AR Report Finale 4

8/18/2019 AR Report Finale 4

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Chapter 1

Introduction

English as a foreign language In Malaysia has an important role for the students.English has reached almost all aspects of modern life, such as, education, business, trade,

science, technology, and many others. Above all, English has opened up the minds of the

people from different walks of life that speaks different languages to communicate, and to

develop cooperation with each other .

English is taught in most of the schools in the country and it is as the known the

international language for knowledge and communication. o teach English successfully in

schools, factors such as !uality of the teachers, pupils interest and motivation, the schoolsenvironment, teaching methods and books have to be considered.

"ecently, English is taught at school from Elementary #chool $#%&, secondary

schools and universities. here are four skills of language' (istening, #peaking, "eading and

)riting. *ther skills that the students must master in order to understand the language are,

spelling, grammar, and pronunciation must be taught to learners in order to the achievement

of the four skills above

*ne of the language skills is grammar. +rammar is considered important, because

grammar is a basic knowledge of language to understand English perfectly. ut the students

have difficulties in learning grammar. Many students think of grammar as a rather boring

school sub-ect which has little use in real life.

According to Brown , in Communicative (anguage eaching, grammatical e planation

and terminology are used in classes teach grammar but any grammatical e planation

undertaken may be enhanced, if the English teachers use charts and other visuals aid

whenever possible to graphically depict grammatical relationship.

According to Merriam and Webster , flash card is a card bearing words, number or

pictures that briefly displayed $as by a teacher to a class& use as a learning aid.In addition

flashcards are very simple but very effective way for an individual to study a particular topic.

his study focuses on flashcard as media in teaching #imple present tense. An action

research was conducted by the researcher to improve students/ understanding on #imple

0resent ense.


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y using teaching aids that is the flashcards,it is known students can draw a map in

their mind of the rules of the grammar item by determining the rules by themselves. or the

low proficiency students if it is done fre!uently, according to the behaviourism theory of

learning by 0avlov, horndike and )atson, provided teachers with sets of principles to be

implemented in the class room.

.

Chapter 2

Issues of concern

In this study, researchers will use a !ualitative approach in collecting data. 2ualitative data

will be used by researchers are pre3test and post3test, document analysis and

!uestionnaires. 0re3test will be conducted to identify the level of pupils/ proficiency in writing

simple sentences. oth of these tests $pre and post& will use a scoring scale of percentage

points by rubric standards have been adopted from the %##" rubrics.

It is undeniable that grammar plays an important role in learning English (anguage.

4aving a good command of the language means not only to master the four language skills

of reading, writing, listening and speaking, but also to achieve grammatical competence.

)hen students face problems in ac!uiring the language, teacher should make an attempt tomake their lessons as interesting as possible and not resort to the traditional 5chalk and talk/

method which can be dull and predominantly teacher3centred.

According to Eastern Kentucky University (EKU ! a good aid is like a window! it

should not call attention to itsel". #t should $ust let in the light. %eaching aids provide a means

o" literating lesson and give opportunity to learn in a new light. More than classroom

decoration! they are designed to teach! illustrate and rein"orce lesson. %hey can be broken

down into "our board categories! there are bulletin boards! charts! "lashcard! manipulative

and e&periment

he data gathered in this research could prove flashcards helps the pupils to improve

their understanding on the #imple 0resents ense. It is also important that the use of the

flashcards presents a fun and motivating the pupils in learning the simple present tense and

the grammar rule of the simple present tense.


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0ost3test will be conducted after applying the flashcard method in teaching and

learning process. 0ost3test is administered to determine the effectiveness of the flashcard

method in improving student achievement in constructing simple sentences. In the document

analysis the researcher will use worksheet as an instrument to observe the effectiveness of

the method in improving the pupils/ skills to construct sentences. his worksheet will be

provided during the implementation of interventions to ensure the validity of the data

collected. hen, all the worksheets and reflection from the activities are obtained for the

purpose of collecting data related to students6 improvements in the learning process using

the method mentioned.

o achieve the goal of this research, researcher will use %emmis and Mc aggar

model to develop the concept of action research. It proposed a spiral model comprising four

steps7 planning, acting, observing and reflecting.

he pupils face the issue in understanding the rule to use the s or ies in the verbs for the

simle present tense. he students will always make mistakes writing the correct use s or ies

in their verb in a simple tense. or e ample 7

It sleep early in the morning.

he 5#/ is always missing when it comes to the use of It, 4e or #he. o improve their

understanding the rules of drilling using the flash cards of daily action the students to draw avirtual mind map in their mind.

