SLIDES VIVA TESL
-
Upload
nur-khairul-basyariah -
Category
Documents
-
view
247 -
download
7
description
Transcript of SLIDES VIVA TESL
Station Game: A Technique to Enhance Year 4 Pupils’ Motivation in Reading
Lesson
INSTITUT PENDIDIKAN GURU KAMPUS TUANKU BAINUN, MENGKUANG, 14000 BUKIT MERTAJAM,
PULAU PINANG.
NAME : MUHAMAD AIMAN BIN NORDINSUPERVISOR : MR AHMAD KAMAL B AND GHANIPROGRAMME : 8 PISMP TESL (3) / LGA / SN
1.0 INTRODUCTION
Background of the Study
pupils score decreases because of the pupils’ motivation in the reading class
getting low and low.
KSSR aims at making learning to be gained through a variety of experiences, such as group learning depending on the skills,
interests and ability of the differentiated group of students.
Station Game activities is one of the cooperative learning strategies
According to Ahmad (1998), pupils motivation were incorporated into the teaching and learning activities, both
classroom and co-curricular.
Reading comprehension involves the readers to understand, interpret and
critique what they read (Nation, 2005)goals of the National Philosophy of
Education (NPE) which seeks to optimize intellectual, emotional and spiritual
potential of all pupils.
Reflection of Past Teaching
Experiences (sem 5 & 6)
Behavior
• looked tired • not motivated to learn
English • did not bring their books to
school• they started to disturb their
friends when set some tasks
Language skills
• having problems in reading class
• they will take it lightly in completing tasks on reading comprehension
Problems
• not able to comprehend the material they read
• not able to answer in the time given
• student’s written responses on comprehension worksheets
not able to comprehend the material they read yet not able to answer
in the time given
spent more time teaching pupils on how
to complete the worksheet and finding the answer from text
students struggled to understand the text
that they have read and student’s written
responses on comprehension
worksheets
pupils show some of the negative signs and misbehave in the class
pupils looked tired and were not motivated to
learn English during the reading class
they started to disturb their friends and satisfy their utter boredom and
lastly they could not complete the task on
time.
2.0 Focus of Investigation
Statement of problems
(Semester 7)
RESEARCH FOCUS
to enhance Year 4 pupils’ motivation in reading lesson
Using Station Game to enhance pupils’ motivation in reading
lesson
- Developed by Hyerle (1993)
Review of Related ResearchTheoretical Framework • Spencer Kagan of Cooperative Learning
Research 1 - Syafini Bt Ismail (2002) • participants in the research - students performed better and proved that the incorporation of cooperative learning had culminated positive outcomes in enhancing the student’ writing performance.
Research 2 - Aaron Mcvay (1998) • participants in the research - games is the ability to sustain engagement and motivation across time, particularly with more challenging learning tasks.
Deesri (2002) • "learning through station games could encourage the operation of certain psychological and intellectual factors which could facilitate communication heightened self-esteem, motivation and spontaneity, reinforcing learning, and building confidence (pg. 26)."
Wyk (2012) • enhancing students' positive attitudes and motivate them to learn English in the reading lesson as well as it can reduce or even eliminate student anxiety.
3.0 Research Objectives & Research Questions
• This research aims to: examine how ‘Station Game’ technique can enhance
Year 4 pupils’ motivation in reading lesson.
• The following research question is proposed:
Can ‘Station Game’ technique enhance Year 4 pupils’ motivation in reading lesson?
How does ‘Station Game’ technique enhance Year 4 pupils’ motivation in reading lesson?
4.0 RESEARCH PARTICIPANTSSchool (Type)
• National type• Grade B
Location • Rural (Human Resource Management Information System, 2015)• Penanti District
Type of Sampling
• Purposive
Participants • Year 4
Enrolment • 30 pupils
English language
proficiency level
• Mixed – advance, upper and lower intermediate
• Average verse with the latest general knowledge
Socio-economic
status
• Middle & low income familyA B C D
0
5
10
15
20
25
30
5
17
35
Pupils' Grades in March Test
Grades
Nu
mb
er o
f p
up
ils
• Kemmis and McTaggart (1988) • Adapted version for this study
- plan to use Station Game in the production
stage.
