Beruflich Dokumente
Kultur Dokumente
0 INTRODUCTION
1.0.1 Background
1
primary school onwards. He said that English is important should a person
begin working in cities such as Kuala Lumpur and Ipoh as many employers
are looking for people with English proficiency.
However it is not easy to master speaking skill since there are many
problems in learning speaking skill: (1) the family students experience in
their families have a profound influence on their attitudes to learning, (2)
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education previous learning experience of all kinds affect students behavior,
(3) self-esteem a students self-esteem is vitally important if effective
learning is to take place, (4) boredom when the chosen topic or activity is
inappropriate, students sometimes show their lack of interest, (5) mother
tongue influences teachers themselves frequently use the students
language and use of translation (J.Harmer, 2001, p.146).
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career started in 1996 in SK Wellesley boys school, Penang as an untrained
teacher or so called temporary teacher for almost 1 year. Even though I was a
temporary teacher but I never fail to do my job as equal as to a trained
teacher. I was teaching primary 4 then and what I encountered from the pupils
here is that they were able to speak English pretty well and response to me in
English when questions being asked. This is because these pupils come from
a well-educated family with English speaking background. Besides, these
pupils went to kindergartens, which emphasizes more on English. In fact, I
was amazed to see most of the teachers no matter what subject they are
teaching, speaks English with the pupils and colleagues. Thus, speaking was
not a problem in the school I was teaching for the first time.
4
When I started teaching in SK Semenyih in year 2004, I encountered the
same problem as in SK Kampung Bharu where pupils hardly utter in English.
90 percent of the pupils in this school are Malays, 8 percent are Indians and 2
percent are other races. Most of the Indian pupils were able to speak in
English is because first, they were sent to English medium pre-school namely
The Smart Readers, Apple king, The Strawberries and others where these
pre-schools emphasizes more on English language. Meanwhile, when I
interviewed some of the Malay pupils during my mentor-mentee session, I
found out that most of the pupils went to Tadika Kemas, Tadika AN Nur and a
few other kindergartens, which dont give importance to English. Even though
there arent any official statistics available, it is known that there are sizeable
numbers of English private kindergartens in Malaysia, particularly in urban
areas. For non-English medium privately - owned kindergartens, English is
always taught as one of the subjects apart from their mother tongue. Sham'ah
Md-Yunus, (2013) in her research has made comparison between the public
pre-schools and the private preschools stated that Malay Language has been
used as Language of instruction in the public preschools classrooms while in
the private preschools English, Mandarin, and Tamil has been used as
Language of instruction. Secondly, they come from an English speaking family
background and thirdly, they watch more on English TV programmes. These
were the reasons why the non-Malay pupils were able to speak good English
then the Malay pupils. They also dont speak in English at home or with their
neighborhood as for them English is a Foreign Language that might influence
their culture.
In order to overcome the problem, I used translation method with the low
proficiency level pupils and speak in English with the good pupils. This is
because the pupils looked blank when explaining the terms or grammar rules
5
in English. My teaching would be very dull and unresponsive if the pupils
could not interpret what I was teaching. And of course it was vey difficult to
motivate them to participate in class. Therefore, I need to do something that
can improve the English achievement among pupils in my school.
6
Hence, this is absolutely contrary with the aim of teaching and learning
of English as outlined in our current KSSR English curriculum. The English
Language Curriculum for Primary School aims to equip pupils with basic
language skills to enable them to communicate effectively in a variety of
contexts thats appropriate to the pupils level development. Hence, it is a
cogent evidence that KSSR not only focuses on language proficiency but also
acquisition of communicative skill among pupils. It intends to produce pupils
who are able to communicate with peers and adults confidently and
appropriately in formal and informal situations.
7
class although their writing skill is considerably good or when the teacher asks
them questions, it is a bit tough for them to express their ideas when I
observed the students in teaching and learning process. Besides, one of the
factors that cause the condition was the lack of motivation in communicative
skill. Krashen (2002) contends that learners with high motivation, self-
confidence, a good self- image, and a low level of anxiety are well equipped
for success in second language acquisition.
