final draft of using ‘pluck the clouds’ game
DESCRIPTION
Language Game InterventionTRANSCRIPT
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
1.0 RESEARCH PROBLEMS /
RELATED THEORIES
3.0 INTERVENTION
4.0 INTERVENTION –IMPLEMENTATION
PROCESS
5.0 FINDINGS / DATA ANALYSIS
(METHODOLOGY)
6.0 LIMITATION
7.0 RECOMMENDATION
8.0 CONCLUSION
2.0 OBJECTIVES OF RESEARCH
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’
1.0 RESEARCH PROBLEMS /
RELATED THEORIES
2.0 OBJECTIVES OF RESEARCH
4.0 INTERVENTION –IMPLEMENTATION
PROCESS
5.0 FINDINGS / DATA ANALYSIS
(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
1.0 RESEARCH PROBLEMS /
RELATED THEORIES
2.0 OBJECTIVES OF RESEARCH
3.0 INTERVENTION
5.0 FINDINGS / DATA ANALYSIS
(METHODOLOGY)
6.0 LIMITATION
7.0 RECOMMENDATION
8.0 CONCLUSION
4.0 INTERVENTION – IMPLEMENTATION
PROCESS
ACTIONS TAKEN PER DAY
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
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
5.0 FINDINGS / DATA ANALYSIS
(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
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)
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
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
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.
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
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.
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
1.0 RESEARCH PROBLEMS / RELATED
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
4.0 INTERVENTION –IMPLEMENTATION
PROCESS
5.0 FINDINGS / DATA ANALYSIS
(METHODOLOGY)
6.0 LIMITATION
7.0 RECOMMENDATION
8.0 CONCLUSION
1.0 RESEARCH PROBLEMS / RELATED
THEORIES
RESEARCH MODEL – KEMMIS & MCTAGGART
1.2.1 ACTION RESEARCH MODEL1.0 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
1.0 RESEARCH PROBLEMS / RELATED
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)
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
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.
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
1.0 RESEARCH PROBLEMS / RELATED
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
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
2.0 OBJECTIVES OF RESEARCH
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
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
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
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
4.0 INTERVENTION – IMPLEMENTATION
PROCESS
1.0 RESEARCH PROBLEMS /
RELATED THEORIES
2.0 OBJECTIVES OF RESEARCH
3.0 INTERVENTION
4.0 INTERVENTION –IMPLEMENTATION
PROCESS
6.0 LIMITATION
7.0 RECOMMENDATION
8.0 CONCLUSION
5.1 DATA DISPLAY METHOD
5.0 FINDINGS / DATA ANALYSIS
(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
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
5.0 FINDINGS / DATA ANALYSIS
(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
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
5.3 SCORE ANALYSIS
5.0 FINDINGS / DATA 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
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
5.0 FINDINGS / DATA ANALYSIS
(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.
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
5.0 FINDINGS / DATA ANALYSIS
(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
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 CONCLUSION8.0 CONCLUSION
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 CONCLUSION8.0 CONCLUSION