- applied Station Game in the production stage.
- collect data on the responses about the use
Station Game.
- analyse the data about the use of Station Game.
- improvement for further research
5.0 IMPLEMENTATION OF ACTION
Stages
Intervention 1
Unit 3: Yesterday & Today
Intervention 2
Unit 4: Be Safe
Intervention 3
Unit 6: Care For The Sea
Pre-Reading
Reading aloud
-vocabulary drills
Reading aloud
-vocabulary drills
Reading aloud
-vocabulary drills
While-Reading
Practice using Language Game
(snake & ladder game)
Practice using Language Game
(tic tac toe game)
Practice using Language Game
(bingo game)
Post-Reading
Using Station Game activity in groups
Instruments:
1. Pre Interview2. Observation Using
Checklist3. Pre-Questionnaires
Using Station Game activity in groups
Instruments:
1. Observation Using Checklist
2. Questionnaires
Using Station Game activity in groups
Instruments:
1. Pre Interview2. Observation Using
Checklist3. Post-Questionnaires
How to implement during the production stage
*adapted from Idol, 1987 (as cited in Weis, 2011).
Step 1 : pupils read the text
Step 2 : sentences of cause and effect are taken from text and pupils read it
Step 3 : pupils categorize the sentences into cause or effect
Step 4 : pupils relate the cause and effect in multi-flow map
Step 5 : pupils use the multi-flow map to guide them when answering the comprehension questions
Station Games Setup
Station 1Underline the correct
words.
Station 2Fill in the
blanks with the correct answer.
Station 3Match the
words.
Station 5Find the clue
Station 4Crossword
puzzle
Station 6Write true or
false statement
RESEARCH QUESTION DATA GATHERING METHODS RATIONALE
Can ‘Station Game’ technique improve the
pupils’ motivation in reading class?
Quantitative method
Pre and Post Survey-James (1997)
• degree of variation resulting before and after the implementation of actions (James, 1997)
• to get the feedback of the intervention done in improving the pupils’ motivation in English reading lesson.
How does ‘Station Game’ technique
improve the pupils’ motivation in reading
class?
Qualitative method
Pre and Post Interview-Bernard (1998)
• get in-depth information about the pupils’ perception and experience when using station game in reading lesson.
• semi-structured interview provided a clear set of instructions for interviewers and can provide reliable and comparable qualitative data.
Observation Checklists-Lowe & Michelle (2007)
• as ‘a way to of ‘seeing’ familiar and routine events in a new way’.
• looking critically at the familiar and asking questions about what you see.
6.0 Data Collection
7.0 Data Analysis
Triangulation of results
Pre & Post Survey
Pre & Post Interview
Observations
• 30 pupils- (mix level of proficiency)
• surveys of the pupils’ attitude towards English reading lesson and station game.
Aspects:• The five different achievers’ (two advanced, one
intermediate and two low) progress during the lessons.
• Analysis of the participation of the pupils and their motivation level when station game was used
• Pre (identify the problems faced by pupils)
• Post (pupils’ perception on the use of the Station Game)
Triangulate
Pre-Interview transcriptions (original text)
Theme Research Participants (RP)
Interview Text(translated from the original version)
Cannot learn English well
RP 3 I cannot learn English well.
RP 5 English class boring and not best, sometimes blur
RP 19 Kadang-kadang saya xfaham apabila belajar Inggeris.
(Sometimes I do not understand when learning English)
Feelings toward the worksheets
RP 5 I hurt (hate) the workshirt, workshot (worksheet).
RP 19 I don’t like the worksheet.
RP 25 Saya tak suka soalan-soalan yang cikgu bagi. Payah. (I do
not like the worksheets given by the teacher. Hard)
Interests RP 5 I love to have the game.
RP 25 Saya sukakan permainan dalam kelas. (I love game in the
class)
Post-Interview transcriptions (original text)
Questions ThemesResearch Participants (RP) Interview Text
(translated from the original version)
What do you feel about English class?
Tough and ConfuseRP 3 Saya tak faham dan blur. I do not understand and
confused)
UnderstandRP 5 Saya suka kerana saya faham. (I like because I
understand)
By using station game RP 19 Menarik sebab sir guna station game. (Interesting
because sir used station game)
FunRP 7 Saya suka sebab menarik. (I like because it is
interesting)
RP 25 Saya suka sebab best dan kelakar. (I like because it
is best and fun)
Do you feel motivated to learn English?