As stated by Dr Mohd Sofi Ali, (2003 E-Journal) English was not widely
used at home, or outside the school compound. One, as the teachers
claimed, the parents could not understand the language. It is so much true
that once when pupils are out of the classroom, they almost never use English
anymore. This is what has been happening not only in my school but
enormously in most of the schools in Malaysia nowadays. In daily life, pupils
prefer to use their mother tongue or the national language than English
because they find at ease mingling with people around them using these
languages. They feel their mother tongue or the national language is easy to
understand and fast to deliver unlike English language.
Brown (2000, p.160) states that "it is easy in second language learning
to claim that a learner will be successful with the proper motivation". With
similar views, Gardner (2006, p. 241) reports that students with higher levels
of motivation will do better than students with lower levels. He further adds
that if one is motivated, s/he has reasons (motives) for engaging in the
8
relevant activities, expends effort, persists in the activities, attends to the
tasks, shows desire to achieve the goal, enjoys the activities, etc., (Gardner,
2006, p. 243)".
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attention and instruction. In order to provide effective attention, it is
necessary for a teacher of EFL to carefully examine the factors,
condition and components that underlie speaking effectiveness.
10
motivation to speak because they feel fear if they speak, their grammar will be
false. Therefore, pronunciation is also an obstacle to students to be confident
to speak English. Pronunciation of English differs from pronunciation of any
other languages. Getting wrong in pronouncing a word can change the
meaning of word itself. This statement had clearly showed that teachers need
to help pupils develop their self-confidence before speaking in the real
situation as this will help them to acquire the targeted Language without any
fear.
11
engage meaningfully in local and international trade and commerce. At the
same time, it also provides an additional access to academic, professional
and recreational materials." (KPM, 1998b, p.2, as cited in Dr Mohd Sofi b Ali,
2003). Based on the above statement, it is so clear how crucial
communication skill is to a person for employment purposes in local and
international trade and commerce. To further support this statement through
The Star Online, 2012 stated that Graduates emerging from the national
education system are failing to meet the expectations of prospective
employers due to a lack of critical thinking skills and poor communication.
Besides, Gurvinder Kaur Gurcharan Singh and Sharan Kaur Garib Singh
(2008), in their E-Journal stated that The Multimedia Development
Corporation Malaysia conducted a survey among Multimedia Super Corridor
(MSC) status companies and found that respondents perceived Malaysian
ICT graduates to be average. The graduates were generally good team
players and had good learning ability, however, their major weakness was
their communication skills. This shows that most companies in Malaysia are
dealing with the same employment problem that is the poor communication
skill among the job recruits. In my opinion, this situation occurs because of
their poor root education in English Language particularly in speaking skill. As
mentioned earlier, if teachers extra focus towards the speaking skill, such
problem could be solved from the beginning.
As per MOEs aim is To equip pupils with the basic skills and
knowledge of the English language so as to enable them to communicate,
both orally and in writing, in and out of the school. (KPM, 1995, p.1). But to
my opinion, I feel the standard of English Language especially in
communication skill in Malaysia is sinking alarmingly. For example, how many
schools or pupils speak 100% in English during the teaching and learning
process or outside the school. Probably there are some but the amount of
them are only hands full. As quoted in a newspaper article (New Straits
Times, 2005) as cited in Gurvinder Kaur Gurcharan Singh and Sharan Kaur
Garib Singh (2008), the Human Resources Minister of Malaysia, Datuk Wira
Dr Fong Chan Onn highlighted the fact that 30,000 Malaysian graduates had
only managed to get casual and temporary work such as being cashiers and
12
restaurant workers because of their poor English proficiency. Besides, the
Malaysian Employers Federation secretary Datuk Shamsudin Bardan said
that a survey a few years ago among its members found that 60% of them
identified low English proficiency as the main problem with young recruits.
