ACTION RESEARCH PROPOSAL

Proposal (Interactive PowerPoint Presentation)

Name of Researcher : Shahrol Fahmie Bin Suaidi

Name of Institution : IPG Kampus Temenggong Ibrahim

Content : Grammar item (articles: a/an/the)

Title : The effectiveness of using interactive PowerPoint Presentation

to teach articles for Year 4 pupils.

1.0 INTRODUCTION

1.1 Introduction (you can add brief explanation and also the type of research)

English is one legacy of more than a century’s worth of British colonial rule in
Malaysia. It is the most important foreign language in Malaysia and is used extensively
in practically all aspects of daily life. The importance of the English language as a global
lingua franca has always been a major motivating factor in the learning and use of the
language in Malaysia, especially to gain unlimited knowledge and information.

“The English Language Curriculum for Primary Schools aims to equip people
with basic language skills to enable them to communicate effectively in a variety
of contexts that is appropriate to the pupils’ level development.”

(Ministry of Education, 2011)

The aim of English Language instruction in Malaysian schools is to enable the

learners to communicate effectively and efficiently in English in social and professional
situations. They should be able to use English for different purposes. This means they
need to learn to listen and understand, read and understand, speak and write accurately,
fluently and appropriately. The modularity of the Standard-based English Language
Curriculum is of a modular structure. By organising the curriculum standards under five
modules (for Year 1 and 2), pupils will be able to focus on the development of salient
language skills or sub-skills under each module through purposeful activities in
meaningful contexts. English is the second language for pupils in schools. It is believed
prudent and pedagogically sound to defer the learning of grammar to a later stage.
Pupils are given the opportunity to develop an awareness of grammar in their first
language and this awareness may then be exploited when English grammar is
introduced in Year 3.

(The modular configuration)

LISTENING AND SPEAKING MODULE

READING MODULE

WRITING MODULE

LANGUAGE ARTS MODULE

GRAMMAR MODULE

Y1 Y2 Y3 Y4 Y5 Y6

Figure 1.0

Limited exposure to English language in the pupils’ personal environment and

educational setting could be a cause leading to poor and declining achievement of
English language among Malaysian pupils. English language proficiency circles around
various language terminologies and parts of speech. Learning a second language is
different from learning our first. Fromkin, Rodman and Hyams (2003) emphasized that
language proficiency is affected by a variety of factors such as age, motivation, talent
and whether the learner is in the country where the language is spoken or in a
classroom with little or no contact with native speakers. All these factors could possibly
be the reasons why the English language proficiency level among the Malaysian pupils
is below par. In fact, the existence of KSSR will replace the existing primary school
integrated curriculum (KBSR), which was first introduced in 1983, and subsequently
reviewed in 2003.
 “Learning will be made more fun and the approaches used include it being
project and activity based and problem based learning, with ICT components introduced
as early as Year One” (Julaihi, 2010). The emphasis of KSSR would promote creative
and critical thinking and innovation among pupils.

One of the most common problems that Malaysian pupils face in mastering
English language is in making use of articles correctly. It is anticipated that this research
will inform the intervention that will be used in line with the chosen topic and will have
implication for teachers of English to Malaysian pupils.

1.2 Reflection on teaching experience

The researcher identified that many pupils had difficulties in using articles
correctly especially in Year 3. Based on researcher’s experiences during practicum 1
and 2, pupils had learnt on how to use articles as what required in curriculum standard
for Year Three. They tended to get confused with which article is to use such as a, an
and the in constructing simple sentences. The researcher used the traditional methods
of teaching which were drilling and rote-learning. The materials used were limited to the
content of the textbook and copies of worksheets as the researcher refers solely to
textbook in Unit 13. After several lessons, the researcher realised that the pupils seemed
to know the structure in constructing simple sentences using articles only by
memorising, not by knowing and understanding the meaning of the sentence itself. This
is because they were given examples in the form, but not on the meaning and
application of articles in many contexts. Thus, pupils’ understanding of the grammar
items is a surface one and not in depth. The pupils may be able to answer the questions
in the exercises correctly but not when applying the knowledge in daily conversation.
They do not have adequate exposure to the appropriate use of articles while conversing
and communicating with others. In fact, most of the pupils were not able to choose the
correct article as they were confused by the letters of the vowel. The correct article is
chosen based on the sound of the vowel, not referring to the letter. For example, the
pupils would choose ‘an’ university instead of ‘a’ university as they do not really
understand the main concept.
 This is most probably because of the mode or teaching and learning that focus
too much rote learning and memorising. The pupils were not introduced to teaching and
learning activities that were interactive and demand more of their interactive participation
in learning grammar.