Motivation RP 3Rasa best. (Feel best)
RP 5 Yes, sebab saya boleh belajar English dengan baik.
(Yes because I can learn English well)
RP 7 Saya
RP 19 Rasa nak belajar lagi dengan sir Aiman. (Feel
wants to study more with sir Aiman)
RP 25 Ye. (Yes)
Do you like Station Game in reading class?
Interesting RP 3 Game yang sir Aiman buat best. (Game that Sir
Aiman did was best)
Can compete with friends RP 5 Yes, sebab sir Aiman buat banyak aktiviti dan
permainan dalam Station Game..ermmm..dan saya
nak bertanding dengan group lain. (Yes because sir
Aiman did a lot of activities and games in the
Station Game. I can also compete with other
groups)
Not sleepy RP 19 Station Game buatkan saya rasa tak ngantok.
(Station Game does not make me feels sleepy)
Fun RP 25 Sangat menarik dan kelakar. (Very interesting and
fun)
Observation (Checklists)
P 1 P 2 P 3 P 4 P50
1
2
3
4
5
6
7
5 low achievers' scores in 3 lessons
Lesson 1
Lesson 2
Lesson 3
Pupils
Sco
res
Analysis of pupils’ scores between reading comprehensions and Multi-flow Map.
Pupils’ Work Aspect Number of PupilsLesson 1 Lesson 2 Lesson 3
Multi-flow Map Match all the cause & effect correctly
12 15 16
Reading Comprehension
Answer all the questions correctly
12 15 16
Instructional strategies
Group work
Pair work Individual work
Multi-flow Map provided sample answers for the pupils to
answer the cause and effect reading comprehension
questions
guided the pupils to analyse the relationship between the cause
and effect critically
Theme Pupils’ responses
No problem No, I don’t have any problems because I can answer all the questions.
Do not understand the questions & feel confuse
Confused of the questions
Confuse do not know answer
No understand the questions
Very confused to answer the questions
The questions are hard
Because very hard to answer
Because it is little hard
Question number 3 is difficult
The questions are very difficult
It’s very hard
The questions are hard & confusing
Very confused because its very hard and I no time to check
Because I did not know the answer and number 3 was very confusing
I am confused the questions and it was very hard
I cannot answer all because confuse and hard (2)
Pre-Survey
Question Theme Number of pupils who responded
Coding
Are there any
problems that you face when
answering the reading
comprehension?
Yes 5(20.8%)
(the low achievers in post-test)
Because I don’t understand the
question (3)Questions 3 and 5are
hard (2)
No 19(79.2)
Theme Number of pupils who responded
Coding
MFM makes me feel less
difficult to answer RC
5
(20.8%)
Because I feel less difficult to answer the questions (3)
I will less difficult to answer the
questions (2)
Post-Survey
5 low achievers’ responses
Theme Number of pupils who responded
Coding
MFM provided answers
4
(16.7%)
Because from Multi-flow Map we can get answer to do reading comprehension questions
Because I can get the answer very fast and the answers will be in cause
and effect which I find it more easier
Because it has answer
The map will give me answer
I felt confident to answers RC
because of MFM
3
(12.5%)
Because I feel confident (2)
Because I feel confident with Multi-flow Map
MFM helped to answer RC easily
7
(29.2%)
Easy to answer (2)
Because when we use Multi-flow Map we can answer the reading comprehension easily (2)
Because it’s a easy way to answer the comprehension question (2)
Yes. Because I can answer easily
MFM gives answer and confident to answer RC
5
(20.8%)
It has answer and I feel confident to answer (2)
The map has answer and I can answer confidently
Has answer and confident to answer (2)
MFM makes me felt less difficult
to answer RC
5
(20.8%)
Because I feel less difficult to answer the questions (3)
I will less difficult to answer the questions (2)
• Analysis of pre & post-survey and observation checklists all show an improvement. And, in the semi-structured pre & post-interview, pupils said the reading class became lively and enjoyable if not for the station games.
• Thus, findings indicate that station games can enhance pupils’ motivation in reading lesson.
