contoh task 2 article.pdf

INSTITUT PENDIDIKAN GURU KEMENTERIAN PENDIDIKAN MALAYSIA KAMPUS IPOH, 31150 HULU KINTA PERAK DARUL RIDZUAN TSLB3173 RESEARCH IN ED...

INSTITUT PENDIDIKAN GURU KEMENTERIAN PENDIDIKAN MALAYSIA KAMPUS IPOH, 31150 HULU KINTA PERAK DARUL RIDZUAN TSLB3173 RESEARCH IN EDUCATION – TASK 3 Name : ANIS AMIRAH ABDUL AZIZ I/C No. : 991214075236 Index number : 2020242340182 Program : PISMP Intake : JUNE 2020 Unit : V10 Lecturer’s Name : DR SULIANA BT WAN CHIK Submission Date : 10 NOVEMBER 2023 STUDENT’S RECOGNITION I admit that this course work is my own work except for the excerpts and summaries of which I have explained the source. Student’s Signature: __________________________ Date: _____________________ EXAMINER MODERATOR Marks Marks Signature Signature Cop Cop Date Date STUDENT’S VALIDATION I confirm that the feedback given by the lecturers has been helpful and understandable. Student’s Signature: __________________________ Date: _____________________ JKA/Jun2019  USING “SENTIMASTER” GAME IN ENHANCING SENTENCE CONSTRUCTION AMONG YEAR 4 PUPILS Anis Amirah Abdul Aziz PISMP TESL V10 [email protected] ABSTRAK Tujuan kajian tindakan ini adalah untuk membantu murid-murid meningkatkan kemahiran penulisan pembinaan ayat mereka dengan menggunakan intervensi yang dikenali sebagai Papan Permainan SENTIMASTER. Peserta kajian terdiri daripada 10 murid, dipilih berdasarkan kaedah persampelan yang berterusan yang dilakukan melalui pelaksanaan ujian diagnostik. Tiga instrumen kajian, iaitu ujian pra dan ujian pasca, senarai semak pemerhatian, dan temu bual separa berstruktur, telah digunakan. Justeru, data daripada instrumen kajian telah dikumpulkan dan dianalisis menggunakan kaedah triangulasi data untuk menjawab soalan kajian dan mencapai objektif kajian. Hasil kajian tindakan ini mendedahkan bahawa penggunaan Papan Permainan SENTIMASTER telah meningkatkan secara signifikan kemahiran penulisan ayat murid-murid kerana perubahan yang dibawa oleh pelaksanaan intervensi tersebut adalah ketara dan mencolok. Kajian tindakan ini juga memberikan pengetahuan kepada penyelidik tentang cabaran yang dihadapi oleh murid-murid dan guru- guru dalam pemerolehan kemahiran penulisan esei di kalangan murid-murid Kata Kunci: Papan permainan SENTIMASTER, membina ayat, sifat deskriptif ABSTRACT The purpose of this action research is to help Year 4 ESL pupils improve their sentence construction writing skills by using an intervention named the SENTIMASTER Board Game. The research participants comprised of 10 pupils, were selected based on the purposive sampling technique which was accomplished through the implementation of a diagnostic test. Three research instruments, namely pre-test and post-test, observation checklist, and semi-structured interview, were utilized. Subsequently, the data from the research instruments were collected and analyzed using the data triangulation method to answer the research questions and attain the research objectives. The findings of this action research revealed that the use of the SENTIMASTER Board Game has significantly improved pupils’ sentence writing skills as the changes brought by the implementation of the intervention were prominent and notable. This action research has also given the researcher some insights into the challenges faced by both the pupils and teachers in the acquisition of writing skills among ESL pupils. Keywords: Year 4 ESL pupils, sentence construction writing skills, SENTIMASTER Board Game, descriptive adjectives.  INTRODUCTION Introduction In Malaysia, many pupils face challenges in English, especially in writing. Despite initiatives like the Standards-Based English Language Curriculum, ESL pupils still struggle practically. During the researcher's practicum with Year 4 pupils, challenges in writing were evident. To address this, the researcher created the "SENTIMASTER" game, aiming to make learning sentence construction enjoyable and effective. This research assesses the ability of the game to help enhance sentence construction skills in using descriptive adjectives among Year 4 pupils. Context Action research, outlined by Taylor (2020), is a practical approach to tackling everyday challenges. PISMP teacher trainees, including the researcher at the Institute of Teacher’s Education in Campus Ipoh, apply this method in their final semester to understand teaching and learning dynamics. In the first practicum at a primary school (School A) in Ipoh, the researcher observed Year 4 pupils facing difficulties in writing, particularly in sentence construction and using descriptive adjectives. Limited exposure to English outside class and digital distractions affected their writing skills. To address this, the researcher introduced the "SENTIMASTER" game to enhance Year 4 pupils' sentence construction skills at School A. Reflection of Teaching and Learning During the first practicum at School A, teaching English to Year 4 pupils from August 8 to November 3, 2022, was memorable. Some struggled with crafting sentences using descriptive adjectives, affecting homework and engagement. Seeking guidance, the