1.3 Reflection based on related literature/theory/assumptions/beliefs

Grammar can thus be partly seen as knowledge of what words can go where and
what form these words should take. When we construct sentences, we are constantly
making choices about, for example, singular or plural, countable or uncountable present
or past and about exactly what words we want to use. Grammar is concerned with the
implication of such choices (Carter and McCarthy, 2006). In Malaysian syllabus,
grammar is a part of the elements that pupils need to master as they are exposed to it in
Year 3 of schooling.

As what stated by Kathleen in an article entitled Non-Native Speakers in the

English Classroom (n.d.), teachers teach grammar to assist pupils understand language
patterns regardless of which language they speak or are trying to speak. There are
numerous ways that languages can differ from English. One of them is that the other
languages may have fewer articles, making it confusing for the novice to know which
article to use in English. In teaching grammatical items, there are a few criteria to be
taken into considerations, such as age and the linguistic ability of the pupils in their
native language. As for the age of the pupils, referring to similar article, psycho linguistic
research indicates that the older one is, the harder it is to assimilate a new language.
Before puberty, language is learned intuitively, in the left hemisphere of the brain.
However, after maturity hits, we lose the ability to learn language intuitively, and
language learning becomes a right hemisphere function, where it is more difficult to keep
in long-term memory. As the participants of the action research will be taken among
Year 4 pupils, it should not be a problem as they are in the peak of learning that is
delivered to them. So, it is completely related to the area that I want to investigate on.
 The theory related to grammar teaching is about the approaches in teaching
grammar. Most of the teachers have their own style of teaching as the researcher wants
to integrate explicit approach with technology in order to diminish the traditional way of
teaching. Other than that, several studies which used explicit instruction and approach
together with the focus of the form have reported better learning outcomes (Norris,
2011).

The communicative approach to language teaching, which emphasizes attention

to the message rather than merely to form, has been used for the last decade with
positive results regarding linguistic fluency, but with less positive results with respect to
linguistic accuracy (Harley, 1995).

The research on the use of interactive PowerPoint in influencing pupils’ ability to

use articles in simple sentences is to be done in Sekolah Kebangsaan X in one of the
states in Malaysia. The research setting is a primary school in a small town area in
District Y of State Z with expected low-intermediate to high-intermediate levels of
proficiency of the pupils. The proficiency levels of the pupils are expected to be in that
range based on the early report and analysis done by the researcher in the school and
its achievement in national examinations for the past five years. The target group is
pupils who have learnt or are going to learn grammar, particularly definite and indefinite
articles of a, an and the. The participants of the action research are expected to have not
learnt about articles using interactive PowerPoint, which is the intervention of the
research issue.

The researcher aims to use interactive PowerPoint as the medium of intervention

since the use of PowerPoint promotes a more interactive teaching and learning session,
especially in grammar lessons which are usually considered as a boring and dry lesson
as it mostly involves formulae and rules of language. Besides, as supported by Kathleen
in the article Non-Native Speakers in the English Classroom (n.d.) teaching journal,
positive strategies in teaching include using dramatics such as interactive learning,
puppets, action figures and correcting grammatical errors by modelling and not direct
teaching by focusing on the three Rs; repetition, rewarding and reinforcement.
2.0 FOCUS OF INVESTIGATION

2.1 Introduction

This study focuses on the respondent’s misuse of the definite and indefinite
articles, a, an and the. Respondents are always confused on how, where and when to
use the articles whether in their writing or speaking which will be resulted in grammatical
errors. In English, there are three main articles; the, an and a (Alternberg & Vego, 2010).
The learners are given to four choices as sometimes no article is needed. For native
speakers, they will have no problem as they can use articles correctly without thinking.
On the other hand, the learners need to have some guidelines for making the right
choice to avoid grammatical errors either in writing or speaking.

2.2 Focus of Investigation

An interactive PowerPoint was invented as the intervention for the problems of

respondent’s misuse of articles particularly a, an and the. Research shows that
PowerPoint works effectively in explaining concepts to pupils. Most of the students
mentioned that the features that helped them the most were the addition of examples
followed by the clarity of explanations and the visual effects (Granger, 2003). It assists
pupils not only gaining knowledge but the ability to apply and use the learning. For
instance, language teachers increasingly use PowerPoint presentation (PPTs) for
teaching grammar (Giselle, 2011). PowerPoint serves as a practical visual teaching aid
as they can be used again and can attract pupils’ attention to the teacher and to the
teaching and learning session. This is supported by Vygotsky in Dolya and Veraksa
(n.d.) where one of his Developmental Cognitive Curriculum for Early Years is visual-
spatial that promotes the development of ability among pupils to see the structure of
objects and to visualize the connections between them. On the other hand, Murphy, S. J.
(2013) adds that “children readily relate to visual models regardless of their language
backgrounds, learning styles and cultural experiences”. This is because young children
are already accomplished visual learners long before they begin to understand language
and learn to read. Thus, the use interactive PowerPoint that highlights the use of visual
and colours in teaching articles may be an excellent idea to integrate technology and
grammar lesson.
 Looking at previous researches that had been done, there are many researchers
that highlight the use of interactive activities in teaching and learning of grammar. It can
spark pupils’ interest on the lesson as they will participate actively in the lesson
(Sigríður, 2010). It is because pupils’ participation in a lesson really does play a
significant role to ensure the effectiveness of the lesson. The research highlighted that, it
is very important to get the pupils’ attention throughout the lesson because a grammar
lesson requires pupils’ full engagement so that they can comprehend the intricate inputs
of grammar given by the teacher. In order to gain the pupils’ active participation, the
lesson should be interesting and attractive to attract the pupils’ interest. ICT tools may
be a great tool for teaching grammar in urban, modern schools (Abas, 2010).

