lloyds, S. (2005),The Phonics Handbook: A Handbook for Teaching Reading, Writing and

Spelling (Jolly Phonics S). Jolly Learning Ltd. U.K

Nutall, C. (1996), Teaching Reading Skills In A Foreign Language, Oxford:

Heinemann.

OUM,(2009), HBEL2203 Teaching Of Reading, Meteor Doc. Sdn. Bhd. Selangor.

Singh, P. Chan, Y.F. Gurnam, K.S. (2006), A Comprehensive Guide To Writing A Research

Proposal, Venton Publishing, Batu Caves, Selangor.

Victoria, F., Robert, R., Nina, H. (2010), An Introduction To Language, Oxford.

37

38

10.0 APPENDICES

39