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

Research questions Intervention

Focus of
investigation Plan of action
Target group

Figure 5.1
The researcher had 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
reflected 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 was
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 was in line with the time given
and then the report was concluded at the end of week seven.
In fact, the list of reference
and appendices were
accomplished within that
week after Phase 1
the research is
finalised.
 \
Phase 2

Figure 5.2 Kemmis’s Action Model Research (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; 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 started with a problem that he encountered 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 went 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. 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 used it to teach grammar explicitly mainly about articles a,
an and the. He selected worksheet as his instrument and it had been
analysed at the end of his intervention. In grammar lesson, the elements
of visual, animation, colours, diagrams, words and interactive learning
were part of his main strategies. The groups of experimental and
controlled pupils assisted each other in order to have a better
understanding of articles.

In the observation part, he observed all the conversation made by

the pupils on how they discussed about the lesson learnt. At the same
time, he jotted down their behaviour on how they interacted while
learning. The notes were saved as his impression and evidence for the
research. Indirectly, it aided the researcher to see his pupil’s progress
time to time eventually.

Lastly, reflection part was done by reporting the whole lesson in

researcher’s teaching notes. The factors like strategies of teaching,
strength, weakness and improvement for future lessons were jotted down
as his reflective report. That is how he reflected 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 used interactive PowerPoint in teaching grammar lessons
through different activities. The use of interactive PowerPoint focused 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 the first plan.

The researcher discovered ways to improve his action plan based on
experiences and feedback from the pupils. One cycle of planning, acting,
observing and reflecting, therefore leads to another, in which the
researcher incorporated improvements suggested by the initial cycle.
Moreover, the researcher had decided to set the duration of the
action report was within seven weeks. The duration of the intervention
was set to be four weeks as the researcher wanted to see the
effectiveness of the intervention over a longer time frame. The researcher
felt 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
had allocated two periods in a week. The researcher believed that one-
hour period for every weekly session was 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. The researcher used
quantitative and qualitative methods in collecting the data. Diagnostic
test, interview, pre grammar intervention test, post grammar intervention
test, questionnaire, and interview are the methods that researcher had
implemented throughout the intervention period as stated in the action
plan. Since all the instruments designed are only the samples, the
researcher carried out as wholly during the intervention. More extensive
research on the instruments and collection of data had been carried out
within that time frame. According to Simon, (2012), the use of multiple
data sources, multiple data collection methods will enhance the accuracy,
validity and reliability of a study. The researcher used three types of data
collection methods to ensure the validity and reliability of the research.

5.2.1 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 has been conducted by the
researcher to test participants’ performance before the intervention. The
test was 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 improvised.
 5.2.2 Post grammar intervention test

Almost similar to pre grammar intervention test, the post grammar

intervention test was made to see pupils’ final understanding after the
intervention had been carried out. It is to see their performance whether
they manage to improve on their understanding in using articles a, an and
the correctly. The post grammar intervention test was the indicator to
show the progress and development of the research area. The overall
result of the test were analysed and the researcher had made a
comparison between pre and post test score. The marks are in the form
of percentages as the participants need to answer 10 questions given.

5.2.3 Interview

The researcher carried out an interview with 5 pupils from the

participants. 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 researcher chose the pupils from good,
medium and low proficiency level. According to Richie and Lewis (2003),
interview is a managed verbal exchange and as such its effectiveness
heavily depends on the ways the researcher managed the conversation
to make the conversation flows smoothly. These include the ability to
clearly structure questions (Cohen, 2007). The interview was also
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 was 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. Cohen, (2007), stated that interview is a
way to collect qualitative data that includes the interaction between two
persons to give information to each other. The researcher used semi-
structured interview. It is informal to ensure the pupils feel comfortable
answering and the researcher can ask other relevant information despite
the guided ones. By carrying out the interview, the researcher knew
about the advantages and disadvantages of the intervention carried out.

5.2.4 Questionnaires
Besides 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 ordinal response scale for fixed response questions.
Ordinal response scale is when the participants are asked to order or rate
the items in a list by using the Likert scale. The options are agree and
disagree. The researcher created seven questions with two options,
agree and disagree. The researcher created the questionnaire based on
their proficiency level and also ability. The previous grammar lessons
included the lessons before and after the intervention, which were the
traditional method of drilling and rote-learning.