2.3 Problem Statement

This issue was identified when the researcher carried out practicum at two
different schools among the pupils. Based on researcher’s experiences, the participants
had problems in grammar knowledge. Basically, this is the most common problem faced
among young learners. In overall, all of his respondents had problems in grammar area.
The respondents still could not master the grammar knowledge taught by their teacher in
Year 3. The ‘articles’ system is one of the grammar area which the respondents often
make mistakes. This could be the result of rote learning method used by the teacher.
Therefore, interactive PowerPoint was introduced as a teaching method to make
respondents understand the use of articles a, an and the correctly.

2.4 Preliminary Investigation of the issue

The researcher finds out that the area of grammar issue (articles) could be
related with misconception on how they pronounce the sounds of the words. This is
because most of the pupils were unable to differentiate on how to choose the correct
article in context. For example, they tend to assume that the letter is the indicator to
classify the right article like “an” uniform instead of “a” uniform that has the consonant
sound of you in the beginning letter of “u”. Whenever word frequencies are reported in
English, the articles account for almost ten percentages of most texts (Yule, 2007). The
pupils should understand the roles of these common forms in the first place. This is
because the teacher should be highlighting that the form of the indefinite article depends
on the pronunciation of the first sound (not letter) of the following word, with a preceding
consonant sounds and an preceding vowel sounds. Pupils learning English grammar
often find it complicated and confusing. There are three reasons for this: mismatch
between form and function, exceptions to the rule and interference from the native
language (Harmer, 1989). This issue is completely relevant to the research area that the
researcher needs to invent a new method of teaching in order to teach articles
effectively.

In fact, the researcher could also relate the problems of spelling that occurs
among the pupils. If they could not spell the word correctly, they will also not able to use
the proper article in sentences. This is supported by a suggestion on how to teach pupils
using correcting the spelling. As suggested by Roger Berry (1991), make a list of familiar
vocabulary items, with one obvious spelling mistake in each, and ask pupils to provide
corrections. The following structure can be provided initially, to get pupils started.

Pensil The s is wrong. It should be a c.

Rular The a is wrong. It should be an e.

In this exercise, the pupils would be able to correct his or her spelling and at the same
time use the articles properly. Importantly, the pupils will be able to identify and
differentiate between consonant sounds and vowel sounds. It will lead to the correct use
of articles and they will realize the rule of grammar indirectly. In addition, the researcher
would also integrate the use of spelling exercise to be part of the intervention planning.

2.4 Analysis of Preliminary Investigation of the issue

Traditional method of second language teaching has been criticized for their
inability to integrate grammatical rules into communicative and meaningful context. This
failure produced learners with a less than adequate ability to communicate in the target
language. The problems of pupils in using articles correctly can be seen in worksheet
and essay. Articles belong to the wider class of ‘determiner’, words or phrases that come
at the beginning of a noun phrase and signal whether the information is new or familiar,
or which tell us something about quantity (Martin, 2007). In depth, grammar is one of the
modular elements in KSSR syllabus particularly for primary schooling.
 Grammar is introduced in Year 3 as the teacher needs to be more creative in
abolishing the stigma of pupil’s perception by saying grammar is difficult to understand. It
was revealed that the students English Teaching Study Programme of FKIP-UKI
preferred explicit than implicit teaching (Ellis, 2006).

A research had been done as it was proved that students do not like to discover
the rules of grammar by them. Students tend to dislike self-discovery in teaching and
learning of grammar (Cadierno, 1995). This finding has shown that the teachers are
preferable to teach grammar explicitly. The teacher must be aware which approach best
to be used in teaching grammar effectively. Such awareness will at least enable
teachers to realize the mismatch in perception between students and teachers on the
use of grammar which often exists in classrooms and may result in negative effects
(Horowitz, 1990). Since articles rank among the five most common words in the English
language (Sinclair, 1991, cited in Master, 2002, p.332), errors in this area are highly
noticeable to non native speakers. The evidence shows that the confusion of using
articles correctly exist especially for non native speakers particularly in Malaysia. Some
teachers indeed, believe that the system is so difficult to acquire that no rules can be
taught (Krech and Driver, 1996). Nevertheless, it is possible, as Master (1997,p.216)
claims, for teachers to make a positive contributions to learner’s knowledge in this
important area. In this case, the researcher did more findings in order to find the most
effective method in introducing articles to pupils.

