NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020

TESL D 0610/1989

TABLE OF CONTENT

Topic Pages

1.0 INTRODUCTION
1.1 Background
1.2 Reflection Of Past Teaching Experience

2.0 WHAT IS MY FOCUS OF INVESTIGATION?

2.1 What Is My Research Issue?
2.2 What Have I Learnt About My
Research Issue?

3.0 WHAT IS/ARE MY RESEARCH QUESTION/S?

4.0 WHO ARE MY RESEARCH PARTICIPANTS?

5.0 WHAT IS MY RECOMMENDED INTERVENTION?

6.0 HOW WILL I COLLECT MY DATA?

7.0 HOW WILL I ANALYSE MY DATA?
8.0 WHAT IS MY PLAN OF ACTION?
a. Schedule
b. Budget
9.0 REFERENCES
10.0 APPENDICES
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989

ABSTRACT

Classroom management has moved beyond the control of behaviour to the recognition
of teacher action to create supportive learning and teaching environments in schools
that face complex and changing needs. Classroom management is an important aspect
of teaching learning process. Management is a process of integrating resources and
 responsibilities towards the accomplishment of stated goals. The research was
designed to look into the challenge of classroom management by the teacher.
Objectives of the study were to examine classroom management practices for primary
level. Participants of the study consisted of 34 pupils of year 5 Elite from SK Taman
Aman, Alor Setar.

The research was designed to maximise pupils participation during teaching and
learning process especially during practise stage. To ensure that pupils are effectively
involved in discussion when working in groups, they need to be put in a situation that
requires them to interact and cooperate with each other in order to complete the task.
Collaborative group work is important for enhancing pupil participation. The key features
of effective group work discussions include pupils:
asking questions;
actively and persistently seeking help from peers;
giving help that is detailed; and
checking that the help given is understood by the recipient.

Recommendations will be made for the provision of more effective pedagogical

programs and strategies to assist in developing classroom management skills. Tools
used in the study were observation, interview and survey. Separate questionnaire was
developed for pupils. It was found that pupils had lacked of interest in participating in the
classroom discussion. Rather being active, most of the pupils chose to be passive by
observing the activity conducted. Teacher collected and recorded the data through
observations during the 3 months of practicum in assigned school. Pictures from the
observation will be included as the evidence of the data collection. It was concluded that
classroom environment was generally satisfactory. The major problem was over
crowdedness in the classrooms and the assistance of passengers during group work
activity especially in practise stage. It
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989

was recommended that verbal abuse may be avoided by the teacher. Further teacher
may prepare lesson plan and teachers may be trained in use of socio metric techniques
in classroom by implementing some rules that were agreed by both party; teacher and
pupils. The study also recommended that a democratic environment may be encouraged
in the classroom as it has important impact on teaching-learning process.
 The study was conducted on pupils who have intermediate level of proficiency in
the school. In order to achieve the purpose of the study, the researcher chose all Year 5
Elite pupils that consist of 34 pupils. The research was throughout teaching and learning
of English subject where according to the lesson plan, pupils participation was highly
encouraged during practise stage. The research instruments are questionnaires,
observations and surveys. The data collected will be analysed using both method,
qualitative and quantitative.

Collaborative learning will be carried out at least twice a week especially during
the teaching of Listening and Speaking skills. Teacher will analyse through observation
and evaluation by giving two sticks that indicated green and red traffic light. The green
popsicle will give information on pupils had done their work or volunteer themselves to
do the activity first while the red popsicle indicate that pupils encountered problems or
having difficulties in understanding the given task.
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989

1.0 Introduction

Research consistently shows that in order to ensure the participation of all pupils during
group work, teachers need to provide pupils with training and support for group
discussion. Teachers can support small group discussion effectively by modeling the
types of verbal exchanges that encourage pupils to express ideas, explain reasons and
solicit help. As they lead pupils through an activity, they make use of reasoning words
such as what, how, if and why. They invite as many pupils to speak as possible,
respect their contributions and finally ensure agreement is reached.