While a similar survey in September last year by online recruitment agency
JobStreet.com found that 55% of senior managers and companies who took
part said that poor command of the English language was the main reason for
unemployment among undergraduates. School graduates might have SPM
(Sijil Pelajaran Malaysia) English grades of A and B but could not even hold a
conversation in English, Shamsudin said (Sheridan Mahavera, 2014). After
reading and analyzing the problems faced by the Malaysian recruitment
agencies, I felt as a teacher its my responsibility to overcome the problem
from the root itself. So, I have decided to focus on speaking skill to improve
pupils who are reluctant to speak in the classroom.
13
transport and many more. Nevertheless, at times the school does not have
access to current water or electricity due to poor cable connection in one of
the school building, which is vital for the functioning of the school. Another
concerning aspect is that some of them do not have exposure to English
language and even some have literacy difficulties even in their mother tongue.
14
make them respond to the questions, yet they would give a blank stare at
me. Besides observation, I also studied their oral test (SBOA) result
conducted consecutively starting from the month of February to June 2014 at
school level. I myself tested the pupils on their oral test and what I could
conclude about these four pupils from the test conducted was, they had a
tough time speaking in English because they were reluctant to speak in the
classroom in the first place. Hence, I would like to have these four pupils as
my research participants to see the effectiveness of Language board game in
motivating and captivating these passive learners to speak.
Table 1
Pupils Background
Level
1. A F C Melayu
2. B M D Melayu
3. C F C Melayu
4. D M D Melayu
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senior High school using the comic strip approach that the students are
challenged to practice speaking. It is so interesting in teaching and learning
process especially in speaking activity. The comic strip approach is a method,
which he applied for teaching speaking by applying the students
understanding after reading some materials or books. He also added that the
comic strips approach is innovative teaching speaking English technique that
focus on the students activities. Comic strip approach provides the interesting
and challenging for the students with the four language skills: reading, writing,
speaking and listening. It enables to motivate students become more active in
teaching and learning process. A study by David Bagus Setyo (2011), was
conducted to determine the effectiveness of using comic strips to improve the
speaking skill among the 8th grades of SMP Negeri 10 Malang pupils. The
result of his study indicated that the number of students involved actively in
the teaching and learning process has increased gradually.
16
Role-play activities provide opportunities for pupils exercise communication in
authentic ways and situations. As a result, pupils gain more confidence when
presented with similar scenarios when they are outside of the class (Maxwell,
1997). Johnson, Sutton and Harris (2001) as cited in Joseph Luca and
Deanna Heal (2006), stated that students perceive role-playing as one of the
most important techniques for learning communication skills, after discussion.
Role-playing scores the highest for the most enjoyable learning environment
and since learning is improved if a student is motivated and engaged this is
important to their learning outcomes.
17
Among the three possible interventions elaborated, I choose to use the
board game to promote pupils speaking ability. According to Chen (2000 as
cited in Dwi Nurul Fajariyah, 2009), games make the learners more willing to
ask questions and think creatively about how to use English to achieve the
goal. They are thus a natural self-expression for both the young and old. They
have the advantage of attention in focusing, providing a self-motivating
environment for the students with their active participation.
Games are welcome break from the usual routine of the language class, they
are motivating and challenging, games provide language practice in the
various skills speaking, writing, listening and reading... They create a
meaningful context for the language use. (1995: 35)
The rational of using board game is that games offer students a fun
and relaxing learning atmosphere. When students join in games, anxiety is
reduced and speech fluency is generated, so communicative competence is
achieved. Besides, games activities are an excellent way of motivating
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learners to speak. Games introduces of competition into language-building
activities. In other words games create a meaningful context for language use.
The competitive atmosphere also makes learners concentrate and think
intensively during the learning process.
Apart from that, using board game to promote speaking ability not only
motivates pupils but through this game pupils are expected to get better
learning by which they will be able to improve their ability to implement correct
grammar, vocabulary and pronounce English words correctly. They are
expected to have better speaking fluency and have great willingness
answering teacher question orally and they will have chance to practice
English without stressing and they like English and learn it with enjoyment.