In this case, the researcher had related his intervention with technology of
PowerPoint as it comprises the use of visuals, animations, colours, words, diagrams and
interactive learning to enhance the teaching of grammar explicitly. In this age of
computers, the highlighting of forms can be effectively achieved by the use of relatively
easy to use technologies. Colour coding, bolding, font manipulation, underlining,
animation schemes, and custom animation all serve to make grammatical rules more
salient. As observed by some researchers (Garrett, 1991; Ervin, 1993; Chapelle, 1997),
empirical research within the field of computer assisted-language learning (CALL) into
the effectiveness of new technologies in promoting language acquisition is still very
much needed. Most of the pupils mentioned what they liked most about the PPTs was
their lively, eye-catching, colourful slides, accessibility to the slides for downloading, the
large number of examples and the interactivity.

In fact, the use of interactive PowerPoint presentation could be accessed by the

participants as it will be uploaded on researcher’s blog. The researcher had related the
relevance of topic chosen with the strategy that is intended to be used .Therefore, the
issue had been analysed thoroughly as it is valid and significance to Malaysian teaching
context.

2.4.1 Criteria of Selection

The pupils are selected based on their proficiency level in English. In fact, the
intervention was conducted to check their understanding in applying the knowledge that
they have learned particularly for articles a, an and the. The grammar items were taught
in Year 3, unit 13. The pupils were chosen based on their diagnostic test’s marks and
will be analysed from time to time. The use of interactive PowerPoint would enable the
pupils to understand a clearer concept and develop their knowledge in English. The
criteria selection is based on significance, practicality, workability and relevance to
school.

2.4.2 Significance

Significance is the quality of being worthy of attention (Oxford Dictionaries,

2015). The problem brings significance in such a way that pupils must understand the
concept and rules of grammar explicitly concerning articles. The pupils will consequently
progress positively in their academic and also how they interact with others. Therefore,
school will be able to produce pupils with proficient in English language to achieve
quality human capital in future.

2.4.3 Practicality

Practicality means acquired through practice or action, rather than theory or

speculation and capable to being used or put into effect (William, 2012). The issue
selected is practical as the researcher could be conducted to the participants in the
school. The researcher could relate all the theories accumulated and use it in
intervention invented. In fact, the intervention is relevant and practical to be used to all
English teachers globally. The result of the research area would be shown by analysing
their performance from time to time.

2.4.4 Workability

Workability is the action that can be carried out for a purpose (George, 2011). In
terms of workability of the issue concerned, it needs ample time to correlate with the
intervention. The problem is possible to be solved as interactive PowerPoint would
combine the use of varied elements to offer a better and clearer understanding of
grammar concept. The problem will be solved with various strategies used in an
interactive PowerPoint. In this research, it is believed that the intervention is created to
solve the problems of articles as scheduled.

2.4.5 Significance to school

The problem in using articles had been confirmed by conducting a diagnostic

test. The pupils were given ten objective questions as they need to choose the correct
article. The result of the diagnostic intervention test had shown that 74 percentages of
pupils have problems in using correct article between a, an and the. It is significance to
the school as it was conducted to Year 4 pupils as they learned the rule of articles in
Year 3. In fact, the pupils in the school consist of mixed ability and different proficiency
level of English.

2.5 Definitions of Terms

Grammar: The term is used to refer to the rules or principles by which a language
works, that are its system or structure. (Brinton & Brinton, 2010).

Articles: There are three articles in English the, a and an (Alternbeg & Vego, 2010)

Interactive PowerPoint: The interactive PowerPoint is a presentation designed to teach

one of the parts in English particularly articles of a, an and the. It is comprised of the
visuals, highlighted colours, words, animation and interactive activities to enhance
pupil’s understanding in using articles effectively. This presentation could be used by the
teacher in order to assist the learning process to be more effective and interesting.
 3.0 OBJECTIVE/RESEARCH QUESTIONS

The research aims to:

1. explore the use of interactive Power Point presentation to improve pupils’ mastery in
using articles correctly.

2. have the pupils learn the correct use of articles by using interactive PowerPoint
presentation.

Research Questions

As for this action research, the researcher will focus on searching the answers to two
research questions. The research questions are as followed:

1) Can the use of interactive PowerPoint on articles assist the participants to use the
articles correctly?

2) Is the interactive PowerPoint technique effective to motivate participants to learn

articles correctly?