Other important skills that can be modelled and developed include listening
attentively to other pupils and building on their ideas, sharing information and how to
make critical arguments for and against different cases. It also helps to point out when
you and they are making use of these strategies to make group work more effective.
Less effective teachers tend to miss such opportunities and simply ask questions that
check their pupils recall of factual knowledge rather than their reasons.
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989

1.1 Background
English is a language spoken and written by many people around the world. It is
considered as one of the most important languages of the world. It is widely spoken
across the globe, even on the internet. English has a wider distribution compared to
other spoken languages. It is an official language in 52 countries. It is the most useful
language to learn for international travel and is now the de facto language of diplomacy.
The importance of the Internet grows rapidly in all fields of human life, including not only
research and education but also marketing and trade as well as entertainment and
hobbies. This implies that it becomes more and more important to know how to use
Internet services and, as a part of this, to read and write English.

Realizing the importance of the English language, the government has begun
implementing new curriculum to help boost the English language learning as a means of
pushing the younger generation towards being better able to compete with the global
community. The government has begun cultivating the interest among the students to
learn English language. Why are they taking effort in doing this?

At present, speaking skill represents one of the essential requirements in

mastering English language. It is "the process of building and sharing meaning through
the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998).
Speaking is an important part of the second language learning and teaching. Despite its
importance, for many years, teaching speaking has been undervalued and English
language teachers have continued to teach speaking just as a repetition of drills or
memorization of dialogues. However, today's world requires that the goal of teaching
speaking should improve students' communicative skills, because, only in that way,
students can express themselves and learn how to follow the social and cultural rules
appropriate in each communicative circumstance.

Pupils often think that the ability to speak English is the product of language
learning. Instead, speaking is also a crucial part of the language learning process which
requires an incessant practice and continuous usage. However, language learners are
often too embarrassed or shy to speak up especially when they do not understand
another speaker well or when they realize that their conversation partner
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989
has not understood them. In Malaysian context, the first language interferences and
destructive learning environment has indeed minimise the opportunity for the pupils to
speak English. As English is not the language of the community, pupils are unable to
see the relevance of English for communication.

As the student of PISMP TESL Semester 7, I have to plan and improve an action
that will help me in my teaching and learning process during the third phase of
practicum. After much thought and careful consideration, I have decided to focus on the
classroom managements approach that leads to effective teaching and learning
process. As stated by Lewin (1948), action research did not arise in education, but was
applied to the development of teaching as its potential was identified.

Thus, in my perspective, the action research concerns on an issue that is

highlighted by me and the students of PISMP Semester 7 during our third phase of
practicum. We need to really diagnose the issue, the reasons of why it is occurring, and
plan for actions to be taken in overcoming the issue. The issue is broad concerning all
aspects of the methodology of teaching either related wholly to the school or particularly
focus only on the classroom. For instance, we can do a research on how to help pupils
participating in classroom activity by using traffic light popsicles. Research on
managements such as class control, time management, seating arrangement and other
types of managements can also be conducted.

Action research is something that is focused more on the processes involved

than the final product. It highlights on the steps to be applied and utilized in class in
order to improve certain situations. Action research is concerned with bringing about a
change to the individuals involved. Its aim is to at least find a solution to the issue so
that the researcher could take actions to prevent it from reoccurring and if possible, the
researcher could change the whole thing by replacing it with a new one.

The researcher could collaborate with other experienced individuals to gain a

better outcome. Discussion on the way of overcoming the issue could be done regularly
so that many different ideas could be obtained and various actions could be done. As
the conclusion, action research should change the attitude of learning from bad to
better.
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989

1.2 Reflection About Past Teaching Experiences

As in total, I have been to seven different schools for my School-Based Experience
(SBE) programmes and my practicum. On the second semester of PISMP, I was opted
to choose my first school to undergo SBE. With little knowledge I had about teaching,
me and my three friends decided to go to a high prestige well known school in Perlis
named SK Sena. Nothing much we could do as that was our first time going out to a
school. The urban school really gave me a hard time. Although it was a week and we
were not required to take over a class, we were involved with other administrative works.
Second and third SBE really gave me different feelings with many thoughts in mind.

Within these two years, I have been assigned to 3 different schools for my
practicum thus I realised that every school posses different administrations, different
learning approaches, different level of pupils competency and such. Despite its
differences, I have distinguished a dominant similarity in term of the usage of the English
language by the pupils. The most noticeable aspect is none other than the language
used as the medium of communication in the school. Being to SK Stella Maris and SK
Taman Aman where Bahasa Melayu is the language used in daily interaction on
contrast, but when I had assigned to SJK(T) Barathy, they used Tamil language.
Although the pupils in those three schools acknowledged me as their English teacher,
still they did not use English when interact and communicate with me.