5.3 Data analysis method

 The researcher analysed the data collected using mixed method.
Johnston [Link] (2007) stated that, it is a type of research which researcher
combines the elements of qualitative and quantitative approaches. In this
research, the researcher combined these two research approaches.
Mixed method, in a simple description, is a combination of both
quantitative and qualitative data analysis. The data were analysed by
comparing the results of pre grammar intervention test and also post
grammar intervention test of the participants. The score of the correct and
wrong answer was calculated between the pre grammar and post
grammar intervention test. The collected data were presented in a table
and also bar chart of percentage showing the differences of the results.
From the data collected, the researcher made an analysis of the marks
on each worksheet and identified the improvement between the test.
Powell (1996), stated that the statistical analysis can be quite involved. In
this research, the researcher used some mathematical techniques in
order to make his evaluation data more understandable called descriptive
statistic as they assist to describe new data.
These methods included:

a) Numerical count of frequencies

b) Percentages
c) Measures of central tendency (mode, median, mean)

In analysing quantitative data, the researcher used some formula to find

out the effectiveness of using interactive PowerPoint in teaching articles.

To find the mean score of pre grammar intervention and post grammar
 intervention test, the researcher calculated the average score by using
the formula as follows:

X=× 
n

X= Mean score sum of all scores

X= The
N= The total number of participant

In this research, the researcher also used interview and questionnaire as

Instruments to analyse the data.

Data Analysis
Procedure

Deductive Inductive

Quantitative Qualitative

Pre intervention grammar test

Interview
Questionnaire

Post intervention grammar test

5.3.1 Test (Pre Grammar Intervention and Post Grammar

Intervention)
 The pre grammar intervention test and post grammar intervention
test were designed to have the same format as to test pupils
understanding about articles. The format used in this study can be
categorised as objective test. Fill in the blanks test items are used
because they are objective items that is only one answer is acceptable
for each test item. The fill in the blank item used in the test requires the
pupils to finish an incomplete sentence by filling in the blanks with the
correct articles given.

Example:
1) We need an hour to reach the peak of the hill.

This objective test is the most logical choice because it is the most
common type of test questions used in teaching and learning process. In
fact, it is appropriate to be used to test pupils’ understanding of articles.

5.3.2 Intervention

In this research, the researcher carried out pre intervention grammar

test for both experimental and control group. After that, the researcher
moved to the next step which is intervention. There were three
interventions carried out through the research. The interventions
included the use of interactive PowerPoint and also the use of modified
worksheet in order for pupils to have a clearer understanding about
articles.

5.3.3 Questionnaire
 The researcher used questionnaire as one of the instruments in
conducting this research. The questionnaire consists of 7 items that the
pupils need to answer. It is designed to collect data on pupils attitudes
and findings towards the interactive PowerPoint used in the
interventions. The type response scale employed in the questionnaire is
the two point Likert scale whether the pupils need to choose agree or
disagree to a statement given. In the items given, 5 questions are
focusing on pupils overall satisfaction with the PowerPoint used, while
another one question is eliciting their opinion about the English subject
itself.

Questionnaire on interest with Interactive PowerPoint

Instruction: Put a tick ( /) for agree or disagree.

Agree

Disagree
Items

1. Do you want to learn English by using Interactive

PowerPoint?
2. Do you feel that Interactive PowerPoint is helpful for your
English learning in articles?
3. Do you want to enhance your English writing skill with
Interactive PowerPoint?
4. Does learning English with Interactive PowerPoint is
easier than learning from the textbook?
5. Do you want to spend more time learning English with
Interactive PowerPoint?
6. I enjoy learning English.

Figure 5.1 The sample of questionnaire

5.3.4 Interview
 The researcher used interview in this research to collect qualitative data
that included the interaction between the researcher and the pupils to
provide information and get findings after the interventions. The researcher
wanted to compare the different opinions regarding the intervention that the
researcher had carried out on them. Five pupils were involved in this
interview session.

Interview on interest with Interactive PowerPoint

Question 1: Are you interested in learning articles by using

interactive PowerPoint?
P1: Yes. I enjoyed it.
P2: I like the PowerPoint.
P3: I like the lesson.
P4: It is better. I feel bored to use the text book.
P5: Interactive PowerPoint is exciting.