4.0 TARGET GROUP/PARTICIPANTS

The research participants are chosen from pupils of Year 4 of Sekolah

Kebangsaan X. Year 4 pupils are selected due to their second year of formal
introduction to grammar after Year 3. The researcher’s particular focus is on definite and
indefinite articles which they were introduced previously in Year 3. At the same time, the
researcher wants to test whether the previous lessons of grammar items especially
regarding articles were effective or not. The research participants are selected
particularly because of their previous knowledge in learning articles. The research
participants who have been exposed to grammar item are relevant to be selected since
the diagnostic test was conducted to validate the existence of problems. As a result, 74
percentages of pupils were having problems in using articles correctly. It is to ensure
that less basic input needs to be given so that the researcher can focus on the
enrichment and development of the content as well as to see whether the intervention
really works on the research participants. The research participants are taken from the
second class.
There are 22 pupils altogether in the class with balanced gender which is 11
boys and 11 girls. Most of the pupils have positive attitudes towards learning through
observation made by the researcher previously and through an interview with the
English teacher. The interview was conducted orally; the researcher rewrote the
questions and answers as the evidence of the statement. Despite their low proficiency in
English language, they can still understand simple instructions and vocabulary used by
the teacher.
As for the sampling, the researcher will use purposeful sampling for the action
research. The researcher selects purposeful sampling since it is appropriate for mixed
method and is designed to generate a sample that will address research questions. The
selection was also based on the data collection and how a researcher solves a problem.
Action research is a dynamic, flexible process that involves the following steps:
determining if action research is the best design to use, identifying a problem to study,
and locating resources to help address the problem, analysing the data, developing a
plan action and implementing the plan and reflecting on whether or not it makes
difference (Creswell J., 2005). For researchers pursuing qualitative or mixed methods
research designs, it is a choice where the purpose of which varies depending on
the type of purposing sampling technique that is used.
 5.0 ACTION/INTERVENTION
5.1 Procedures of action (Working timeline for proposal)

Plan Action Observation Reflection

(Phase I)

W1 W2 W3 W4 W5 W6 W7 W8

Introduction Objectives/ Conclusion

Intervention
Research questions

Focus of
investigation Target group Plan of action

Figure 2.0

The researcher had planned the working timeline as stated in the diagram above.
The details of all discussions had been compiled in appendices part specifically in
collaborative form. The researcher has identified that using simply textbooks and
worksheets might be boring and cliché for the teaching and learning sessions. This is
supported by the teachers’ comments in an interview conducted by Hassan and Selamat
(2002), where most interviewees said prescribed textbooks were either too difficult or too
easy, did not match the curriculum specifications and were out-dated and inappropriate.

In week one, the researcher was able to introduce and identify the research area
based on the chosen participants (Year 4). The researcher reflects on his own teaching
experiences by relating why most of the pupils have problems in grammar particularly in
articles a, an and the. Meanwhile, the interview session (Appendix 2) had been
conducted with the subject teacher to discuss on participant’s level of proficiency. The
method of teaching grammar was also discussed. Many of the findings using verbal
reports are convincing, both in terms of their own merits, and also correspond with one’s
own intuitions as a teacher (Wallace, 2007).

In week two, the focus of the research area had been narrowed on the specific
problems that the pupils are having. The issue had been correlated with the other area
of grammar as pupils did not know how to differentiate between consonant and vowel
sounds. The researcher discovered more theories related to reflect the best strategies in
teaching grammar and also the significance of using technology in classroom. The
analysis was made based on the criteria selection such as workability, practicality and
relevance to school.

In week three and four, the researcher stated the objectives and research
questions to show the relevance of the issue. At the same time, the target group was
selected based on some factors such as level of proficiency, educational background,
age and prior knowledge about grammar. The participants were chosen as they have
learned on articles and the research was relevance to be conducted.

In the following weeks (week five and six), the action is conducted by delivering a
lesson specifically for the target group. The types of instruments were chosen and the
data were collected as well as analysed. The data was analysed based on the findings
and effectiveness of the intervention used. In week six, the research was based on how
the researcher conducted the action plan by providing Gantt chart. The practicality of
Gantt chart is in line with the time given and then the report was concluded at the end of
the week seven. In fact, the list of reference and appendices were accomplished within
that week after finalisation of the research.

Phase 1

Phase 2
 Figure 3.0 Kemmis’s Action Research Model (1986)

In this research, the researcher had decided to use Kemmis’s model for his
action research. The model consists of four steps: planning, acting, observing and
reflecting. The diagram shows the four steps in action; the movement from one critical
phase to another, and the way in which progress may be made through the system.

Basically it is an approach to improve researcher’s own teaching practice. The

researcher starts with a problem that he encounters in his teaching practice. As what
stated above, the researcher had chosen the topic of grammar particularly articles as his
problem area. Faced with the problem, the action researcher will go through a series of
phases of phase 2, (plan, action, reflection, observation) called the Action Research
Cycle to systematically tackle the problem.