My first naked assumption on these pupils was they might be incompetent in

using English as they were communicating and interacting in their mother tongue
languages; Bahasa Melayu and Tamil. However, my initial assumption has indeed fallen
into fallacy that I realised these pupils were actually capable in using the language.
Detecting their abilities in speaking English through my own observations, they were
able to understand my instructions and even replied me back in the same language. The
sentence constructions of some pupils were deficient though. Yet, they were able to
deliver the meaning of their spoken message with my guidance. Few tests have been
conducted too to evaluate the pupils proficiency in English and the results were quite
encouraging. Most of the pupils were loaded with quite a
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989

number of vocabulary that I was certain that it was possible for these pupils to fully use
English in communicating and interacting especially during English lesson.
 Therefore, I had decided to indirectly and unconsciously force my own pupils to
use English by incorporating my demand of using English into my classroom
management. Classroom management refers to the wide variety of skills and techniques
that teachers use to keep students organized, orderly, focused, attentive, on task, and
academically productive during a class. When classroom management strategies are
executed effectively, I will be able to maximise the usage of English in my class. By
aiding two popsicles, I could clearly notice which pupils did the active listening.
Previously, the same pupils all over again kept on answering the questions prompted by
the teacher. I felt a bit disappointed as I failed to promote positive discussion among the
pupils. Therefore, the popsicles given which were red and green in colour had
encouraged their participation in collaborative learning.

I would consider the strategies used as an accomplishment as it has succeeded

in ensuring my pupils to fully use English during English lesson. Although some of my
pupils were making lots of grammatical errors in using the language, I was grateful
enough to be able to create such encouraging environment for my pupils to practice and
speak English that they will be able enhance their speaking skills and improve their
confidence and self-esteem.

After observing and analysing the problem of my pupils in 3 different schools in

both Perlis and Kedah, I have recognised their problem in English, specifically speaking
skills is due to lack of encouragement and dissuade environment which has minimised
the opportunity for the pupils to speak in English. When I went to SJK(T) Barathy, the
teachers themselves were using Tamil to teach English. Therefore, the pupils were not
able to see the relevance of speaking English especially during English class whereas
the main idea in learning English is to master those skills of Reading, Writing, Listening
and Speaking through the contents provided in the textbook.

I would rather say my pupils are actually discouraged to speak English where
they lose their confidence and enthusiasm because the teachers themselves have not
played their roles well in encouraging them to use the language. This hindrance has
impeded the pupils to try to use English as they have not been familiarised with
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989

the spoken language. So, their communication skills are very poor and the pupils are
often too shy to even attempt to strike up a conversation as they are so afraid of making
mistakes and being mocked by their friends that they decided to avoid speaking English
in front of others.

As we are all aware that fluency in speaking can only be acquired through
incessant practices and continuous usage, it is impossible for the pupils to master this
skill without using it. Therefore, it is crucial for the teacher to provide something that can
trigger the pupils in using English so that all the pupils will be comfortable with the
language and automatically speak English with their peers during English lesson. The
obligation of using fully English in the classroom will help the low self esteem pupils to
accelerate their confident level since everyone in the classroom is required to speak
English. When everyone is using English, there is no reason for any of the pupils not to
speak English.
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989

2.0 Focus Of Investigation

The focus of this research is to know the effectiveness of using traffic light
popsicles during practise stage in teaching and learning for year 5 Elite. The researcher
aims is to ensure that pupils were able to communicate and express ideas and thoughts
in English by cooperating some elements of fun learning rather than raise up bare hand
to respond to the teachers questions. Teacher will face difficulty in determining which
pupils need reinforcement and which pupils seek for remedial. By giving two different
colours of popsicles, teacher can identify the individual needs when the popsicle is
raised by the pupils.

Jacob Kounins (1970) determined that the mastery of classroom management

must include the ability to teach to the learning style of the group instead of the
individual, and organizing of lessons and teaching methods. The goal of classroom
management is to create an environment which not only stimulates student learning but
also motivates students to learn. Kounins approach is in line with both Glasser and
Kohn as he also posits that the keys to successful classroom management is in
preventing management problems from occurring in the first place by putting into place
good organization and planning.

