USING SUBSTITUTION TABLE IN IMPROVING THE

VOCABULARY AMONG YEAR 5 INTAN PUPILS

NURUL FATIHAH BINTI KAMARUDDIN

A project report is submitted in partial fulfilment of the requirement for the degree of

Bachelor of Teaching (Hons).

(Teaching English as a Second Language Primary Education).

INSTITUT PENDIDIKAN GURU

KAMPUS DATO RAZALI ISMAIL

KUALA TERENGGANU

NOVEMBER 2016
 SUPERVISORS APPROVAL

I hereby certify that I have read the project report and in my view the work has

fulfilled the requirement for the degree of Teaching (Hons)

(Teaching English as a Second Language Primary Education)

Signature : .
Name : PUAN NOORLIZA BINTI ABDUL RAZAK
Date : .............................

2
 CANDIDATES DECLARATION

I hereby declare that the research is based on my original work except for

quotations and citations which have been clearly acknowledged.

Signature : ....
Name : NURUL FATIHAH BINTI KAMARUDDIN
Date : ............................

3
 DEDICATION

I specially dedicated this work to :

Beloved father and mother,

Tuan Haji Kamaruddin Bin Tawang

Puan Hajah Rahimah Binti Abd Rahman.

Brothers and sisters,

Hisham, Juliana, Sanniah, Echarm, Baeya, Faezah, Shahrul, Maisarah, Shahir,

Iqbal, Riduan & Akhiri.

My best friend,

Nurliyana Faseha Binti Abd Aziz.

My supportive supervisor,

Puan Noorliza Binti Abd Razak.

Lecturers of English Department

and also

Friends of PISMP TESL JANUARY 2013 INTAKE

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 ACKNOWLEDGEMENT

In the name of Allah, The Most Gracious and The Most Merciful, blessings

and peace be upon Prophet Muhammad, his family and his companions pure. I am

very thankful that I finally managed to complete the report of my action research

successfully with the hope that it meets the requirement need to graduate for PISMP

course.

First and foremost, I would like to express my deepest thanks to my

supportive supervisor, Puan Noorliza Binti Abdul Razak for all her guidance, advice

and encouragement given throughout completing this action research. Besides, I

want to give a special thanks to all the lecturers of IPG Kampus Dato Razali Ismail

especially the English Language Department for all the knowledge contribution

given to complete this action research. I would like to extend my gratitude to the

teachers, staffs and pupils of Sekolah Kebangsaan Seri Nilam for their support and

involvement in this action research. Next, thanks to all my research participants for

all the cooperation given and not forgotten my beloved practical partner Nurliyana

Faseha binti Abd Aziz for all the ideas and suggestions given while conducting this

action research.

Furthermore, a billion thanks to my family especially my father and mother

Tuan Haji Kamaruddin bin Tawang and Puan Hajjah Rahimah binti Abd Rahman for

the support in terms of financial, motivational, and prayers throughout completing

this research. Not forgetting to all my family members, thanks a lot for the moral

support and motivation to complete this research.

Lastly to my friends, I want to thanks a lot for the assistances, support and

sharing of information with me. Thanks to all that involved directly or indirectly

5
during the process completing this research. May all your kindness be rewarded by

Allah.

ABSTRACT

Vocabulary mastery is a basic language skill that appears in every language. It is the

key to the students understanding of what they hear and read, and enable them to

communicate successfully with other people. Vocabulary learning used to be

neglected during the language learning. Language teachers have been keen in finding

ways and effective approaches to enhance the students vocabulary learning. This

study was conducted to investigate whether the using of Substitution Table can help

and improve the pupils in memorising the vocabulary. The respondents consist of

three year 5 Intan pupils from Sekolah Kebangsaan Seri Nilam, Kuala Terengganu.

Substitution Table is a technique used to help participants memorise the vocabulary.

The instruments used to gather the data were document analysis, observation and

interview. From the findings of the result, all the respondents showed positive

improvement throughout the intervention process. They were able to memorise the

vocabulary using the Substitution Table.

Keywords: substitution table vocabulary

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 ABSTRAK

Penguasaan Perbendaharaan Kata adalah kemahiran asas dalam setiap bahasa. Ia

adalah kunci kepada pemahaman pelajar terhadap apa yang mereka dengar dan baca,

dan membolehkan mereka untuk berkomunikasi dengan jayanya dengan orang lain.

Pembelajaran perbendaharaan kata sering diabaikan semasa proses pengajaran. Guru

bahasa telah bersungguh dalam mencari cara dan pendekatan yang berkesan untuk

meningkatkan perbendaharaan kata pelajar. Kajian ini dijalankan untuk menyiasat

sama ada penggunaan Substitution Table boleh membantu dan meningkatkan murid

dalam menghafal perbendaharaan kata. Responden bagi kajian ini terdiri daripada

tiga orang murid tahun 5 Intan berasal dari Sekolah Kebangsaan Seri Nilam, Kuala

Terengganu. 'Substitution Table' adalah teknik yang digunakan untuk membantu

peserta mengingati perbendaharaan kata. Instrumen yang digunakan untuk

mengumpul data ialah analisis dokumen, pemerhatian dan temu bual. Berdasarkan

keputusan yang diperoleh, kesemua responden menunjukkan peningkatan yang

positif sepanjang proses kajian berlangsung. Mereka dapat menghafal

perbendaharaan kata dengan menggunakan Substitution Table

Kata kunci: substitution table, perbendaharaan kata

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 TABLE OF CONTENTS

SUPERVISORS APPROVAL..................................................................................ii
CANDIDATES DECLARATION..........................................................................iii
DEDICATION...........................................................................................................iv
ACKNOWLEDGEMENT.........................................................................................v
ABSTRACT................................................................................................................vi
ABSTRAK.vii
LIST OF FIGURES...................................................................................................xi

LIST OF TABLES....................................................................................................xii

LIST OF APPENDICES.xiii

1.0 INTRODUCTION.........................................................................................................

1.1 Background.........................................................................................................1

1.2 Reflection on Past Teaching Experience.............................................................3

1.3 Theory............................................................................................................5

1.4 Past Research.................................................................................................6

1.5 Definition of Terms........................................................................................8

2.0 FOCUS OF INVESTIGATION...................................................................................

2.1 Introduction.........................................................................................................9

2.2 Research Issue.....................................................................................................9

2.3 Preliminary Investigation and Analysis............................................................10

3.0 RESEARCH QUESTIONS........................................................................................

3.1 Introduction.......................................................................................................12

3.2 Research objective............................................................................................12

3.3 Research questions............................................................................................12

8
4.0 RESEARCH PARTICIPANT.....................................................................................