According to Kasihani! "lashcards are cards have big si'e! usually it uses paper

rather thick! sti""! and the si'e is A . #t contains o" picture and words. #t is classi"ied based on

kind and the class such as the "lashcards o" daily activities! verbs etc.

he use of big words and pictures on a flashcard makes the pupils attracted and focuses on

the words that is shown. lashcards are easy to make and obtain from various sources.

eacher can take e amples from the te t book or relate the pupils/ prior knowledge. *ther than that teachers can take samples from the internet that are much more colourful and

have various forms. his is important for the pupils to be able to relate their prior knowledge

to the verbs or action words that is presented or shown on the flashcards. his makes it

easier for them to understand the meaning of the sentences and identify the rules of the

simple present tense.

he use of the flashcards also give the teacher control of what tenses that is focused

in the teaching and learning session. It is important that the teacher planed the words to be

used to make the session more meaningful for the pupils to comprehend.


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Chapter 3

3.1 Research Questions

he study is aimed to answer the following !uestion'

1.4ow does the implementation of flashcard enhances the teaching of #imple 0resent

ense8

9. 4ow efficient is the usage of the flashcards in teaching the #imple 0resent enses8

3.2 Objective of the Study

ased on the problem above, the aims of this study are as follows'

1. o describe the implementation of flashcards to enhance the understanding of #imple

0resent enses.

9. o identify the effectiveness of using flashcards to improve of students/ understanding on

0resent ense.

Chapter 4

ar!eted "roup

he research respondents or participants will be 1: students from 0rimary ; A of #%

Merotai %ecil and consist of local students. he school is situated


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Chapter #

#.$ %ction

#.1 I&ple&entation of %ction

#.1.1 're(test

efore planning the first cycle, I had to know the students level of knowledge of the

simple present tense and where students have problems understanding the rules of the

simple present tense. he 9: !uestion pre3test will be made in the first week. "esults 1:

students will be chosen randomly to be respondents for this research.

he

#.1.2 )irst Cycle

In the first cycle, after gathering data and determining the level of the pupils

knowledge. I carried out a lesson with the use of flashcards and worksheet. All of the pupils

in the class received the same worksheet as the ten respondents. his is to eliminate the

sense of being observed by the teacher and makes the session a comfortable session for

the respondents. It made them respond naturally to !uestions and stimulus or the flash

cards

or the introduction of the simple present tense, I showed daily action words that are

printed on the lashcards. 0upils will read out loud the words. I will then ask the pupils what

type of words that are shown to them. And their answers are the daily actions. his is to

stimulate their prior knowledge of verbs of daily action. his takes about ;3= minutes of the

class time.

hen I will show another flash card that shows a pronoun. And ask the pupils to say it

out loud. hen I will hold the flashcard with the pronoun in my right and I will pick a flashcard

with the left hand and hold it ne t to the pronoun. hen I ask the students to read the words

on the cards that certainly will be a sentence.

E ample.

> walI


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>he pronoun and the verb will be changed and if the prefi ?s@ or ?ies@ is need I -ust have to

turn the flash card because the flash card was printed with the same words but with different

spelling for a different pronoun. his makes the grammar rule obvious for the pupils to see

and understand.

his process is repeated for = 1; verbs. he repetition and the changing of the

words used to form the sentences is good for the students to build a map of the structure of

the sentence that is pronoun > verb to form a simple present tense sentence.

he ne t step was that I gave a worksheet with 1: sentences that the verbs are

omitted from the sentence. 0upils must write the present tense word or verb in the blanks.

And each correct answer will be a awarded 1 mark. At the end of the session pupils hands in

their worksheet and teacher will check their answer. his was done to reinforce students

memory of the targeted tense.

Buring the class session I have asked a colleague to observe the teaching and learning

process. I supplied him with a form to be filled while he was observing me and the pupils.he respond or comments given will be used to make decisions on effectiveness of the

method of flashing the flashcards towards the pupils and see how to improve the teaching

and learning process for the pupils.

#.1.3 Cycle 2

In cycle 9, I have made changes to my approach in using the flashcards. his cycle I

decided to give the students the freedom to form sentences using the flash cards that I have

printed on an A paper to help them form a sentence without the use of books and pens.

his was also to give the students the chance to interact with their peers and form sentences

using flash cards given.

In the beginning of the session I divided the students into groups of . #tudents that I

have selected as respondents are grouped into < groups with one group only having 9 of the

respondents. An envelope filled with small flashcards was then distributed to all the groups.

0upils form sentences using the small flashcards. eacher only observed the groups while

they are forming the sentences. I gave the freedom for the pupils to form sentences usingthe flashcards and it was motivating for them since they took it as a game but with the use of

walkShe


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flashcards as their tool to form the sentence. After they finished forming the sentences, the

pupils read their sentences a loud. he pupils then copy the sentences that they have

formed into their e ercise book.

#.1.4

he inal step was post3test, a post3test was given and the !uestions are different

from the pre3test that was done on the first session before the use of the flashcards in

teaching the simple present tense. In this post3test the !uestions are different to eliminate

the chances of the students remembering the answer to the !uestion rather than

understanding the rules of grammar that was the focus of the research. he !uestions have

the same !uantity as the pre3test so that the result can be seen clearly.