At first, the researcher planned on how to overcome the problem area by

inventing an interactive PowerPoint presentation. The idea of integrating technology in
learning was made as it could be a positive stimulus to pupils. The researcher had
decided that technology could bring an interesting lesson as the pupils were excited
whenever he uses PowerPoint as his teaching aid. In fact, the plan was made by
inventing the design of PowerPoint by integrating various elements in it.

The researcher had taught the class by using PowerPoint as planned. He uses it
to teach grammar explicitly mainly about articles a, an and the. He selected worksheet
as his instrument and it will be analysed at the end of his intervention. In grammar
lesson, the elements of visual, animation, colours, diagrams, words and interactive
learning would be part of his main strategies. The groups of experimental and controlled
pupils will assist each other in order to have a better understanding in articles.

In observation part, he would observe all the conversation made by the pupils on
how they discuss about the lesson learnt. At the same time, he will jot down their
behaviour on how they interact while learning. The notes will be saved as his impression
and evidence for the research. Indirectly, it will aid the researcher to see his pupil’s
progress time to time eventually.
 Lastly, reflection part is done by reporting the whole lesson in researcher’s
teaching note. The factors like strategies of teaching, strength, weakness and
improvement in future would be jotted down as his reflective report. That is how he
would reflect his own intervention and improve for the betterment.

The materials from the textbooks such as stories, songs and other passages can
still be used, but in a more interactive and interesting way. The researcher will use
interactive PowerPoint in teaching grammar lessons through different activities. The use
of interactive PowerPoint will focus on delivering the input on articles with animation to
the participants. The participants would also have the opportunity to try out the questions
and enhance their understanding by incorporating the use of visuals, diagrams, colours
and activities. Children prefer to learn effectively by using appealing pictures or
illustrations (Nolley, 1996).

In practice, things rarely go perfectly according to plan first time round. The
researcher will discover ways to improve his action plan based on experiences and
feedback from the pupils. One cycle of planning, acting, observing and reflecting,
therefore usually leads to another, in which the researcher incorporates improvements
suggested by the initial cycle.

Moreover, the researcher had decided to set the duration of the action report is
within seven weeks. The duration of the intervention is set to be four weeks as the
researcher wants to see the effectiveness of the intervention over a longer timeframe.
The researcher feels that four weeks is the most appropriate duration to enable him to
identify participants’ actual performance in constructing simple sentences using articles
correctly. For each grammar lesson, school administration has allocated two periods in a
week. The researcher believes that one-hour period for every weekly session is
sufficient for him to conduct the intervention as well as to collect all the data required for
analysis and the action research report. Koshy, V. (2005) supports the allocated four-
week intervention which is one of the ideal durations to conduct intervention for an action
research.
5.2 Data gathering method

The researcher had selected few methods to collect the necessary data needed
for the action research report. Diagnostic test, interview, survey, pre grammar
intervention test, post grammar intervention test, questionnaire, systematic observation
as well as field notes are the methods that researcher will implement throughout the
intervention period as stated in the action plan. Since all the instruments designed are
only the samples, the researcher will carry out as wholly during the intervention. More
extensive research on the instruments and collection of data will be carried out within
that time frame.

5.2.1 Before the intervention (diagnostic test and pre grammar intervention
test)

In order to identify the problem area, the researcher had used two methods in
collecting data which were diagnostic test and interview with the subject teacher. As for
the diagnostic test, the researcher conducted it to make a confirmation that using articles
correctly in simple sentences is one of the problems faced by pupils and that it could be
used as the problem area for the researcher’s action research. It was verified that
articles was one of pupils’ difficulties in learning English language as pupils could not
construct simple sentences using the articles given. The result of the diagnostic test had
shown that 74 percentages of the pupils have problems in using articles correctly. Three
of the participants only scored one over ten as it shows a serious problem related to the
area tested. Pre grammar intervention test will be conducted by the researcher to test
participants’ performance before the intervention. The test is conducted to all the
participants whether they are in controlled or experimental group. Questions in pre
grammar intervention test may be quite similar with the diagnostic test with the
difference in how the questions are modified and improved
 5.2.2 Short interview

Cohen, Manion and Morrison (2000) defines interview as “ a two-person

conversation initiated by the interviewer for the specific purpose of obtaining research-
relevant information, and focused by him on content specified by research objectives of
systematic description, prediction or explanation” The interview was conducted on the
teacher teaching English subject to the participants. It was an oral interview, thus, the
researcher rewrote the questions posed to the teacher, as well as the teacher’s
responses to the questions. There were five questions asked by the researcher to the
teacher which involved the problem area and academic background of the pupils. The
interview conducted to identify whether the problems of using articles is an area of
concern among pupils and could be chosen and carried out as the focus of action
research.