4.1 Introduction.......................................................................................................13

4.2 General Description of Research Participants..................................................13

4.2.1 Participant 1 - Khairi..................................................................................14

4.2.2 Participant 2 - Amirah................................................................................14

4.2.3 Participant 3 - Izzah....................................................................................15

5.0 ACTION / INTERVENTION....................................................................................

A) 5.1 Procedure of action................................................................................16

5.2 Intervention specification..................................................................................17

5.3 Implementation Procedure................................................................................19

5.3.1 Reflect........................................................................................................20

5.3.2 Plan.............................................................................................................21

5.3.3 Act..............................................................................................................21

5.3.4 Observe.......................................................................................................22

B) 5.4 Data Gathering Method..........................................................................23

5.4.1 Document Analysis.....................................................................................24

5.4.2 Observation................................................................................................24

5.4.3 Interview.....................................................................................................24

6.0 ANALYSIS AND INTERPRETATION OF DATA..................................................

6.1 Introduction.......................................................................................................26

6.2 Selection of Analysis Method...........................................................................26

6.2.1 Document Analysis.....................................................................................26

6.2.1.1 Pre-test.....................................................................................................26

6.2.1.2 Post-test...................................................................................................28

6.2.2 Observation................................................................................................30

6.2.2.1 Before intervention..................................................................................31

6.2.2.2 After intervention....................................................................................32

9
 6.2.3 Interview.....................................................................................................35

6.3 Convincing Justification...................................................................................38

6.4 Triangulation.....................................................................................................39

7.0 FINDINGS...................................................................................................................

7.1 Introduction.......................................................................................................41

7.2 Relevant to the study / Answering to the research question.............................41

8.0 SUGGESTIONS FOR FURTHER RESEARCH.....................................................

9.0 REFERENCES.................................................................................................................

10.0 APPENDICES................................................................................................................

10.1 Observation Checklist.....................................................................................47

10.2 Interview Questions........................................................................................48

10.3 Participant 1 Test Paper...................................................................................49

10.4 Participant 2 Test Paper...................................................................................50

10.5 Participant 3 Test Paper...................................................................................51

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 LIST OF FIGURES

Figure 1: Model of Actions Kemmis & Mc Taggart (1988).....20

Figure 2: Triangulation of Data..39

11
 LIST OF TABLES

Table 1 : Year 5 Intan TOV examination....10

Table 2 : Marks for TOV in Writing of Research participant.....13

Table 3 : Intervention Specification....18

Table 4 : The Pre-Test Result .26

Table 5 : The Post-Test Result....28

Table 6 : Comparison Between Pre-Test and Post-Test Result.......30

Table 7 : Before Intervention Result from Observation Form....................31

Table 8 : After Intervention Result from Observation Form......................32

Table 9 : Comparison Result Before and After Intervention......34

Table 10 : Result from Interview Session...................35-36

12
 LIST OF APPENDICES

10.1 Observation Checklist..47

10.2 Interview Questions.48

10.3 Participants 1 Test Paper.49

10.4 Participants 2 Test Paper 50

10.5 Participants 3 Test Paper ....51

13
1.0 INTRODUCTION

Vocabulary learning is an essential part in foreign language learning as the

meanings of new words are very often emphasized, whether in books or in

classrooms. It is also central to language teaching and is paramount importance to a

language learner. Recent research indicate that teaching vocabulary may be

problematic because many teachers are not confident about best practice in

vocabulary teaching and at times do not know where to begin to form an

instructional emphasis on word learning. As one of the knowledge areas in language,

it also plays a great role for learners in acquiring a language. Harmon, Wood & Keser

(2009), state that learners vocabulary development is an important aspect of their

language development. This proved that vocabulary is very crucial for a pupil in

order to master the English language, they need to comprehend the vocabulary. This

is the main reason the researcher decided to start on focusing the issue of pupils

vocabulary.

1.1 Background

One of the barriers for the teachers to teach English especially in SK Seri Nilam

is the use of English language in the class. Sometime, teachers have difficulties in

explaining the meaning of the word in English. Instead, they can explain better in

Bahasa Melayu. This problem led to the lack of acquisition of the English language

among the pupils. When a child learns a foreign language, such as English, he has no

native speakers of English at hand whom he may imitate nor does he receive as

much social encouragement as learning L1. There are a lot of studies and researches

done for the teaching and learning English as a second language in Malaysia.

1
 Most of the research are focusing on the ways to enhance pupils comprehension

based on the five basic language skills which are listening, speaking, reading, writing

and grammar. Several issues or problems were related with the style and type of

teaching techniques used that help pupils to gain the understanding of the language

after several years of schooling, especially in teaching English as a second language

for primary schools. One of the problems that commonly occurs among the pupils is

lack of interest to learn English. This will eventually lead to a bigger problem, which

is being lazy to understand English even for the simple words. Some other issues that

are being highlighted were lack of exercises on particular topic, reluctance to

converse by using English in daily life, and limited vocabulary that caused them

having less confidence to use English.

The use of a second language as a language medium during the early years of

schooling, for whatever reasons, will lead to learning difficulties arising out of

language barrier (Tan & Santhiram R. Raman, 2007). Leki (1992) claimed that ESL

students complain about learning and focusing on the English word order or word

forms. According to Adams and Keene (2000), as cited in Al-Khasawneh (2010),

today English, as the means of instruction, makes a strong contribution to education

and students efficiencies in communication are on top of institutional demands. This

reflects that the used of English is very important in all aspects. In SK Seri Nilam,

the using of English language is not being emphasizes and this cause the pupils to

lack of exposure in English language.

In 2011, the government had made a new changes in education system in

Malaysia. Implementation of new curriculum which was Kurikulum Standard

Sekolah Rendah (KSSR) in replacing the previous curriculum of Kurikulum

Bersepadu Sekolah Rendah (KBSR) had totally changed the teaching pedagogy or

2
ways of teaching. The new curriculum suggested a modular approach while

introducing the language to the pupils. Hence, the components of English are taught

modularly. For instance on Sunday, teacher need to focus to teach on listening and

speaking only. Teacher needs to complete the cycles so that the pupils will acquire

the language throughout the language modular cycle. The method of teaching might

be slightly different but attractive and interactive for the pupils who learn under

KSSR curriculum.