researcher introduced hands- on activities suggested by a cooperating teacher and supervisor. Tailored activities, including visual aids and games, created an enjoyable classroom atmosphere, boosting participation and improving pupils' writing skills, especially sentence construction. The intentional inclusion of engaging activities, like board games, contributed to this positive learning experience. RESEARCH FOCUS Choice of Research This research focuses on using the "SENTIMASTER" board game to improve Year 4 ESL pupils' sentence construction skills, aiming to enhance their ability to write effectively. The game addresses challenges in content choice, word usage, grammar rules, and organization through visually attractive and interactive components, making it a practical tool for ESL teachers to enhance language learning and motivation in the classroom. Preliminary Data Collection Preliminary data collection involved a diagnostic test for 24 pupils in class 4 Rajin, revealing challenges in sentence construction. Fourteen were classified as low achievers, two as high-level achievers. Ten selected participants showed improvement in sentence construction through the "SENTIMASTER" board game, confirmed by a cross-check session with teachers. Action The researcher identified a writing skills gap and created the "SENTIMASTER" board game to address it. With 10 participants, diagnostic tests, and tailored research tools, the researcher conducted pre and post-tests, introduced the game, and observed engagement. Triangulation, including quantitative analysis and interviews, ensured data credibility. Rigorous analysis of tests, observations, and interviews strengthened the findings. In reflection, the researcher assessed strengths and weaknesses in the game's creation, implementation, and data collection, aiming to determine its ability in improving Year 4 ESL pupils' sentence construction and writing skills.  RESEARCH OBJECTIVES AND RESEARCH QUESTIONS Research Objectives: 1. To determine whether the use of the “SENTIMASTER” game helps in enhancing sentence construction skills among Year 4 Rajin pupils. 2. To explore how the “SENTIMASTER” board game helps to enhance pupils’ sentence construction skills among Year 4 Rajin pupils. Research Questions: 1. Does the use of the “SENTIMASTER” game enhance the sentence construction skills of Year 4 Rajin pupils? 2. How does the implementation of the “SENTIMASTER” game help to enhance sentence construction among Year 4 Rajin pupils? RESEARCH PARTICIPANTS The research participants for the action research at School A were selected using purposive sampling, specifically choosing 10 pupils from class 4 Rajin. Criteria for selection included scoring 7 or below on a diagnostic test and displaying an average level of competency. The diagnostic test aimed to assess sentence construction skills using descriptive adjectives, revealing the pupils' challenges in articulating ideas accurately. Consultation with the cooperating teacher confirmed their difficulties, and these pupils were chosen for their foundational understanding of basic English and active engagement in the research process. IMPLEMENTATION OF RESEARCH Research Steps Firstly, the research started with a pre-test for the 10 participants, evaluating their sentence construction skills using descriptive adjectives. They constructed sentences based on words and animal pictures without prior explanations, establishing a baseline for the study. On the second day, challenges identified in the pre-test were addressed with the introduction of the "SENTIMASTER" board game. Participants learned the game's rules, involving dice, and animal descriptions, and rearranging words to create sentences using descriptive adjectives. The third day focused on reinforcing the previous session's content. Participants practiced constructing sentences, and systematic observations were made to assess the ability of the game in addressing sentence construction challenges among Year 4 ESL pupils. The research concluded with a post-test to assess the impact of the "SENTIMASTER" board game on sentence construction skills. A semi-structured interview gathered insights into the intervention's practical aspects and its influence on the teaching and learning process, providing a comprehensive evaluation of the intervention's efficacy. Data Collection Method The researcher collected data using both qualitative and quantitative methods. Instruments, such as pre-test and post-test assessments, an observation checklist, and semi-structured interviews, were chosen to provide a thorough understanding of participant progress and experiences. The goal was to comprehensively analyze the ability of the "SENTIMASTER" board game to improve sentence construction skills with descriptive adjectives. Data Analysis Method Data analysis in this action research involves both quantitative (numerical) and qualitative (descriptive) data. By examining information from sources like tests, observations, and interviews, the researcher identified patterns and confirmed findings. This comprehensive approach ensures a thorough assessment of how the "SENTIMASTER" board game influenced Year 4 ESL pupils' sentence construction skills.  