5.2.3 Survey
A survey on PowerPoint presentation was conducted. The researcher did the
survey to investigate the participants’ previous experiences which involve activities in
learning. Survey is one of the methods of collecting information. Survey may focus on
factual information about individuals, or might aim to collect the opinions of the survey
takers (Cherry, 2014).
A survey was carried out among the participants to know if they were used to
PowerPoint presentation. The questions were asked about why they like the PowerPoint
and how many times did the teacher uses it in classroom. The survey was intended to
collect the pupils’ opinion on interactive PowerPoint. The teacher briefly explained about
the term interactive. Data collected this way can then be used to make inferences about
the interest of the participants (Herman & Powell, 2000). The researcher concluded that
the participants prefer to have integrated lesson with technology such as PowerPoint.
 5.3 During the intervention

5.3.1 Post grammar intervention test

Almost similar to pre grammar intervention test, the post grammar intervention
test will test pupils’ final understanding after the intervention is carried out. It is to see
whether they manage to improve on understanding in using articles a, an and the
correctly. The post grammar intervention test would be the indicator to show the
progress and development of the research area. The overall result of the test is analysed
and the researcher will make a comparison between experimental and controlled group
marks. The marks are in the form of percentages as the participants need to answer 10
questions given.

5.3.2 Questionnaires

Besides from the tests, the researcher used a set of questionnaire which includes
6 simple multiple-choice questions. The questionnaire were given to the participants
involved during the intervention period, primarily to obtain a basic knowledge of the
participants’ feedback and interest towards the previous grammar lessons. Being highly
structured where each participant answered the same set of questions, it can be
administered relatively and efficiently to a sample or a population. It allows coverage of a
representative sample in a cost effective manner (Goh, 2013). As for the questionnaire
used in this research, the researcher used The previous grammar lessons included the
lessons before and after the intervention, which were the traditional method of drilling
and rote-learning.

5.3.3 Systematic observation

In addition, the researcher intended to use systematic observation. The

researcher will carry out the observation during the period of intervention which will
involve both the researcher and pupils. Koshy, V. (2005) explains that through structured
observations, the researcher can gather “both qualitative and quantitative data” by using
carefully designed checklists and observation schedules. Systematic observation is also
known as participant-observer observation since the researcher will observe and
participate in the observation at the same time. At the same time, the researcher intends
to check behaviour patterns as well as the number interactions among pupils when
interactive PowerPoint is used as the intervention in that particular grammar lessons.
5.4 Validity

Cambridge Advanced Learner’s Dictionary (2011) defines validity as “to make

something officially acceptable or approved, especially after examining it”. In order to
ensure that all instruments used are valid, the test conducted is verified by the expert in
the field who is the researcher’s supervisor in charge of the action research. The
questions used in the tests will also include questions from the grammar module that is
in line with the syllabus which involve articles. Validity means testing what you are
supposed to test, not something else (Michael, 2007). Thus, the validity of the tests
comes from valid sources written by an experienced English teacher and correlate to the
present national curriculum.

5.5 Reliability

The reliability of the methods used in collecting data for the action research,
would be the distribution of the pre grammar intervention test and also post grammar
intervention test. It would be tested to a class of the same year as they have different
level of English proficiency. Reliability is the degree to which an assessment too
produces stable and consistent result (Phelan, 2005).

The tests given will be similar to what are given to the participants to ensure that
the results will be consistent and constant. However, the pupils of that class should
receive different approach of teaching grammar from the participants. The test will be
given to pupils who have not been introduced to the use of interactive PowerPoint in
learning. They learn grammar items through more traditional approach of grammar
instruction which are drilling and rote-learning.

5.3 Data analysis method

 The researcher will be analysing the data collected using mixed method.
Johnston et.al (2007) stated that, it is a type of research which researcher combines the
elements of qualitative and quantitative approaches. In this research, the researcher will
also combine these two research approaches. Mixed method, in a simple description, is
a combination of both quantitative and qualitative data analysis.

5.3.1 Quantitative analysis

Quantitative analysis is one of the most common ways in collecting data. It is

broadly used to describe what can be counted. Quantitative data analysis involves
“using numbers to discover and describe patterns in the data, is the most elementary
use of social statistics” (Chambliss, 2012). This means that the data analysis in
quantitative is mostly about numbers and figures. Quantitative data analysis is an
analysis where quantitative data will be used to determine the number of pupils who
cannot use articles in sentences correctly. This data will be collected from the pre-
grammar intervention test. It will also be used after the intervention to observe pupils’
expected improvement in the use of correct article in simple sentences. The researcher
will also use a questionnaire to analyse pupils’ attitude the previous grammar lessons

5.3.2 Qualitative analysis

Qualitative data analysis is when the researcher describes the observation to

check pupils’ behaviour patterns as well as the number of actions and interactions within
pupils before and after the intervention. Qualitative is used to describe data which are
not amendable to being counted or measured in objective way, and are therefore
subjective (Michael, 2007).