In the process of teaching and learning English, mastery vocabulary is

important. It is suitable with the statement of Langan (1992:422) as cited by Aswal

Syarifudin (2014) he said that a good vocabulary, more than any other factor, was

common to people enjoying successful careers in life. Besides, it is hoped that they

will have more vocabulary (because they are easier to catch new vocabularies) and

will help them in studying English in the next level of school, so that they can use

their English in order to communicate to other people from other countries later.

Based on those explanations, it can be concluded that English vocabulary mastery is

important. It is because vocabulary mastery is basic language skill that appears in

every language. Apart from that, words can be said as the currency of

communication. It is used in communication. A robust vocabulary improves all areas

of communication which are listening, speaking, reading and writing. Vocabulary

mastery is the key to the students understanding what they hear and read, and to

communicate successfully with other people.

1.2 Reflection on Past Teaching Experience

The researcher had experienced three phase of practicums in three different

school where there were a lot of problems occurred during the teaching and learning

session in the classroom. The first practicum for one month has been done at Sekolah

3
Kebangsaan Serada which is located in Kuala Terengganu. During the one month

practicum, the researcher had been assigned to teach Year 5 pupils. The problem that

was identified faced by the pupils was they did not have enough vocabularies that has

been fixed for them to know. The school has only one class for each year, thus the

class has mixed ability pupils; which are advanced, average, and below average.

For the second practicum, the practicum was done for two months at Sekolah

Kebangsaan Bukit Losong which located in Kuala Terengganu. The researcher had

been assigned to teach Year 2 Amanah, year 4 Bestari and year 5 Amanah. During the

teaching and learning session, the researcher identified the same problem face by the

pupils which was lack of vocabulary. This can be seen when the researcher was asked

to observe the 5 Amanah class during the early year examination. The pupils kept

asking her on how to write certain words in English. Third practicum is in Sekolah

Kebangsaan Seri Nilam and for that practicum, the researcher teach the year 4 Nilam

and year 5 Intan.

When the researcher entered the class during the practicum, there were a

numbers of vocabularies given that the pupils could not understand. These

vocabularies were mostly spoken by them every day during lesson. The researcher

noticed this problem when the pupils spell the action verb wrongly and did not know

the meaning of simple action verb such as watch. They even asked her to deliver the

instruction in Bahasa Melayu. For further information, the researcher met the English

teacher of Year 5 Intan class. The English teacher for that class told that most of the

pupils were facing this problem besides pupils were very weak in vocabulary as they

rarely read books.

4
 Therefore, it is shown that the pupils are having problems in term of their

vocabulary even they are from different schools. They need a method or a teaching

aids to solve the problem. So, researcher has introduced a method which is using

Substitution Table to improve vocabulary in verb.

1.3 Theory

Based on the research tittle that has been chosen, the theories that fit well

with this research is the theory of second language acquisition. The learning of

English subject in Malaysia is mainly to be taught as the second language in every

school for example in SK, SJK (C) and SJK (I). In the theory of second language

acquisition, Krashen (1982), suggested that there are two ways of second language

performance. The first one is the acquired system and the second is the learned

system. According to Krashen, the acquisition of the language is in the state of

subconscious mind and it happens just the same as the children acquire their first

language. Meanwhile, the learned system is the process of learning the language in

a conscious way and it happens in a formal situation.

In relation to this research, the using of Substitution Table in improving

vocabulary on verb will be taught using the learned system at the first stage. First, the

certain mostly used vocabulary of verb to the pupils will be introduced through a

formal session in recognizing and pronouncing the vocabulary. Then the process is

continued with the next session of showing the pictures that representing the

vocabulary of verb. Once the pupils manage to get familiarise with the vocabulary,

they will go to the next session of drilling the vocabulary.

The other theory that is closely related to this research is the Skinner

Behaviourist theory (1957). Behaviourist theory is the habit formation theory of

5
language teaching and learning. This remind us to the process of drilling the

vocabulary. In this research, after the researcher introduces the vocabulary, the pupils

will go to the next phase where they will be tested on their memory of vocabulary

taught. The researcher will keep on drilling the pupils until they will be able to

answer the questions provided in the post-test. Using the Substitution Table, pupils

will mostly be drilled to help them memorise the vocabulary of action verb thus

assist them to improve their vocabulary.

1.4 Past Research

Vocabulary is central to English language teaching because without sufficient

vocabulary students cannot understand others or express their own ideas. As Schmitt

(2010) noted, learners carry around dictionaries and not grammar books. Teaching

vocabulary helps students understand and communicate with others in English. This

proved that vocabulary is very crucial for a pupil in order to master the English

language, they need to comprehend the vocabulary. This is the main reason the

researcher decided to start on focusing the issue of pupils vocabulary.

Himayatus Sholihah (2009) in her research Teaching English Vocabulary

Using Pictures mentioned that vocabulary is one basic component to develop English

as a foreign language at elementary, intermediate, or advance levels. It plays

important roles to support other language skills such as listening, speaking, reading,

and writing. Vocabulary is the central of language. In order to master all the skill in

learning English, the pupils need to be helped in enhancing and improving the

content of vocabulary.

For this research, the researcher decided to use Substitution Table as the

main material in teaching vocabulary. British Council (2016) A substitution table is

6
when a teacher provides a table giving model sentences with a range of choices for

learners to select from, using a set pattern. It is a very useful scaffolding resource

which extends the speaking or writing skills of English learners and can be used as a

reinforcement of newly acquired language. Besides, substitution tables provide

models for learners to practise target language and support the development of

specific grammatical features within the context of the curriculum. They are

motivating and generate a sense of achievement.

Substitution tables can be used to support talk and provide a scaffold which

enables learners to speak or write in grammatically correct sentences. They are often

used to provide an opportunity for independent work for learners who are new to

English. However they can also be used by pairs or groups where they can encourage

learners to develop and extend speaking and listening skills within the context of a

curriculum topic and provide an opportunity for meaningful communication.

Nichols and Rupley (2004) tell us that we must provide many different

teaching strategies and opportunities to allow children to internalize new words.

Teachers should use visual aids, kinaesthetic associations and teach students to make

visual pictures. This is why, the researcher decided to include pictures in the

substitution table so that it can improve the pupils understanding of the new

vocabularies.

For this research, the researcher decided to use picture as the main material in

teaching the pupils vocabulary. As said by Joyce, M. F. in 2011, she has made a

research on the topic of Vocabulary Acquisition with Kindergarten Children Using

Song Picture Books. Music or pictures in language classroom will inspire more

7
students to become creative and independent. Pictures will help pupils to memorise

and will trigger their ability to think creatively.