#.2 *ata !atherin! &ethod

#.2.1 're test

I carried out a pre3test with the pupils in the classroom. his is done to identify the level of

knowledge of the students in simple present tense. All of the students in the class answered

the test. ut to make it easier for me to monitor their progress, I have selected random

pupils test to be evaluated. And as my sub-ect in this research.

he pupils are asked to answer 9: !uestions. he !uestions are designed to be in the form

of simple present tense sentences. he pupils must fill in the blanks with appropriate

answers. he verbs are given in the sentences and the students must determine either to

add the suffi ?s@, ?es@ or ?ies@.

he omitted words will be the verbsDaction words so that the focus is on the verbs. his way I

can see the patterns that the students can/t understand or remember the rules of the simple

present tense.

E ample'

1. I every day.

his is a practical way for me to collect data of the students prior knowledge. I need to know

the in what e tend that the students don/t have the knowledge of the present tense rules.


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his also an effective way to collect large amount of data for a large class. ut in this

research I took data from 1: students. his takes only about


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In this stage I used the innovation of using the flash cards in my lessons. I will show students

flashcards with action verbs written on it. he verb will not have any suffi es on one side and

with suffi the other side, this way I can tell the pupils that the words without suffi are the

basic words.

I made another flashcard with pronouns on it, I then show the pupils a pronoun and ask

pupils to say it out loud. hen I will hold the verb flashcard ne t to the pronoun flashcard to

form a sentence. I will show the verb that it correct with that pronoun either it is with the

suffi or not with the suffi . And pupils will read the sentence.

I will then change the pronoun but still with the same verb. And repeat the same process

until all the intended pronouns are all done.

E ample'

0ronounD sub-ect > Kerb

I > like H I like

4e > likes H 4e likes

#.2.3 'eer Observation

Another method to collect data is a peer to peer observation by a colleague duringthe L( process. 0eer observation is the observation of teachers by teachers, usually on are

basis. 0airings maybe mentor or e perienced teacher. his way the focus will be more

clearly on helping me to develop my teaching skills both by comments from being observed

by an e perienced colleague.

he comments are considered as data to triangulate the findings of the focused

language to be taught and the effectiveness of the method used by the researcher. A form

has been given to observer to help in the identifying of the elements that are used in the L(

process.

#.2.4 'ost est

I did a post3test as a measurement of the learning received during the class as a

result of comparing what the student knew before in a pre3test and after the class e perience

in a post3test. It is to !uantify the knowledge attained in the class from a group of students

with diverse learning styles and educational backgrounds. More specifically, the tests

indicates how the students improved in learning with the help of the lashcards. he datawill target students re!uiring e tra help and will identify teaching and learning methods that


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need to be changed or developed for the future lesson. he same calculations of the pre3test

is use in the post3test analysis.

Chapter

%nalysis and Interpretation Of *ata

're test

Bone on the 9; th March 9:1;, efore carrying out the 1 st cycle or activity using the flash

card, I carried out a pre 3test in the first day I entered the class. he test took about


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0

10

20

30

40

50

60

70

80

90

100

correctwrong

4ere is the result of the 0re3test that show the percentage of the correst and thewrong answers of the respondents in the test. It shows the


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0

2

4

6

8

10

12

14

16

18

CorrectWrong

*ia!nostic test results

Percentage

Correct Answer Wrong Answer

Percentage of Correct Answers and Wrong Answers


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Cycle 1

Bone on the 1 st April 9:1;, After identifying the students have problem in the use of the

simple present tense, I ran my 1 st cycle by using the flashcards as my teaching aid.

or the first


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%nalysis of students ,or sheet ans,er

' u p i l s

Q 1

Q 2

Q 3

Q 4

Q #

Q

Q

Q 5

Q 6

Q 1 $

7 % R 8

% D D N D D D D D N D 5

: N N D N D N D D D D 6

C D D D D D D D D D D1$

* D D D D D D D D N D6

; D D N N D D D N D D

) D D D D D D D D D D1$

" D D D D D D D D D D1$

< D D D D D D D D D D1$

I D D N D D D D N D D 5

= .D D D D D D D D D D1$


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Pu !l A

Pu !l "

Pu !l C

Pu !l #

Pu !l $

Pu !l %

Pu !l &

Pu !l '

Pu !l I

Pu !l (

0 1 2 3 4 5 6 7 8 9 10

C)**$C+ W*),&

Students or sheet


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C>C?; 2

Students or

*n the = th April 9:1;, In the beginning of the session I divided the students into

groups of . #tudents that I have selected as respondents are grouped into ; groups with 1

group only having 9 of the respondents.