Based on these rationales, I think that the use of Language Board Game in
promoting pupils speaking ability will be a good strategy to be implemented in
the classroom. (Refer Appendix ___ on the Language Board game)
To affirm the validity of the research result, I collect data that are
obtained from several ways such as observation, interview and tests. I
consider that observation is a good method to explore and examine what
19
happens in the real situation and at the same time collect all the needed data
for the research.
6.0.1. Interview
One of the data collection methods that I will be using to evaluate the
effectiveness of Language board game in encouraging passive learners to
speak is through interview. According to Longman English Dictionary interview
means a formal meeting at which someone is asked questions in order to find
out whether they are suitable for a job, course of study etc. The aims of the
interview are to find out the data about the pupils thought, feelings,
responses, difficulties and expectation towards the use of guessing game in
teaching speaking. The purpose of in-depth interviewing is not to test
hypotheses, and not to evaluate as the term is normally used. At the root of
in-depth interviewing is an interest in understanding the lived experience of
other people and the meaning they make of that experience (Irving Seidman,
2013, p.9). Besides that, Irving Seidman (2013,p.13) also stated that
interviewing is a powerful way to gain insight into educational and other
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important social issues through understanding the experience of the
individuals whose lives reflect those issues. As a method of inquiry,
interviewing is most consistent with peoples ability to make meaning through
language.
6.0.2. Observation
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be done in the most natural way possible and without influence of the
researcher or other factors.
Observation can be either overt where everyone knows that they are
being observed or covert in which people do not know. Thus, I will use the
covert observation because people are more likely to response or behave
naturally when they do not know they are being observed. To support the
statement above, Kathleen and Billie, (2011, chapter 1, p.2) stated that the
method of participants observation is a way to collect data in naturalistic
settings by ethnographers who observe and/or take part in the common and
uncommon activities of the people being studied. My objective here is to see
my respondents natural responses towards both traditional picture based
speaking activity and also towards my intervening action that is Language
board game. It is crucial to me to collect all the information, details and
evidences pertaining to the progress of my respondents in the speaking skill
before and after my intervening action being carried out in order to determine
the success of my research.
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6.0.3. Test
Test is considered as the best tool to know how well pupils achieve the
materials they have been learning. The objective of the test itself within the
teaching and learning is to provide feedback. The test is conducted twice and
is in the form of oral test. The purpose of giving the tests is to check the
pupils achievement as a progress indicator towards educational objectives
set for the pupils. This is the reason why the role of pre and post test are
important to this research because it will determine whether the use of
Language board game is effective to improve pupils speaking skill. The
content of the tests will measure pupils proficiency in speaking skill including
pronunciation, grammar, vocabulary, fluency and comprehension. For both the
pre-test and post-test, I will be using the same respondents achievement
record form to record their grades (Appendix 5). Some criteria will be used to
categorize pupils achievement through these tests. The pre test is a test that
is executed in the classroom before implementing the action research in order
to diagnose pupils competency level in speaking skill. In pre test, the
experimental group will be asked to perform dialogue of expressing likes and
dislikes entitled My Favourites. They will be asked to work in pairs and each
pair will be given 2 minutes to talk about the topic. Second is a post-test, a
test that will be executed to evaluate pupils achievement and to know pupils
progress after implementing the snake and ladder board game in teaching
English especially speaking skill within the classroom action research. In the
post-test, they also will be asked to perform dialogue of expressing likes and
dislikes entitled, My favourites within 2 minutes and the pupils work in pairs.
For both the pre-test and post- test, I will provide my respondents with cue
card pertaining to the topic in order to guide them for the speaking test
(Appendix 7).
a. Pre -Test
Pre-test will be given in the first meeting before the teaching and
learning process. This pre-test activity is one type of classroom speaking
performance that belongs to the monolog categories. Monolog or extensive
oral production tasks include speeches, oral presentations and storytelling,
23
during which the opportunity for oral interaction from listeners is either highly
limited (perhaps to nonverbal responses) or ruled out altogether (Brown,
2001, p.274 in Pearson, 2004,p.2 as cited in Nita Herliani, (2013). This pre-
test aims to know how the pupils speaking ability. During the pre-test activity I
will observe their pronunciation, grammar, vocabulary, fluency and
comprehension based on the rubric scoring in (Appendix 1) and grade them
accordingly. The pre-test will be conducted within 10 minutes.
b. Post-test
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1. The interview data which been recorded using a tape recorder will
be transcribed into a written text, in order to complete the interview
data which has been obtained from the short notes.