Himayatus Sholihah (2009) mentioned in her research that the pictures could

improve the students motivation, the pictures could attract the students attention,

the pictures help the students to memorize the vocabulary and the pictures make the

teaching and learning activities interesting. Thus, it is prove that using Substitution

Table along with pictures can improve the vocabulary of year 5 Intan pupils.

1.5 Definition of Terms

In this research, the tittle that will be used for this action research is Using

Substitution Table in improving the vocabulary among year 5 Intan Pupils. Under

this part, the explanation will be given on the terms substitution, table and

vocabulary. According to Merriam Webster.com (2016), the term substitution can

be defined as the act, process, or result of substituting one thing for another. Another

meaning from the Merriam Webster is replacement of one mathematical entity by

another of equal value as a series of parts or elements that together constitute a

system for producing a result and especially for carrying on a process (as of

manufacture) automatically. This means that substitution is something that can be

substituted for another things or in simple words, substitution means replacing

something to something else.

On the other hand, the word table in Cambridge (2016) means that an

arrangement of facts and numbers in rows or blocks, especially in printed material. A

table usually contains information regarding something. Table simplify an

information. Oxford (2016) mentioned that a table is a set of facts or figures

systematically displayed, especially in columns. The word vocabulary according to

8
Merriam Webster (2016) is the words that make up a language or all of the words

known and used by a person or words that are related to a particular subject. In

simpler words, vocabulary is the central of language and important to all language

learners.

2.0 FOCUS OF INVESTIGATION

2.1 Introduction

This research will focus on improving the vocabulary of verb. The researcher

would like to identify the ability of pupils in memorizing vocabulary of verbs or

action verbs through the method used. Besides, this research focused on the

motivation of pupils to learn vocabulary by using the method introduced. This

research was implemented to the year 5 Intans pupils because first, the pupils from 5

Intan class has higher vocabulary that can help them in writing. Some of the pupils of

year 5 Intan was chosen because their level of vocabulary is quite low and they could

not understand simple English. Some of the pupils chosen has medium achievement

in English language but could not write well due to lack of vocabulary. Pupils need

to improve their vocabulary as it will help them in reading, writing, listening and

speaking.

2.2 Research Issue

The researcher performed some written test and oral test to identify the

problems faced by pupils in 5 Intan. The test showed that pupils in 5 Intan

experienced some difficulties in providing vocabulary of verb. Based on this

situation, questions appears whether the pupils do not know the meaning of this

word? Do they rarely reading books? Or was the teachers techniques in teaching

English was not fun? Thus, the researcher felt responsible to find a solution to ensure

9
that these pupils would understand the content of the lessons taught by the

researcher.

The researcher need to make sure that the pupils could write and speak well

using the right vocabulary of verb. Consequently, the researcher came out with an

idea to help the pupils to improve their vocabulary of verb by using Substitution

Table. Hopefully with the help of pictures and words cards from the Substitution

Table, the pupils will be able to master necessary vocabulary of verb. It is very

important for the pupils to have a high vocabulary as will help in acquiring and

learning the English. If the pupils has low vocabulary it will soon affect their career

in the future thus giving them difficulties in mastering English. As the teacher in

school, it was the researcher responsibility to find a way to solve any problems

having by pupils and find a solution to overcome the problem.

2.3 Preliminary Investigation and Analysis

In order to complete this action research, the researcher had planned a few

stages that must be done in getting all the information needed for the research. The

first thing to do was to get the pupils past examinations result so that the researcher

can prepare a test that is suitable for their level of languages proficiency. Below is

the table of Year 5 Intan pupils in TOV examination:

PARTICIPANT TOV RESULT PAPER 2 (WRITING)

Khairi 30
Izzah 30
Diyana 30
Syafiq 34
Putri 50
Amirah 24
Table 1 : Year 5 Intan TOV examination

10
 After that, the researcher conducted a test regarding this topic to determine

which pupils need most guidance on the issue or topic. Once the participants are

detected, the researcher conduct a short interview with them to get any information

related to the research. Next, the researcher planned an intervention to solve the

problems faced by the participants. The time needed to complete all the stages that

have been planned is two months. The phase of intervention might take the most of

the time for this research since it was important to plan the right time to do the phase.

Once the intervention is done, the researcher had to write a report on what the

researcher had done in this action research. Although the time given for this action

research to be completed was quite short, the planning that the researcher had built

guide her in completing the research in a given time. The main phase that needed

most preparation for this action research was the intervention. The ability for the

researcher to complete this action research was definitely positive as it already on her

passion on continuing this research. As what the researcher had planned, she 95

percent believes that she was able to complete this research as it was her job as a

teacher to help the pupils in need whether in teaching or learning session or outside

of the classroom. The only limitation that comes into the mind in completing the

session was the time. The time taken to step up from one to another phase was quite

long and the researcher need to repair that kind of problem on her behalf.

11
3.0 RESEARCH QUESTIONS

3.1 Introduction

In this section, the researcher gave the research objectives and the research questions.

The objectives focussed more on what the researcher wanted to achieve in

conducting this research while the question research helped in giving ideas to

improve intervention.

3.2 Research objective

Based on the research questions stated, the objective of this research is:

i) To improve and help the pupils in memorising the vocabulary using

substitution table.

3.3 Research questions

i) Does substitution table help and improve the pupils in memorising

the vocabulary?

12
4.0 RESEARCH PARTICIPANT

4.1 Introduction

The research involved the pupils from Year 5 Intan in SK Seri Nilam. The

pupils were chosen based on certain criterias. Under this section the researcher

explained more about the background, the academic performance, personality and

attitudes of the chosen pupils.

4.2 General Description of Research Participants

There are three participants that have been chosen for this action research.

They consist of two girls and one boy. The three pupils were chosen in the year 5

Intan from SK Seri Nilam based from their English proficiency. Based from the

exercises and tests that were given to all the pupils, these 3 pupils have problems in

interpreting the Bahasa Melayu vocabulary into English vocabulary, which means

they are lack of vocabulary especially in verb. Their proficiency level of the topic

was quite low and it is shown in the test and exercise that were given for them. The

researcher had chosen these three participants as they seem reliable and can give

their full cooperation in helping the researcher to complete her research. The

participants of this research can be viewed as follow:

NUM RESEARCH PARTICIPANTS GENDER TOV MARKS

1 Khairi Boy 30
2 Amirah Girl 24
3 Izzah Girl 30
Table 2 : Marks for TOV in writing of Research Participant

There were three research participants chosen for this research. Their characteristic

were stated as below.