An envelope filled with small flashcards was then distributed to all the groups. 0upils

form sentences using the small flashcards. eacher only observed the groups while they are

forming the sentences.

I gave the freedom for the pupils to form sentences using the flashcards and it was

motivating for them since they took it as a game but with the use of flashcards as their tool to

form the sentence. I took the liberty to check the pupils $that are the respondents for the

research& and took notes of their correct or wrong sentences and used it as data analysis.

After they finished forming the sentences, pupils read their sentences aloud. he pupils then

copy the sentences that they have formed into their e ercise book.

'ost(test

he last


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'ost( est Result

' u p i l s

2 1

Q 2

Q 3

Q 4

Q #

Q

Q

Q 5

Q 6

Q 1 $

Q 1 1

Q 1 2

Q 1 3

Q 1 4

Q 1 #

Q 1

Q 1

Q 1 5

Q 1 6

Q 2 $

7 % R 8 S

% D D D D D D D D N D D D D N D D D N D N

1

9

2$

: D D D D D N D D D D D D N D D D D D D D

15

9

2$

C D D D D D D D D D D D D D D D D D D N D

2$

9

2$

* D D D D D N D D D N D D D D D N D D D N

1

9

2$

; D D D D D D N D D D D N D D D N D N D D

1

9

2$

) D D D D D D D D D D D D D N D D D D N D

15

9

2$

" D D D D D D D D D N D D D D D D D D N D

15

9

2$

< D D D D D D N D D D D D D D D D N D D

1

9

2$

I D D D D D D D D D D D D D D D D D D D D

2$

9

2$

= D D D D D D D N D D D D D D D N D D D D

15

9

2$

'ost( est Result


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0

2

4

6

8

10

12

14

16

18

20

CorrectWrong

0

10

20

30

40

50

60

70

80

90

100

Correct

Wrong


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Percentage of the Correct and Wrong Answer

Corect Answer

Wrong Answer


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Chapter

)indin!s

ased on the data, I concluded that, he implementation of flash cards to improve students/

understanding on the #imple 0resent ense are7

a. he improvement of the learning tools for teaching improved by each cycle as the use of

the flashcards in every cycle performed was appropriate in order to make the pupils

interested in the learning of 0resent ense.

b. he use of the lashcards motivates the pupils to discuss in groups when they are

assigned to form sentences using the flashcards in cycle 9. his helps to get passive pupils

to involve themselves in interaction with their peer to obtain information and learn the rules

of the tense from them. he involvement of the pupils in the activities are crucial because it

shows that the pupils effort to understand te rules of the #imple 0resent ense. "eferring to

the peer observation form, the observer commented on the high interaction and participation

of the pupils in the activities done in their class holds their attention to the learning process.

c. he use of the flashcards to improve pupils/ understanding on teaching #imple 0resent

ense could be applied by using more methods and more creative activities such drilling,

playing games using the flashcards, guessing games of the base words and more. he

understanding of the teacher on the method used and focus of the language that was used

in the session with the pupils to achieve the goal or ob-ective of the lesson.

d. he use of the flashcards gives a good idea of the sentence structure of the simple

present tense. he pupils were able to form a mind image of the rule. Even when the flash

cards are -umbled up, the pupils were able to form sentences. the teacher doesn/t have to

e plain the rules everytime and this makes the teacher as an observer rather than a walking

rule book. his was supported by the comment in the peer observation form.

"eferring to the data from the pre3test and observation of the pupils/ understanding of

the #imple 0resent ense before the use of lashcards which have been done inn the

previous chapter, showed that the percentage of wrong answer was G percent and ;


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After the 1 st cycle was done, the results of the post tests shows that the pupils

improved their understanding of the simple present tense. his can be seen in the increase

of coorect answer from ;


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here are thousands of site that supplies flashcards to help teachers teaching the English

(anguage.

enses are important sub-ect to be learnt. ut, most of students have difficulties in

learning tenses because there are some tenses in English and there are no tenses in the

ahasa Melayu. herefore, eachers need to intensify the use of flashcards in learning the

English grammar and should develop pupils/ knowledge by giving grammar activities using

interesting media such as flashcard because flashcard can attract the students/ interest and

motivation in learning process. And most of all it is easy to obtain and manage since the IC

can help by flashing the words on powerpoint slides.

#tudents in #% Merotai %ecil have the motivation in learning, but there were limited

facilities such as limited library collection and there was no language laboratory. he #chool

management should prepare and design the material based on the students need and their

competence. #chool also had to provide interesting learning environment to the students

such as providing language laboratory and teaching media such as 0ro-ectors.


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"eferences

1. Bouglas rown, eaching by 0rinciples an Interactive Approach to (anguage

0edagogy, $Qew Rork' #an rasisco #tate Pniversity& 0.


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#tudents )ork


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%ppendi@

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AR Report Finale 4