Interview question 6, “Do you like Station Game in reading class? Why?”. The pupils replied, “Ya”. “Station Game buatkan saya rasa tak ngantok dan bosan. (RP 19).
Discussion of findings in relation to Research Question 1 (RQ 1): Can station games enhance Year 4 pupils’ motivation in reading lesson?
The results obtained by the low scorers (P3 and P20) in their pre – test also showed improvement
after implementing the recommended action.
the pupils who scored zero mark during Week 1 (P3, P7, P19, P20 and P27) also improved. Most of
them get full marks (5 marks) during Week 3, the final week.
The mean score of the class also improved from Week 1 (1.8), to Week 2 (3.6) and finally Week 3
(5.3).
“through games, children can not only learn new knowledge
quickly and happily, but also consolidate what they have
learned”, (Deesri, 2002)
Discussion of finding in relation to Research Question 2 (RQ 2): How can station games help Year 4 pupils to enhance their motivation in reading lesson?
• Analysis of semi-structured interviews found that station games can help pupils to improve their learning of collective nouns in the following ways:
i. Station games promotes cooperation among pupils
ii. Station games motivated the research participants in answering the questions in each Station activity
iii. Station games enhance confidence in learning
iv. Station games promotes positive competition among pupils and a good spirits of winning in the station game
Discussion of Findings to Address Research Question 2
• Map acted as a tool • to guide the pupils to
analyse the relationship between cause and effect critically
• provided sample answers for them to answer the reading comprehension questions.
• Compare to the theoretical framework , Long & Carlson (2011)
• positive responses for the pupils vouched that Multi-flow Map was a useful tool to answer the cause and effect reading comprehension questions
• motivational tool that improved the pupils’ focus on organising the correct relationship between the cause and effect
• increased their understanding on the questions
• Compare to Edward (2011)
Limitations and Suggestions for Further Research
Limitations
• Time constraint
• Generalization of the action
• Limited response given by the respondents
Suggestions for further research
• more detailed research which can deeply study the
effectiveness of using Station Game
• more challenging and effective ways of using the Station Game
in any lesson • increase the number of respondents for the pre and
post-interview
References• Ahmad, R. H. (1998). Educational development and reformation in Malaysia: Past, present and
future. Journal of Educational Administration, 36(5), 462-475. http://dx.doi.org/10.1108/09578239810238456
• Bernard HR, editor. Person-centered interviewing and observation. Walnut Creek, CA: AltaMira Press; 1998.
• Clough, P. & Nutbrown, C. (2007) A student's guide to methodology : Justifying enquiry, (2nd edn) London, SAGE Publications
• Deesri, A. (2002). Games in the ESL and EFL class. The Internet TESL journal, 8(9)• Kemmis, Stephen and Robin McTaggart (eds.), 1988. The action research planner. Victoria, Australia: Deakin University
Press.• McLeod, S. A. (2008). Qualitative and Quantitative. Retrieved from www.simplypsychology.org
/qualitative-quantitative.html• McNiff, J. and Whitehead, J. (2005) Action Research for Teachers. London: David Fulton.• Mueller, C. (2006). Using cooperative learning at the elementary level. In D.D. Holt (Ed.),
Cooperative Learning: a response to linguistic and cultural diversity (pp. 67-69). McHenry, IL: Center for Applied Linguistics and Delta Systems, Inc
• Nguyen and Khuat, Learning Vocabulary through Games. Asian EFL Journal. December 2003. Retrieved from http:/www.asian-efl-journsl.com/dec-03-sub.Vn.php.
• Roksa, J., & Potter, D. (2011). Parenting and Academic Achievement: Intergenerational Transmission of Educational Advantage. Sociology of Education, Vol 84 No 4 , pp. 299–321.
• Richards, J.C., Platt, J. & Platt, H. (1992). Longman dictionary of language teaching & applied linguistics. Beijing: Foreign Language Teaching and Research Press.
• Syafini Ismail, (2002). The Effects of Cooperative Learning in Enhancing Writing Performance. Bangi: Universiti Kebangsaan Malaysia
• Zulhilmi Zainal. (2005). “Reading is a habit we hold dear”. New Straits Times. 14th Jan.2005. NST Press.