13
4.2.1 Participant 1 - Khairi

Khairi comes from a family with low social-economic status. His father has

some problem related to the heart. His mother is a baker to support his family

income. He is very talkative and active during English lesson. He likes to answer

when the researcher delivered questions to the class. His academic performance is at

satisfaction level. He scored 30% in writing during his past examination. He cannot

speak English fluently. Khairi comes from the first class and being transferred to

second class 5 Intan because he scored below the average marks for his past year

examination. His passion in English can be seen as he do not even afraid to speak in

English. He is confident and helpful in class.

4.2.2 Participant 2 - Amirah

The second participant is Amirah. By looking at her socio economic

background, she comes from a good social-economic background. Her mother works

as a teacher while her father work is an officer in the District Education Department.

Her result for writing in TOV (Take of Value) test is quite worrying. She always

smile in class, but she is quite passive. When the researcher asked her a questions,

she seems a little hesitate to give answer. During the lesson, she tend to lose focus.

The researcher used to see her work on writing simple sentences and the researcher

believed that she need guidance to improve the using of right vocabulary in writing.

She told the researcher once that she likes English and required help to guide her.

Amirah is very helpful as she likes to help the teachers.

14
4.2.3 Participant 3 - Izzah

Participant 3 is Izzah. She comes from a family that has a good social-

economic status. Her father is an electrician while her mother is working as a clerk in

SK Seri Nilam. In the classroom, Izzah sits at the back of the class. In class, she has

her own group and she sits with her good friends. She is quite passive and do not talk

if the need for she to talk is not there. She could finish the homework given in the

estimated time and manage to submit it on time. She rarely gives opinion when the

researcher asked questions related to the topic in English lesson, but when it comes

to an activity, she becomes active. She talks loud. She has passion in learning English

language.

15
5.0 ACTION / INTERVENTION

A) 5.1 Procedure of action

Based on the research focus, the researcher produced an intervention that

consists of three things. First, the flash cards of vocabulary with pictures and second

was the substitution table. The research participants are to proceed to the answering

of fill in the blanks and Multiple Choice questions based on the Substitution Table

to prove their understanding. This intervention come out to overcome the problem of

lack of vocabulary in verb among the pupils of class 5 Intan. Intervention as stated in

Merriam Webster 2016 means that the act or fact of taking action about

something in order to have an effect on its outcome. In attempts of emphasizing

the nature of learning new words a day, memorising and drilling act as a practice of

immersion in thought and feeling, we motivate primary school pupils to learn

English with ease and enjoyment (Vendler, 2011). There were only five vocabularies

introduced in the kit this was to avoid from burdening the participants.

Each vocabulary in the Substitution Table is hyperlinked to its pictures to

help guide the research participants understand the vocabularies and its use. It is in

the hope of the researcher that the use of this new intervention will cater to the needs

of vocabularies knowledge that the research participants lack.

16
5.2 Intervention specification

MATERIAL PICTURES FEATURES

Word cards and - Contains five

pictures vocabularies and

pictures

representing the

vocabularies.
- Word cards and

pictures are

introduced at the

early intervention

process.

- This substitution

Mounting board table is made of

small word cards

and mounting

board.
- The small word

cards will be

scrambled during

the intervention.
- Drill the

participants.

17
 - Used as exercises.
- Participants fill in

the blanks after

the substitution

table activity.
- Test the

participants

memory.

Small word cards - Consists of plural

subject, verb

(vocabularies)

and agreement.
- Small word cards

will fill in the

substitution table.

Post-test - Consists of 2

parts (fill in the

blanks and

18
 MCQs).
- Participants

complete it after

the intervention

process.

Table 3 : Intervention Specification

The intervention used was Substitution Table. This teaching kit is one of the

ways to ensure the pupils able to improve their vocabulary. For the intervention, each

of the participants were introduced to five vocabularies which are swim, jump,

crawl, make and bake. The word cards is hyperlinked to pictures representing

them. The researcher said aloud the first vocabulary and the pupils repeated after her.

The participants were required to spell the vocabularies for three times.

The participants went through the next step in intervention which is

Substitution Table. The Substitution Table consists of subject, verb and

agreement. There are five subjects, five vocabularies and five agreement. The

researcher explained the use of Substitution Table. The participants were asked to

rearrange the subject, verb and agreement accordingly to its place. Lastly, exercises

were completed in order to enhance their memory of the vocabularies.

5.3 Implementation Procedure

Each research has its own procedures to ensure that every step is properly

taken. There are various action research model that can be used to perform this action

research. In this research, the researcher used the model of Kemmis and Mc Taggart

(1988) as a guidance to the research about the procedures. This model has suggested

four steps of action research as follows:

19
 reflect plan

observation action

Figure 1: Model of Actions Kemmis and Mc Taggart (1988)

Here are the explanation on how the researcher implement the four steps of Kemmis

and Mc Taggart (1988) :

5.3.1 Reflect

Based on the action research model of Kemmis and Mc Taggart (1988), the

researcher conducted the session to reflect upon on the process of teaching and

learning that had been carried out in the classroom. Reflection was taken to identify

the problems and find solutions to help pupils solve their problems. In addition, this

reflection session allowed the researcher to identify the strengths and weaknesses of

a learning process and to make improvements.

In this research, the researcher had to reflect on the process of teaching and

learning that had been carried out in year 5 Intan. These reflection sessions enabled

the researcher to detect the weaknesses of vocabularies when constructing sentences.

The participants are chosen based on the result of preliminary test.

In addition, the researchers also reflected the strategies and teaching methods

used when teaching this topic. The researcher asked the pupils about the teaching

20
methods. Some of the pupils did focused on the lesson and some of them were not

giving their attention to the lesson. Throughout this reflection sessions, researchers

had detected some weaknesses that needed to be rectified in order to improve

teaching and learning process. The weakness of the pupils was they were unable to

use correct vocabularies to express their words in writing sentences. In accordance to

this problems, the researcher decided to help and guide the pupils to increase their

vocabularies content.

5.3.2 Plan

Next, the researcher made plan after the reflection on the process of teaching

and learning. Planning was the focus of the research include, objectives, research

questions, target groups and procedures for the implementation of the action. It was

important that the research would be implemented smoothly in accordance with

procedures designed. For the first step in planning, the researcher had finally come to

decision in choosing the participants. There were three participants chosen based on

the preliminary test.