2. Comparing the data of the interview between the traditional method
of teaching and the Language board game that relate to the pupils
improvement in speaking skill and their responses towards the use
of language board game in teaching.
3. Interpreting the data collected from the interview and relates the
data to the research question.
The data that will be collected from observation will be analyzed to find
out the improvement of the pupils in terms of speaking ability through
Language board game. The pupils improvement will be directly investigated
through their attitudes and their comments toward the learning process. I will
use a checklist from based on the scoring rubrics (Appendix 1) to collect data
on the pupils ability to speak during the traditional method teaching and also
during the Language board game activity. After completing both the
observation, I would tabulate the data obtained to make comparison and
analyze the data and relate to the main focus of the observation, which is the
teaching activity. The central theme is the pupils responses towards: the
benefits and the activity during the Language board game. Then, I will
interpret the data to address the research question and aims on pupils
responses towards the teaching process.
The following table shows a sample of checklist form built with fictitious data
based on the scoring rubrics (Appendix 1) for the Traditional Method activity
using pictures.
25
Table 1
SPEAKING CRITERIA
PUPILS
Pronunciation Grammar Vocabulary Fluency Comprehension
A 2 2 2 2 2
B 3 2 3 2 2
C 2 2 3 2 3
D 3 2 2 2 3
The following table shows a sample of checklist form built with fictitious data
based on the scoring rubrics (Appendix 1) for the Language Board Game
activity.
Table 2
SPEAKING CRITERIA
PUPILS
Pronunciation Grammar Vocabulary Fluency Comprehension
A 3 3 3 3 3
26
B 4 3 4 3 4
C 3 3 4 3 4
D 4 3 3 3 4
Based on the above table, I will draw a graph showing the comparison of data
activity according to the pupils performance level from the speaking criteria.
(figure 1)
FIGURE 1
27
g
10
12
13
14
Scorin15
16
17
18
1
2
3
4
5
6
7
8
9
11
Traditional Method
Pupil A
Language Board Game
Traditional Method
Pupil B
28
Traditional Method
Pupil C
Traditional Method
Pupil D
The
chart
shows
column
gradual
stacked
n
Fluency
Grammar
Vocabulary
Pronunciation
Comprehensio
improvement in pupils performance level (speaking ability) from the traditional
method to Language Board Game based on the speaking criteria. Therefore, I
would conclude that the Language Board Game is an effective method in
motivating passive Year 6 pupils to speak and enable them to be active in the
teaching and learning process. However, if the chart shows no difference
between the Traditional Method and Language Board Game, then it reflects
that the Language Board Game wasnt effective in improving the passive
pupils speaking ability during the lesson.
Firstly, I will collect the data for both the pre-test and post-test
separately in a score sheet that I designed based on the speaking criteria.
The grading system for the pre-test and post-test is according to the scoring
rubrics in Appendix 1 (refer Table 3 and 4 below). Then, I will calculate the
overall scoring in percentage for the pre-test and post-test for the speaking
activity. Once I have recorded the overall scoring for each pupil, I will make a
comparison of the respondents marks for both the test using a data collection
29
form (Appendix 6). The result of the tests to be carried out will be tabulated in
a table (refer Table 5 below).
The following table shows a sample of mock data for the pre-test of each
respondent as per speaking criteria conducted before the intervening action.
Table 3
Speaking Respondents
criteria A B C D
The following table shows a sample of mock data for the post-test of each
respondent as per speaking criteria conducted after the intervening action.
Table 4
30
Sample of mock data for the post-test.
Speaking Respondents
criteria A B C D
The following table shows a sample of mock data comparing the differences
between the means for each respondent.
Table 5
Sample of mock data comparing the differences between the means for
each respondent.