Figure 5.2 The sample of interview question

.....

6.0 DATA ANALYSIS AND INTERPRETATION

6.1 Quantitative Analysis

In this study, the tests were conducted to show the progress of the result
after the intervention had been conducted. A paired sample test was used as the
aim was to compare the mean values from the same set of participants. Each
participant has three scores from the three different tests, the Pre-intervention
grammar test, While-intervention grammar test and Post-intervention grammar
test. The Post-intervention test was conducted after the intervention had been
executed. The mean values from the tests were then compared to determine if
they were significantly different. Finally, the results for the three tests were
compared and discussed from the percentage aspect.

6.2 Result

The multiple choice items and fill in the blanks tests were analyzed in this
quantitative did not have any missing data. The participants answered all the 10
items given. Table 6.1 and table 6.2 show the overall results of the two tests
constructed which depicts the scores of the participants before and after they
were given the information.

Table 6.1 Comparison between the pre and the post intervention test results
in terms of percentage.
 Data for the test (articles)

No Participants Performance in the Pre-grammar

intervention and Post-intervention
grammar test
Pre-intervention Post-intervention
grammar test (%) grammar test (%)
1. P1 70 90
2. P2 10 80
3. P3 60 100
4. P4 60 70
5. P5 60 70
6. P6 20 60
7. P7 30 80
8. P8 60 90
9. P9 50 90
10. P10 20 80

Based on table 1, it is indicated that the changes in score form both test
as the pupils showed great improvement. There were 10 participants
selected from the experimental group and the score was calculated in
percentage. The participants needed to answer the questions given by filling
in the blanks with the most appropriate article.

Table 6.2: Comparison between the pre and and the post intervention test of
the differences (progress)

No Participants Performance in the Pre-grammar intervention and Post-

intervention grammar test
Pre-intervention While- Post- Differences
 grammar test intervention intervention (%)
(%) grammar test grammar
(%) test (%)
1. P1 70 100 90 20
2. P2 10 100 80 70
3. P3 60 100 100 40
4. P4 60 70 70 10
5. P5 60 70 100 10
6. P6 20 40 60 40
7. P7 30 100 80 50
8. P8 60 90 90 30
9. P9 50 90 90 40
10. P10 20 100 80 60

Based on the pre intervention test and post intervention test score above,
the researcher found the difference of both test to show the difference and
improvement. This indicates that there is positive improvement after the
intervention as every pupil improves at least 10%. The highest improvement
would be 70% as the pupil scored 10% in pre grammar intervention test and
scored 80% in post grammar intervention test.

Table 6.3: Result for the Pre-intervention grammar Test

Band Scores Number of Percentage (%)
Participants
Low 0-39 4 40.0
Sufficient 40-59 1 10.0
Good 60-79 5 50.0
High 80-100 0 0

Based on the table 6.3, most of the participants scored below the high
 scores and most of them were in good band (50%). Another 50 percentage
of the participant scored less that 60%. This results show that almost half of
the selected participants have problems in using articles in English. None of
the participant is able to score high mark which is between 80-100.

Table 6.4: Result for the Post-Intervention Test

Band Scores Number of Percentage (%)
Participants
Low 0-39 0 0
Sufficient 40-59 0 0
Good 60-79 30 30.0
High 80-100 70 70.0

Based on table 6.4, no one scores in low and sufficient band. That
means all participants were able to score 60 and above after the intervention
was carried out. In the good range, it decreased from 50% to 30%. As a
result, the excellent range (80-100) increased from 0% to 70% and the
numbers were increased from 0 to 7 pupils.

6.3 Comparison Pre and post grammar intervention test (good and
high marks)

The comparison of marks between Pre intervention grammar test

and Post intervention grammar test

80

70

60

50
Good
40
High
30

20

10

0
Pre test Post test
 Figure 6.3: The comparison between Pre and Post grammar
intervention test

In figure 6.3, the bar chart in blue indicates the pupils result who scored
good marks (60-79) while the bar chart in red indicates the pupils result who
scored high marks (80-100). The number of pupils who scored 60 to 79 are
5 pupils whereas none of them were able to score high marks in the pre
grammar intervention test. The other 5 pupils scored in low and sufficient
band. It showed that pupils are having problems in articles. The bar chart in
post test section showed increasing pattern as 7 of 10 pupils scored in high
marks (80-100). It shows positive increment after the implementation of the
intervention.