B F Skinner (1954) relied on the assumption that the best way to modify
behaviour was to modify the environment. Skinner believed that the best way to
understand behavior is to look at the causes of an action and its consequences. He
called this approach operant conditioning.Operant conditioning is a method of learning
that occurs through rewards and punishments for behaviour in other words it is a type of
learning in which an individuals behaviour is modified by its consequences (response
the behaviour gets); the behaviour may change in form, frequency, or strength.

Speaking is the productive skill in the oral mode. It is, like the other skills, more
complicated than it seems at first and involves more than just pronouncing words. If we
observe, we shall notice that that there are three kinds of speaking situations in which
we find ourselves. To this respect, Orwig (1999) identifies three types.
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989

a. Interactive speaking situations which include face-to-face conversations

and telephone calls

b. Partially interactive such as when giving a speech to a live audience,

where the convention is that the audience does not interrupt the speech.

c. Non-interactive such as when recording a speech for a radio broadcast. (Orwig,

1999)

2.1 Research issue

Since English is not the first language of many students in Malaysia, students might
encounter some difficulties when learning the language. Marlyna, Tan and Khazriyatis
(2007) study on interference effect of Bahasa Malaysia in the acquisition of English
literacy among Form One students revealed that students have difficulties in using
correct English grammar in their writing, and made errors such as wrong use of articles
and subject-verb agreement. The study claimed that a large number of errors identified
suggest interference of Malay grammar.

Similarly, Neda, Mariaan and Seyyed (2012) findings showed tangible first
language interference in students writing. Her study also revealed that Malaysian
ESL learners have problems in writing tasks, especially in language use (grammar) and
punctuation. In addition, many studies have been done with the concern over low
literacy attainment in English language among Malaysian learners. Three important
issues regarding English language learning in Malaysia were summarized in the paper.
 i. Bahasa Malaysia has a strong influence over the learning of English.
Interference of mother tongue language system in some ways contributes to
wrong use of English grammatical rules, morphology and syntax.
ii. A strong emphasis is given on the teaching of reading and writing skills and
the mastering of grammatical rules.
iii. The pupils have low self esteem in expressing themselves in the target
language, English.
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989

2.2 What have I learnt about my research issue?

When I think back about kids in my classroom who did not participate at first, I
remember Dina and Fitrihafifi. Fitrihafifi was polite, listened to his classmates, and did
his homework. But when I asked questions or set up class discussions, he remained
silent. Dina was really creative and an avid reader. She also did not participate,
frequently had her head down in class, and was reluctant to start work. Some of our
students might sit quietly through each lesson or be visibly disengaged. Maybe they
don't understand the lesson, are embarrassed, or hesitantly wait for another peer to
share. Jared and Maya certainly aren't unique.

I often visit classrooms where I see teachers employ lots of Q+A. Asking
questions and calling on raised hands is one way to check for understanding. But Q+A
does not access 100% of our kids -- especially not kids like Dina and Fitrihafifi. How can
we get our shiest students, or even our student with her head down in the back of our
class, participating? While cold calling, randomizers or pulling a Popsicle stick will
ensure students are equally called upon, some students find that approach frightening
or annoying.

Pupils should be given opportunity to try and error before teacher interrupts by
saying NO. The negative words use will influence pupils self esteem and slowly
decreasing their participation as they are afraid of making mistake. Rather than penalize
pupils for the mistakes, teacher can approach tenderly by give them the chances to
speak up their mind.

Through collaborative learning, pupils have more self appreciation when they
share their thoughts and ideas among the committee of their group. Although they may
use their mother tongue language, slow and little progress is better than nothing.
Teacher will facilitate the pupils when they raise red stick which indicates the pupils
face problems.
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989

3.1 THE RESEARCH QUESTIONS

3.1 Can the use of popsicles improve the pupils participation?

3.2 How group work activity helps to encourage pupils speaking ability in
English?
3.3 How can teacher monitor pupils participation in teaching and
learning?

4.0 THE RESEARCH PARTICIPANTS

This action research will be performed using the total of 34 pupils from Year 5
Elite of Sekolah Kebangsaan Taman Aman as I was took over their class for my third
phase of practicum. The school is located in Anak Bukit, Alor Setar where most students
are considered as average level of English proficiency.

These pupils are curious and active. Therefore, I assume that they will be able to
increase their participation by raising up their popsicles gave by the teacher. They also
love to play, especially games which require them to move around the class and need
them to compete with their other friends. Thus, teacher will prepare or design more
activity that will include the collaborative learning.