The systematic observation will include the checklist to make it easier for the
researcher to monitor pupils’ behaviour and interactions throughout the observation
session. It requires interpretation based on the observation made. This analysis is used
to describe the participants’ reaction towards the intervention. The researcher’s notes of
the participants’ behaviour, attitude and reaction towards intervention will be analysed
using this analysis.

Triangulation method
 Triangulation is defined as the combination of methodologies in the study of the
same phenomenon (Denzin, 1978). The researcher had chosen this method as it would
improve the accuracy of his judgments by collecting different kinds of data bearing on
the problem. In fact, beyond the analysis of overlapping variance, the use of multiple
measures may also uncover some unique variance which otherwise may have been
neglected by single method. At the same time, it could help to uncover the deviant
dimension of the selected problem. In conclusion, triangulation is not an end of itself and
not simply a fine-tuning of my research instrument. Rather, it can stimulate my research
to better define and analyse problems in my organisational research.

6.0 IMPLEMENTING PLAN OF ACTION

6.1 Practical timeline/Gann chart

List of working Weekly planning/dates of working timeline

timeline/items Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7
1/2-7/2 8/2-14/2 15-21/2 22-28/2 1-7/3 8-14/3 15-21/3
Introduction
Reflection on teaching
experience
Reflection based on
literature/theory/beliefs/
Assumptions
Focus of investigation
(Problem statement,
preliminary
investigation of issue,
analysis and criteria of
selection and
definitions of items)
Objectives/Research
questions
Target
group/participants
Recommended action
(Procedure of action,
data gathering method
and data analysis
method)
Implementing plan of
action
Conclusion
List of reference and
appendices

Developing an action plan allows time for teachers to determine what they have
learned from the investigation and the related professional literature and to decide on
the necessary steps to action (Geoffrey, 2010). The researcher will set the schedule
and budget to fulfil the need of the action research. The schedule of the action
research will follow the Gantt chart designed by the researcher, primarily to see the
flow of the action research and the effectiveness of its implementation.
In brief, the first week of intervention will be the time where the researcher
collects and organizes the descriptions of target participants for the upcoming action
research. All the required materials, documents and evidences related to the action
research will be gained from the subject teacher of the class of target participants.
The researcher will gather information on the class group and size, participants'
profile as well as relevant participants’ characteristics which include abilities,
interests, attitudes, motivation, learning habits, behaviour in general and in particular.
The upcoming three weeks ahead will focus on the preparation and
implementation of data collection methods which include preparing and giving out
questionnaire, preparing checklist for the systematic observation, preparing and
conducting pre grammar test as well as conducting systematic observation. The next
four weeks will focus in implementing plan action where the researcher will focus in
using interactive PowerPoint in teaching articles to the target participants.
Following the intervention period is the data collection methods for post-
intervention. During this whole one week, the researcher will conduct a post-test and
giving out attitude scale to the research participants to see whether the PowerPoint
intervention really gives an influence towards the use of articles in simple sentences
among pupils. The last three weeks of the phase allocated for the action research
will be the time for the researcher to organize, calculate and analyse the data
collected from the earlier weeks.
 6.2 Estimation of cost of the research

In budgeting for research implementation, the researcher has listed out possible
items that he may need. The estimate quantity and the costs that may incur are listed as
shown in the table below.

Quantity x Cost
No. Items Total Cost
per unit
1. A4 paper 1 x RM13.00 RM13.00
2. Printer ink 4x RM10.00 RM40.00
3. Photostating cost 23 X RM2.00 RM 42.00
4.
5.
GRAND TOTAL RM 95.00

7.0 CONCLUSION

In conclusion, as revealed through the findings of his research, a majority of pupils

basically have problems in using articles correctly. In this research, they also viewed grammar
as important and plays important role in writing, communication and speaking. Consequently,
their knowledge in grammar was not automatically applied in language usage. In relation to this,
it is highly important to show the correlation of knowledge of grammar and communication skills,
including speaking. Concerning with the techniques and activities for the teaching and learning
of grammar, it was revealed that pupils of Year 4 in Sekolah X preferred explicit than implicit
teaching in line with the intervention of interactive PowerPoint. Since this study concentrates on
the use of articles correctly with an intervention, further research should be conducted to
investigate effective teaching strategies in grammar. Thus, future study can probably be carried
out by covering a large number of pupils from various schools and regions. Nevertheless, it is
possible, as Master (1997, p.216) claims, for teachers to make a positive contribution to
learners’ knowledge in this important area.