31
Pre-test Post-test the mean
Based on the Table 5, the mean of the pre-test is 58.75% which shows
that it is only an average scoring of the pupils for the test. I would conclude
that the respondents were unable to speak proficiently because of lack of
practice in speaking. However, the post-test indicates the higher mean that is
85%. This is because pupils did lots of practice in speaking using the
Language board game before the post-test. This result shows that the use of
Language Board Game in encouraging the passive pupils to speak during the
teaching and learning process is more effective than the traditional method.
8.0.1 Schedule
32
research paper can be a daunting task. Understanding the task, knowing how
to do the research, keeping track of and using your research, and then writing
the paper can be overwhelming if you arent organized. Therefore, knowing
the need of a working schedule, I designed a detailed schedule based on my
Action Research Plan as shown in the Table 6 below.
Table 6
Select topic and instruments for my study. 28th June 2014 28th
Discuss with my supervisor about topic and instruments September 2014
of the study.
Prepare the first draft of proposal.
Final draft compilation process.
Record the results and findings for the pre-test. 4th February 2014
Carrying out the lesson plan in the classroom (Traditional 10th February 2014
Method using pictures).
33
Conducting an interview with the respondents and take 10th February 2014
note of their responses.
Carrying out the lesson plan in the classroom 17th February 2014
(Implementation of Language Board Game).
Conducting an interview with the respondents and take 17th February 2014
note of their responses
Record the results and findings for the post-test. 19th February 2014
Discuss the content of the report with supervisor and 20th March 2014
improve on it.
34
8.0.2 Budget
The table below indicates the estimation cost for the action research project.
Table 7
TOTAL RM35.4
0
35
9.0 References
Ali Said Al-Issa & Redha Al-Qubtan. (2010). Talking the floor: Oral
presentations in EFL Classroom. TESOL Journal 1(2), 227-246.
36
David Bagus Setyo. (2011). Using comic strips to improve the speaking skill of
the eighth graders of SMP Negeri 10 Malang.
Dr.Mohd Sofi Ali. (2003). English Language teaching in primary school policy
and implementation concerns. E-Journal. International Language Teacher
Trainer Institute, Lembah Pantai, Kuala Lumpur.
Editor. (2012, August 3). English Language and its importance to Malaysias
growth. The Malaysian Times.
Erlina Melati Mahpar. (2007, May 22). The use of translation to facilitate the
learning of low frequency and abstract English vocabulary. University Putra
Malaysia.
Gurvinder Kaur Gurcharan Singh & Sharan Kaur Garib Singh. (2008,
January). Malaysian graduates' employability skills. Unitar ,E-Journal, Vol.4,
No. 1. Retrieved August 17, 2014, from,
https://www.academia.edu/5292843/MALAYSIAN_GRADUATES_EMPLOYAB
ILITY_SKILLS
Hadi, Abdul. (2011). Abdul Hadi Bab 1.2.3. (Online). Available online at:
http;//www.scribd.com/doc/63364739/Abdul-Hadi-Bab-1-2-3.Retrieved
September 1, 2014.
37
Irving Seidmam. (2013). Intervening as qualitative research, 4th edition: A
guide for researchers in education & the social sciences. Published by:
Teachers College Press,1234, Amsterdam Avenue, New York, NY 10027.
(p.9)
38
Longman Dictionary of Contemporary English: The Living Dictionary. LDOCE;
ISBN 0-582-77646-5 4th edition.
Nuzulia Mega Jayanthi & Arwijati Murdibjono. (2012, January 26). Developing
a board game for speaking activities of grade VIII Junior High School
students. Retrieved August 13, 2014, from,
http://jurnalonline.um.ac.id/data/artikel/artikelA2955306F88A12873ED900970
6F04A70.pdf
39
Rhea Paul. (2007). Language disorders from infancy through adolescence:
Assessment & Intervention. Elsevier Health Sciences. ISBN 0323036856,
9780323036856.