Their learning style is visual kinaesthetic since they rely on images to relate
things and learn by doing and touching. All of them are active and up until now, they
enjoy each activity conducted in class. These pupils are facing difficulties in spelling the
vocabulary they had learned during the English classes. Therefore, they need to
develop meaningful and motivational activities that will allow them to reinforce their
spelling skills according to their particular stage.
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989

5.0 THE RECOMMENDED INTERVENTION

The recommended intervention is using two popsicles that indicate some

meaning. The description of how it will be implemented is described below in the Table
1.
 1. Two different popsicle sticks are distributed for each pupils where there are 34
pupils all together in year 5 Elite, SK Taman Aman.

2. The green popsicle stick indicates:

a) Pupils have finished the given work, then, teacher will go and check whether
they have finished by communicating in English.
b) Pupils raise the stick to participate in activity which needs them to present to
the whole class

3. The red popsicle stick indicates :

a) Pupils encounter problem in understanding any part of the lesson.
b) Teacher will go the pupils personally to identify what is their problem and
guide them by using the target language, English.
4. Pupils will raise at least once their stick to ensure their active engagement for the
whole week.
5. Their participation will be recorded from time to time through observations.
6. The sticks will be kept by the pupils. They have to bring their sticks everyday
during English classes.
7. In group activity, the first group that volunteer to present their work first will be
rewarded.

TABLE 1
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989

6.1 DATA COLLECTION METHODS

6.1 Research Instrument

a. Pupils- Interview, survey

b. Teachers- Observation

6.1.1 Document Analysis (Interview)

Document analysis is a form of qualitative research in which documents are

interpreted by the researcher to give voice and meaning around an assessment topic.
 Analysing documents incorporates coding content into themes similar to how to focus
group or interview transcripts are analysed.

Data Analysis

Respondant Transcription Notes Coding

1. (5 boys and 5 1.
girls our of 34 2.
pupils will be 3.
selected) 4.
5.
6.
7.
8.
9.
10.

Coding Code

Emotions Coding Code

Confident 1
Stuttering 2
Nervous 3
Unsure 4
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989

List of Questions

1. Do you like English?

2. Do you think English is fun?
3. Do you enjoy my class?
4. Do you like to speak English?
5. Do you speak English at home?
6. Do you speak English with your friends?
7. Who do you find comfortable speaking English with?
a) Your parents?
b) Your friends?
c) Your teacher?
8. Do you like using the ice-cream sticks?
 9. How often do you use your sticks?
10. Do you prefer using sticks or raise up your hand only?

6.1.2 Survey

Survey to encourage pupils speaking ability by using target language, English in

practise stage

I would be most grateful if you would assist me in my project, by spending a few minutes
answering the following questions. Thank you for your help.

1. Do you enjoy English lessons? Yes/No

2. Do you prefer the lesson in the classroom? Yes/No

3. Do you prefer the lesson outside the classroom? Yes/No

4. Do you like the popsicles? Yes/No

5. Do you like to raise up green stick? Yes/No

6. Do you like to raise up red stick? Yes/No

7. Do you find the teacher guides you? Yes/No

NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989

8. Do you feel comfortable raise up the stick? Yes/No

9. Do you speak English in class? Yes/No

10. Do you speak in English at home? Yes/No

The recorded data then will be interpreted based on how many pupils answering
yes in each question. The data will be presented in table form then will be calculated
in chart. Refer Table 2 and Diagram 1 for the example.

Example :

Question Yes answer / 34

 pupils

1. Do you enjoy English lesson? 15

2. Do you prefer the lesson in the classroom?
10
3. Do you prefer the lesson outside the
25
classroom?
34
4. Do you like the popsicles?
17
5. Do you like to raise up green stick?
17
6. Do you like to raise up red stick?
10
7. Do you find the teacher guides you?
30
8. Do you feel comfortable raise up the stick?
10
9. Do you speak English in class?
5
10. Do you speak in English at home?

TABLE 2
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989

The chart below show that the respondent numbers against the yes/no answer by
the pupils

40

35

30

25

20
Yes
15
No
10

DIAGRAM 1
 6.1.3 Observation

The number of pupils raise up their hands will be captured by using camera starting
from week 1 until the end of practicum phase 3.
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989

7.0 THE ANALYSIS OF DATA

In general, qualitative research generates rich, detailed and valid (process) data that
contribute to in-depth understanding of the context. Quantitative research generates
reliable population based and generalisable data and is well suited to establishing
cause-and-effect relationships. The decision of whether to choose a quantitative or a
qualitative design is a philosophical question.