In addition, based on the information obtained, the researcher had

implemented an intervention that helped pupils to understand the vocabularies using

word cards, pictures, substitution table, and exercises and followed by test.

Therefore, researcher proposed the use of the teaching kits with model to help pupils

memorise vocabularies.

5.3.3 Act

When conducting this research, the researchers had made preliminary

observations of pupils behaviour. During the process of teaching and learning,

researcher also conducted a pre-test and post-test to evaluate the pupils

21
understanding about the topic upon the completion of the process of teaching and

learning. Before implementing the intervention, the researcher conducted pre-test to

identify their level of vocabularies. The words chosen for the vocabularies suit their

English proficiency level. She conducted a demonstration on how to use this model.

After that, research participants were asked to use this model. Post-test session 1 was

examined after the treatment was carried out to assess improvement of pupils in

memorising the vocabularies. Another session was conducted for post-test so that the

researcher gained much valid and reliable result. After that, the researcher conducted

interviews with the research participants to identify the effectiveness of the kits.

5.3.4 Observe

Researcher made several observations during the process of teaching and

learning for the topic. Throughout these observations, there were a number of

problems and weaknesses that existed and the problem required treatment process.

During the treatment process, researcher asked help from the assistant

researcher to make observations about the participants based on the checklist given.

Observations involved the aspects of the pupils' attention to the materials used, the

focus of pupils and pupils participation in the activities. These observations were

very important to check at the effectiveness of the treatment process. Along with the

process of intervention, the assistant observe the participants improvement and

grade them based on the checklist given. Through the observation checklist, the

researcher was able to make a conclusion whether the intervention was effective or

not.

Overall Implementation

22
 Over all, for the lesson, the researcher called the pupils to gather and sit at the

required place. Then, the researcher told the pupils the topics they were going to

focus that day. Firstly, the vocabularies of the day are shown to the pupils along with

the pictures. After that the research participants are presented with the substitution

table which contains subject, verb (vocabulary) and agreement. Only five

vocabularies are introduced. Research participants analyse and understand the

substitution table. Research participants are given explanation on how to understand

the substitution table.

Then, the researcher scramble the vocabulary on the substitution table. The

research participants are required to rearrange the words or vocabulary in the suitable

spaces accordingly. After the session, research participants are asked to complete the

written exercises just by filling in the blanks the correct vocabulary. Finally, the

research participants say aloud the five vocabularies including the spelling and the

meaning. The participants finally will be assessed through the post-test which was

conducted after the intervention took place. With the intervention of substitution

table fully utilised, the research participants will improve their vocabulary.

B) 5.4 Data Gathering Method

Data collection has been made using research instruments which were

document analysis, observation and interview. The purpose of using these

instruments was to identify the achievement of pupils in the research area. Apart

from that, it is also used to identify the research participants who need treatment in

the application of the researchers method. Since data collection was carried out

throughout the process of action research, it has contributed to the validity of the

statements written in the research (Goh, 2012).

23
 5.4.1 Document Analysis

Document analysis is the analysis on the research participants documents.

The result from the test which were pre-test and post-test were recorded and

analysed. In the pre-test, research participants are given a written test where they

need to fill in the blanks the correct answer by choosing the answer from the choices

given. The preliminary tests and post-test worksheet are collected to help the

researcher in determining the pupils knowledge in vocabulary learnt. All these

documents stated are analysed precisely so that the researcher will get a better

understanding about the research focus. Appendix A

5.4.2 Observation

For the next method in collecting data, the researcher used the observation

method. The data are collected by asking the researchers partner to complete the

checklist of observation form that are given before the teaching and learning process

start. By using observation the researcher will get a strong analysis about each of the

research participants. Besides, under the observation method, the research assistant

will write few comments during the implementation of intervention. The observation

form can be seen in Appendix A.

5.4.3 Interview

Interviews have provided more opportunity for research participants to raise

their own issues and concerns (CEI, HKUST, 2016). According to Merriam-

webster.com (2016), interview is a formal consultation usually to evaluate

qualifications. For the interview session, there was the first session of interview that

happens between the researcher and the three participants. Medium of

communication that used for the interview was up to the participants. The research

24
participants are given freedom to choose any language to answer researchers

questions. The first interview session happened to collect the information needed

regarding the participants background. To facilitate in better understanding of the

research, interviews were conducted largely between the researcher and the research

participants. The interviews questions can be seen in the Appendix A.

6.0 ANALYSIS AND INTERPRETATION OF DATA

6.1 Introduction

In order to answer the research questions, the researcher had analyzed the

qualitative data manually for each research participants. Triangulation method is very

useful because it helps the researcher to get the valid data of each research

participants. Data had been analyzed through pre-test and post-test observation

especially in the classroom and during intervention session. An interview session had

been carried out after they sat for post-test.

6.2 Selection of Analysis Method

This section discuss further about the analysis method carried out to obtain

the research findings.

25
 6.2.1 Document Analysis

A pre-test and post-test were done to identify the current level of

understanding of the research participants towards the vocabularies chosen. The

worksheet given consists of two parts. In part 1, the research participants were

required to choose the correct vocabularies to fill in the blanks. In part 2 the

participants need to answer multiple choices questions. The result of the three

participants were analysed through the table shown below:

6.2.1.1 Pre-test

Number of Participants Score Percentage

Research Participant 1 Khairi 2/10 20%

Research Participant 2 - Amirah 1/10 10%

Research Participant 3 - Izzah 1/10 10%

Table 4 : The pre-test result

Research Participant 1

For pre-test result, the research participant 1 are given a worksheet where he

need to fill in the blanks the correct vocabularies and answer multiple choice

question. He managed to score two out of ten questions. Based on the data collected,

he was able to put the vocabularies jump and make into correct spaces but he got

all wrong answer for the MCQs. Actually he did not even understand the

vocabularies given so, he was considered as lucky that he guessed the answer

correctly for two questions. He scored the highest which was 20% compare to the

other two participants.

Research Participant 2

The second participant result showed that she was able to fill in the blank one

correct answer out of five questions but she failed to score the MCQs. During the

26
pre-test, she kept on asking the meaning for the words on the worksheet. Basically,

none of the vocabularies given were understood by her. Same case as participant 1.

From the test, she managed to write the word swim in the correct space and this

cause her to get percentage of 10%.