FINDINGS Research Question 1: Does the use of the "SENTIMASTER" game enhance the sentence construction skills of Year 4 Rajin pupils? The research investigated the impact of the "SENTIMASTER" board game on Year 4 ESL pupils' sentence construction skills. During the pre-test, revealed research participants struggled, with average scores of 40%. After the intervention, nine out of ten pupils achieved excellence, marking a notable 48% overall score increase. Observations highlighted increased enthusiasm and engagement across varying intelligences. The board game, applied to the English language curriculum, not only enhanced writing skills but also boosted motivation, aligning with the Affective Filter Hypothesis. These variables function as adjustable filters that either facilitate or hinder the intake of linguistic input necessary for language acquisition (as suggested by Schutz in 2019). The post-test results, showing an 87% average score, exemplify the game's significant success in improving sentence construction skills among Year 4 ESL pupils. Research Question 2: How does the implementation of the “SENTIMASTER” game help to enhance sentence construction among Year 4 Rajin pupils? The "SENTIMASTER" board game underwent assessment using an observation checklist covering enthusiasm, active participation, understanding, correct usage of adjectives, and enjoyment. The checklist, completed by a non-participant observer, affirmed positive engagement and understanding, indicating the ability of the game to enhance sentence construction skills. A semi-structured interview with the English teacher, actively involved in implementing the game, aimed to gather insights on its usability and engagement. The teacher highlighted the game's positive impact on knowledge and writing skills, especially in using descriptive adjectives. The interview emphasized the game's practicality, engaging attributes, and potential for fostering teamwork. Overall, the insights confirmed the "SENTIMASTER" board game's relevance in enhancing writing skills among Year 4 ESL pupils. REFLECTION Reflection is vital in education, offering insights into teaching ability. The success of the "SENTIMASTER" board game lies in its engaging design, which aligns with student interests. The user-friendly game enhances engagement and autonomy, improving sentence construction skills. Financial constraints and time limitations are potential drawbacks. Self-reflection emphasizes the game's positive impact, showcasing its potential as an innovative teaching tool. SUGGESTIONS FOR FUTURE RESEARCH Future research should extend the action research duration, reduce production costs by using mini whiteboards, establish a systematic feedback loop, include a diverse range of participants, conduct long-term follow-ups, and incorporate qualitative data. These steps will enhance our understanding of the ability of the "SENTIMASTER" game in ESL education.  REFERENCES Ghosh, I. (2020, February 15). Ranked: The 100 Most Spoken Languages Around the World. Visual Capitalist. https://www.visualcapitalist.com/100-most-spoken-languages/ Gonzalez, V. (2020). What is the Affective Filter, and Why is it Important in the Classroom? Retrieved from https://seidlitzblog.org/2020/09/22/ what-is-the-affective-filter-and-why-is-it- important-in-the-classroom/. Gardner, H. (2017). Taking a multiple intelligences (MI) perspective. Behavioral and Brain Sciences, 40. Krashen, S. (1982). Principles and practice in second language acquisition. Moses, R. N. & Maslawati Mohamad. (2019). Challenges Faced by Pupils and Teachers on Writing Skills in ESL Contexts: A Literature Review. Creative Education, 10(13), 3385-3391. O'Neill, D. K., & Holmes, P. E. (2022). The Power of Board Games for Multidomain Learning in Young Children. American Journal of Play, 14(1), 58-98. S. Basheer Ahmed & K. RatnaShiela Mani. (2021). Most Common Problems of ESL Learners in Writing: An Analysis. Global Journal of Scientific and Research Publications (GJSRP), Volume 1, Issue 4, pp. 15-19, 2021. Schutz, R. E. (2019). Stephen Krashen’s Theory of Second Language Acquisition. Retrieved from https://www.sk.com.br/sk-krash- english.html. Taylor, L. (2020). Action research. In Doing Early Childhood Research (pp. 291-307). Routledge. Vygotsky, L. (1978). Social development theory. Instructional Design.  ARTICLE by ANIS AMIRAH ABDUL AZIZ Submission date: 10-Nov-2023 04:48AM (UTC-0800) Submission ID: 2223832316 File name: Task_3_Anis_Amirah_Abdul_Aziz_V10.pdf (256.4K) Word count: 1874 Character count: 11891  1 1 2 8 7 5 3 9  4 6 ARTICLE ORIGINALITY REPORT 6 % SIMILARITY INDEX 6% INTERNET SOURCES 0% PUBLICATIONS 2% STUDENT PAPERS PRIMARY SOURCES 1 www.scribd.com Internet Source 1% 2 pustaka2.upsi.edu.my Internet Source 1% 3 Submitted to Institut Pendidikan Guru Malaysia 1% Student Paper 4 researchspace.ukzn.ac.za Internet Source 1% 5 www.spedip.com Internet Source 1% 6 fr.scribd.com Internet Source 1% 7 pbrsonline.blogspot.com Internet Source