From this brief discussion it can be appreciated that both qualitative and
quantitative analyses have something to contribute to corpus study. There has been a
recent move in social science towards multi-method approaches which tend to reject the
narrow analytical paradigms in favour of the breadth of information which the use of
more than one method may provide. In any case, as Schmied (1993) notes, a stage of
qualitative research is often a precursor for quantitative analysis, since before linguistic
phenomena can be classified and counted, the categories for classification must first be
identified. Schmied demonstrates that corpus linguistics could benefit as much as any
field from multi-method research.

Combining of qualitative and quantitative research is becoming more and more

common. Every method is different line of sight directed toward the same point,
observing social and symbolic reality. The use of multiple lines of sight is called
triangulation. It is a combination of two types of research. It is also called pluralistic
research. Advantages of combining both types of research include:

a) Research development (one approach is used to inform the other, such as

using qualitative
b) Research to develop an instrument to be used in quantitative research)
c) Increased validity (confirmation of results by means of different data sources)
d) Complementarities (adding information, i.e. words to numbers and vice versa)
e) Creating new lines of thinking by the emergence of fresh perspectives and
contradictions.
 f) Barriers to integration include philosophical differences, cost, inadequate
training and publication bias. A report or a presentation of the findings
supported by tables and graphs.
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989

Based on the methods used for the collection of data, both quantitative and qualitative
methods will be used and analysed by using table, voice recorder, pictures and graphs
that represent some collected data. In the nutshell, the heart of evaluation research is
gathering information about the program or intervention youre evaluating and analyzing
it to determine the effectiveness of what the teacher is doing, as well as about how to
maintain and improve that effectiveness. Regardless of the field of study or preference
for defining data, accurate data collection is essential to maintaining the integrity of
research. Both the selection of appropriate data collection instruments and clearly
delineated instructions for their correct use reduce the likelihood of errors occurring. The
data can show whether there was any significant change in the dependent variables that
I hoped to influence.

Collecting and analyzing data helps the teacher to see whether my intervention of
using Traffic Light Popsicle brought about the desired results of embolding my pupils to
speak full English during English lesson. These data attained from the observation and
interview will provide the teacher credible evidence to show stakeholders that the
invention is successful or not.
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989

8.1 THE PLAN OF ACTION

8.1 Schedule

MONTHS 1 2 3 4 5 6 7 8 9 10
TASKS
Deciding on the
area of the
focus
Problem
analysis among
pupils
Writing action
 research
proposal
Submission of
proposal
Literature
reviews
Data collection
methods
Action research
analysis
Data analysis
and
interpretation
Finalizing draft
Proof reading
Finalizing action
research
Submission of
action research
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989

8.2 Budget
The budget plan for the implementation of my intervention will be as followed:

No. Items Estimated Price per Unit Estimated Cost

1 Popsicles RM 3.50 RM 3.50
2 Manila card RM3.00
3 Polisterin RM5.00
4 Printing Inks RM15.00
Total RM28.00

NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020

TESL D 0610/1989

9.0 REFERENCES
James, B. (t.t). Spelling Power Made Easy. Kuala Lumpur: Crescent News (K.L.) SDN.
BHD.

Nandy, A. (1993). An Aid To Mastering English. Singapore: Keynes School Publication.

Nandy, M. (2003). the Active Everyday English Course. Kuala Lumpur: BUKUMUST
SDN. BHD.

Pahuja, N. (t.t). Improve Your Vocabulary. Singapore: S.S. M. Baruk & Bros PTE. LTD.

Rinvolucri, J. M. (1988). Vocabulary. Hong Kong: Oxford English.

Smelt, E. (1983). Complete Guide to English Spelling. Kuala Lumpur: Longman

Cheshire Pty Limited 1983.

Zamani, T. S. (t.t). Build Your English. Kuala Lumpur: Mc Graw Hill.

NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989

10.0 APPENDICES
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989
 ARTICLE
1
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989

ARTICLE
 2
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989

ARTICLE
3
NUR FADHILAH BINTI MOHD SHAHER 920819-09-5020
TESL D 0610/1989