Research Participant 3

The third participant scored the same result as the second participant which

was one out of five question for the fill in the blanks and none correct answer from

the MCQs. She took longer time to write her answer as she was hesitated and

worried that her answers were wrong. The vocabulary that she managed to put in

correct place was jump. Her percentage was the same as participant 2 which was

20%.

6.2.1.2 Post-test

Number of Participants Score Percentage

Session Session Session Session

1 2 1 2
Research Participant 1 Khairi 10/10 9/10 100% 90%

Research Participant 2 - Amirah 6/10 7/10 60% 70%

Research Participant 3 - Izzah 8/10 10/10 `80% 100%

Table 5 : The post-test result

After all the intervention sessions completed, post-test was used to identify

the result gained from the intervention sessions done. The effectiveness of an

intervention depends on the result of the post-test. The post-test was conducted twice

(session 1 and session 2). Both result from session one and two were not showing

27
much different. Post-test was vital in order to see the improvement in term of

understanding and memorizing the vocabulary among the research participants. The

post-test worksheet was a bit different from the pre-test worksheet.

Research Participant 1

Based on the result shown after the post-test, participant 1 was able to score

high percentage of improvement in both session. He managed to give all correct

answer for both parts of questions. For session 1 he scored 10 over 10 and for session

2 he scored 9 over 10. During session 2, he circled only one wrong answer and this

might happen accidently as he was rushing to answer the test during session 2.

However, the result for post-test showed massive improvement compared to pre-test

result. Researcher can conclude that participant 1 had understood and memorized

new vocabulary.

Research Participant 2

The second participant was unable to score full marks in both session. For

session 1 she managed to fill in the blanks 3 question and circled 3 correct answer for

the MCQs. However, if comparison was to be made between the pre-test and the

post-test, she improved a lot. During the pre-test she got 10% and the percentage

increase to 60% for session 1 and 70% for session 2 after the post-test. During

session 1, she misplaced the answer bake and make for fill in the blanks. She still

confused the vocabularies of make and bake. Same goes with the second part

where she circled wrongly questions number 2 and 5. She had improved herself for

session 2. She scored 5 out 5 for fill in the blanks 2 out 5 for MCQs.

28
 Research Participant 3

Based on the table shown, the third participant did well in post-test for both

sessions and she managed to get the same percentage as the first participant. For

session 1, she got to fill in all the blanks with correct answer but she circled wrongly

two questions thus making her score 8 out of 10 and 80% percentage. During session

2, she managed to answer correctly all questions and her percentage increase to

100%. The result from session 1 and session 2 were slightly different because during

session 1 she was having cough and fever. She was not ready for the test. However

the result changed in session 2 as she seemed more confident and healthy to sit for

the post-test. Her score proved that she had understood the meaning of the

vocabularies given.

The table below shows comparison of the three participants between their

pre-test score and post-test score:

Number of Participants Pre-test Post-test score

Session 1 Session 2
score
Research Participant 1- Khairi 2/10 10/10 9/10
Research Participant 2 - 1/10 6/10 7/10

Amirah
Research Participant 3 - Izzah 1/10 8/10 10/10
Table 6 Comparison between pre-test and post-test result.

From the table, it can be concluded that, there was a huge different of score

between the pre-test and the post-test. The first participant score increased from 2/10

during his pre-test to 10/10 in session 1 and 9/10 in session 2 for post-test. The table

29
proved that he always score the highest at both test. The second participant scored

the lowest compared to the other two participant whereas 1/10 during the pre-test and

6/10 for session 1 and 7/10 for session 2 during the post-test. Participant 3 scored the

same mark as participant 1 during session 2 at the post-test. She improved herself

from 1/10 to 8/10 in session 1 and 10/10 in session 2. The participants seemed more

confident during the post-test as they were familiar with the question set. The

researcher can conclude that all three participants showed remarkable achievement

after the intervention sessions. The participants test papers can be seen in Appendix

B, C and D.

6.2.2 Observation

The observation data has been analysed through the improvement of the

checklists for each session. From the checklist, the assistant give scale based on how

good the participant in following instruction, pronunciation, participation, giving

respond, their interest and understanding of the vocabularies. The observation wad

done during the pre-test and the post-test. The data was collected and analysed so

that the researcher can make a conclusion about the achievement of the intervention

used. Besides, the information gained through the observation using the field notes

were also being analysed to produce convincing conclusion.

6.2.2.1 Before intervention

The table below shows the observation before the intervention:

Element

Participant 1 Participant 2 Participant 3

Participants
Following instruction 3 1 3
Pronunciation 2 1 1
Participation 2 1 2

30
 Responding 3 2 2
Interest 2 2 3
Vocabularies understanding 1 1 1
Table 7 : Before intervention result from observation form

Research Participant 1

Based on the table, participant 1 shows good effort in following the

instruction given by the researcher. He quickly asked question whenever he required

more explanation. He was good in giving respond and shows active participation

during the pre-test. However, his understanding level about the vocabularies was low.

He could not give the exact meaning when the instructor asked at the early session.

His pronunciation for all the vocabularies was very low. He could not spell all the

vocabularies.

Research Participant 2

Participant 2 did not show any interest to learning and teaching session. All

her marks in the checklist showed that she did not feel like participating. Regarding

her pronunciation, she could not pronounce each vocabulary correctly. Her scales

were below the average mark which proved that she did not interested with the

lesson before the implementation of intervention.

Research Participant 3

From the observation checklist, participant 3 scales were almost the same as

participant 1. Even though the intervention had not been implemented she seemed

excited and interested to try out the intervention. However, her level of

understanding about the vocabularies was very low. Besides, she could not

pronounce each of the vocabularies correctly.

31
 6.2.2.2 After intervention

Element

Participant 1 Participant 2 Participant 3

Participants
Following instruction 4 3 4
Pronunciation 4 3 4
Participation 4 4 4
Responding 4 3 3
Interest 4 4 4
Vocabularies understanding 4 3 4
Table 8 : After intervention result from observation form

Research Participant 1

Participant 1 was able to completely following the instruction given by the

instructor. After the implementation of the intervention, he managed to pronounce all

the vocabularies shown correctly. Besides, during the session he put all his effort

participating in the activities using the intervention. When the researcher asked

questions, he was fully responding. He seemed happy to learn with the intervention.

Due to his improvement in all aspects, he did understand the meaning of all the

words.

Research Participant 2

From the observation, after the implementation of the intervention participant

2 did show good improvement. Her participation and interest level increases as the

researcher introduced the substitution table. More than that, she seemed more

confident to pronounce each vocabulary and she did understand almost all

vocabularies introduced except for the word crawl.