Sheridan Mahavera. (2014, June 26). Job seekers with A in SPM English but
can't speak a word of it. The Malaysia Insider.com. Retrieved August 17,
2014, from, http://www.themalaysianinsider.com/malaysia/article/job-seekers-
with-a-in-spm-english-but-cant-speak-a-word-of-it
Sonosini. (2007, August 10). The teaching speaking using comic strip
approach. English teacher at SMAN 93, Jakarta.
Yong Fikri & Suyarno. (2013, September). Using "What is the question game"
in teaching speaking to Junior High School Students. Jurnal of English
Language Teaching. Vol.2 No.1, Series E.
40
10.0 Appendices
Appendix 1
41
1 Errors in grammar and word order so severe
as to make speech virtually unintelligible.
4 New words to express ideas.
42
Appendix 2
INTERVIEW QUESTIONS
Teacher : How did you feel during the English Class today?
Pupil :
______________________________________________
______________________________________________
Pupil :
______________________________________________
______________________________________________
Teacher :Do you consider that the picture based speaking activity
promoted your partners participation during the class?
43
Pupil :
______________________________________________
______________________________________________
Pupil :
______________________________________________
______________________________________________
Appendix 3
INTERVIEW QUESTIONS
Teacher : How did you feel during the English Class today?
Pupil :
______________________________________________
______________________________________________
Pupil :
______________________________________________
______________________________________________
Teacher :Do you consider that the game promoted your partners
participation during the class?
44
Pupil :
______________________________________________
______________________________________________
Pupil :
______________________________________________
______________________________________________
Appendix 4
Class: ______________________________________
Date: ______________________________________
Time: _____________________________________
SPEAKING CRITERIA
PUPILS
Pronunciation Grammar Vocabulary Fluency Comprehension
45
B
Appendix 5
Class: ______________________________________
Date: ______________________________________
Time: _____________________________________
Speaking Respondents
46
criteria A B C D
Pronunciation
Grammar
Vocabulary
Fluency
Comprehension
OVERALL SCORING
Appendix 6
DATA COLLECTION FORM
47
Comparing the differences between the means for each respondent.
MEAN
48
Appendix 7
CUE CARD
49
Appendix 8
LESSON PLAN 1
(Pre-Test)
Time : 10 minutes
Activities :
3. Based on the cue card given, each pair need to perform a dialogue
expressing their likes and dislikes for about 2 minutes.
4. Each pair will take turn to ask questions like; Where you ate it?, Why
you decided to eat that food?, How often do you eat the food?, and Say
if you enjoyed eating the food or not?, in order to guide their peer.
5. While pupils speak, I will write their scores in their individual score
sheet.
LESSON PLAN 2
(Traditional Method)
Time : 25 minutes
Activities :
50
1. I will show picture cards on food, places of interest and hobbies to the
pupils.
2. I will ask the pupils to name and identify the picture by trying to speak
in English the best they can.
3. Then based on the pictures shown, pupils choose to talk on any of the
pictures about their likes and dislikes.
4. I will ask pupils questions like; Why do you like it or Why dont you like
it?, How often do you eat the food?, Have you visited the place
before?, Since when you got interested in the hobby?, in order to guide
them to speak.
LESSON PLAN 3
(Intervening Action)
Time : 25 minutes
Activities :
3. Pupils will determine who goes first by throwing the dice and see who
scored the highest score.
4. Each player rolls the dice in turn and progress clockwise or counter-
clockwise.
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5. On their turns, the players move their counters along the path
according to the number of spaces indicated by the dice.
6. When players land on a space, they should read the category on the
square and say their favourite item in that category and explain why it
is their favourite.
7. The game continues until one or all players reach the Finish space.
LESSON PLAN 4
(Post - Test)
Time : 10 minutes
Activities :
2. Based on the cue card given, each pair need to perform a dialogue
expressing their likes and dislikes for about 2 minutes.
3. Each pair will take turn to ask questions like; Where you ate it?, Why
you decided to eat that food?, How often do you eat the food?, and Say
if you enjoyed eating the food or not?, in order to guide their peer.
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BOARD GAME SAMPLE 4. While pupils speak, I will write their scores in their
individual score sheet.
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