Chart : Mean of Pre-Intervention grammar test and Post-intervention

grammar test

P re, 44

P re
P os t

P os t, 81

Figure 6.1: Participant’s performance in mean (pre and post test)

The results from the analysis showed that there are improvements after the
intervention executed. The use of interactive PowerPoint showed positive
improvement after the interventions. The researcher received the positive
improvement by calculating the mean score of the participants. This chart is the
evidence that shows positive improvement for participants in understanding
articles in the English lesson. The pie chart shows the differences of mean score
by indicating that blue represents the mean for pre intervention grammar test
and red for post grammar intervention test. The great difference which is 37
score is a positive enhancement executed by the intervention. All the
experimental participants

6.4 The analysis of questionnaire

Table 6.4 The analysis of questionnaire

N Questionnaire Participant Total

o 1 2 3 4 5 6 7 8 9 10 A D

1 Do you want to learn English by A A A A A A A A A A 10 0

using Interactive PowerPoint?

2 Do you feel that Interactive A A A A A A A A A A 10 0

PowerPoint is helpful for your
English learning in articles?

3 Do you want to enhance your A A A A A A A A A A 10 0

English writing skill with Interactive
PowerPoint?

4 Does learning English with A A A D A A A A A A 9 1

Interactive PowerPoint is easier
than learning from the textbook?

5 Do you want to spend more time A A A A A A D A A D 8 2

learning English with Interactive
PowerPoint?

6 I enjoy learning English. A A A A A A A A A A 10 0

Note: A: Agree D: Disagree

Table 6.4 showed the responses given by the participants for each item in
the questionnaire distributed. There were 6 items which had been presented in
the questionnaire in the table above. For item number 1 all participants agreed
to the statement given which is “Do you want to learn English by using
interactive PowerPoint?”. All of them wanted to learn English by using interactive
PowerPoint. For item number 4, one of the participants disagree to the
statement of does learning English with interactive PowerPoint is easier than
learning from the textbook. In addition, two of the participants disagree to the
statement “Do you want to spend more time learning English with interactive
PowerPoint?”. Similarly, for item number 6, all of the participants agreed that
they enjoyed learning English. It showed that the pupils really enjoy learning
articles using interactive PowerPoint. This is supported by the agreement of all
participants for items 2 and 3. The item number 2 stated that all participants
agreed that they feel interactive PowerPoint is helpful for their English learning.
In fact, also agreed for item number 3 which is they wanted to enhance their
writing skill by using interactive PowerPoint.

6.5 Questionnaire analysis in percentage

Table 6.5: Questionnaire analysis in percentage

Q1 Do you want to learn English by using Interactive PowerPoint?

Q2 Do you feel that Interactive PowerPoint is helpful for your English learning in
articles?

Q3 Do you want to enhance your English writing skill with Interactive PowerPoint?

Q4 Does learning English with Interactive PowerPoint is easier than learning from
the textbook?

Q5 Do you want to spend more time learning English with Interactive PowerPoint?

Q6 I enjoy learning English.

 Table 6.5 indicated the questionnaire analysis in percentage. For
questions number 1, 100% of the participants agreed to the statement given.
The same goes to questions number 2 and 3. However, there was 10% of the
participants who disagreed to the statement given for question number 4 and 5
respectively. For question number 6, all participants agreed to the statement
given as they enjoyed learning English.

6.6 Qualitative Analysis

In order to gain more information and feedback regarding the effectiveness

of using colour-coded words in teaching articles, the researcher carried out an
interview with 5 selected participants. The participants were chosen randomly
from the group. The questions were posed to get information from them
regarding the intervention done and their motivation to learn articles. Six
questions were posed to them and they were expected to answer how and what
they felt about using colour-coded in interactive PowerPoint in learning articles.

6.6.1 Result

For question 1, they were asked on

7.0 FINDINGS
8.0 SUGGESTIONS FOR FURTHER RESEARCH
CONCLUSION