Research Participant 3

Participant 3 result from the checklist showed a massive improvement. She

was interested to learn new vocabularies after the introduction of the substitution

32
table. Her pronunciation and understanding of the vocabularies was also good.

During the session the researcher asked her to give meaning for each vocabularies

and she performed very well. Her responding part was good as sometimes she

seemed hesitated a bit to answer question given by the researcher.

The table below shows the comparison between the pre-test and the post-test

observation result:

Element

Participant 1 Participant 2 Participant 3

Participants
Before After Before After Before After

Following instruction 3 4 1 3 3 4
Pronunciation 2 4 1 3 1 4
Participation 2 4 1 4 2 4
Responding 3 4 2 3 2 3
Interest 2 4 2 4 3 4
Vocabularies 1 4 1 3 1 4

understanding
Table 9 : Comparison result before and after intervention

Before the intervention, participant 1 and participant 3 showed good

understanding in following the researchers instructions. Both of them gave full

attention compared to participant 2. Participant 2 was unable to fully understand the

instruction even though the researcher did repeating the instruction. All the three

participants has low proficiency level where they could not even ask simple

questions from the researcher. The participation from the three of them were very

33
low. They do not seem to be interested in the subject and showed little respond to the

researcher.

After the intervention, the observation result shows good improvement. Both

participant 1 and 3 performed very good in every element in the checklist. Participant

2 also showed better increment after the intervention. All three participants able to

understand all the vocabularies introduced before and after the intervention. The

observation form of three participants were in Appendix E

6.2.3 Interview

The interview sessions was held starting from the first session until the last session.

At the end of the session, the interview was conducted with the participants to know

their feeling and opinions on certain things. The data collected from the interview

session were analysed so that the researcher can make conclusion regarding the

participants feelings after the intervention.

Questions

Participants Participant 1 Participant 2 Participant 3

Do you enjoy to learn this Suke. Bolehla. Dok Suke sangat,

way? [Yes, I do.] pernoh belajor dok bosan

[Adakah awak seronok gini [I like it as I

belajar cara ini?] [Yes, because am not bored.]

I have never

learnt this

way.]
Do you think the substitution Tolong jugok, Tolong gok Mestila

table help you to memorise sebab saye lagi sikit-sikit tolong. Gune

and understand new words? paham se agi [It helps me a mende ni

34
[Adakah awak fikir senang saya nok bit.] senang saye

substitution table membantu hafal. nok ingat

awak mengingat dan [Yes, it helps me maksud

memahami perkataan baru?] to understand perkataan tu

better plus it [Of course it

become easier helps me. This

for me to thing make it

memorise.] easier for me

to memorise

the words.]
Are you looking forward for Nok! Dok Tak mboh dok sabo nok

the next activity? sabor nok doh. Kite letih tunggu

[Adakah awak berminat belajor lagi. banyok keje. [I cannot wait

untuk aktiviti seterusnya?] [Yes! I cannot [No. Too many for it.]

wait for works and I

upcoming am tired.]

activities.]
Do you like to learn new Suke, tapi tak Suke jugok bolehla, tapi

words a day? mboh banyok tapi kite tak sikit-sikit kite

[Adakah awak suka sangat. Se mboh banyok suke

mempelajari satu perkataan cukup doh. sangat [Yes, but I like

sehari?] [I like it but one [I do like it if it if less

word a day is the words are words]

enough for me.] lesser.]

Table 10 : Result from interview session

35
 Research Participant 1

The first question asked for participant 1 was did he enjoy himself to learn

this way which was using the substitution table. He answered suke [Yes, I do.]

with a smile showing his teeth. Next, the researcher asked his opinion does the

substitution table help him to memorise and understand new words? He replied,

tolong jugok, sebab saye lagi paham se agi senang saya nok hafal [Yes, it helps

me to understand better plus it become easier for me to memorise]. From this, it can

be said that the Substitution Table helped him to understand and memorise new

words. The third question was is he looking forward for the next activity and he

answered nok! Dok sabor nok belajor lagi [Yes! I cannot wait for upcoming

activities]. He was interested in this activity and could not wait for the next

upcoming activities. Last question, the researcher asked him does he like to learn

new words a day? He replied, suke, tapi tak mboh banyok sangat. Se cukup doh [I

like it but one word a day is enough for me]. He enjoy learning new words a day, but

the words must not more than one. Memorising too many words a day was a burden

for him.

Research Participant 2

The researcher asked participant 1 did she like to learn this way. She replied,

bolehla. Dok pernoh belajor gini [Yes, because I have never learnt this way]. She

enjoyed learning new vocabularies this way as she never learnt it like this before.

Next question was whether she thinks substitution table help her with new

vocabularies. She answered tolong gok sikit-sikit [It helps me a bit.] Meaning that

she likes doing the activity conducted using the substitution table, but she felt

nervous to answer question. The third question was, are you looking forward for the

next activity and she told the researcher that tak mboh doh. Kite letih banyok keje.

36
[No. too many works and I am tired.]. If possible, she refused to join and participate

if there were other extra activity. Lastly, the researcher asked her do you like to learn

new words a day. She replied that suke jugok tapi kite tak mboh banyok sangat [I

do like it if the words are lesser.] She liked learning new words a day and she

considered five vocabulary is too much for her.

Research Participant 3

The first question for participant 3 was did her like to learn this way and she

told that suke sangat, dok bosan. She enjoyed learning vocabularies as the

technique used was not boring. Then, the researcher went through next question

which was her opinion does substitution table help her with new vocabularies. She

responded mestila tolong. Gune mende ni senang saye nok ingat maksud perkataan

tu [Of course it helps me. This thing make it easier for me to memorise the words]

while nodding her head meaning that she substitution table managed to improve her

understanding level on the vocabularies. The third question was, are you looking

forward for the next activity and she told the researcher that dok sabo nok tunggu

[I cannot wait for it.]. She could not wait to participate for the upcoming activity.

Last question was do you like to learn new words a day. She replied that bolehla,

tapi sikit-sikit kite suke [Yes, but I like it if less words]. She liked learning new

words a day but not too much words.

Overall it can be concluded that the participants enjoyed themselves

participating in the activity using the intervention.

6.3 Convincing Justification

Through the data analysis of the test results, observation and interview done

with all three research participation, it can be justified that the intervention of using

37
the substitution table has successfully helped them to memorize the vocabularies.

Participant 2 showed lack of interest initially with memorizing vocabulary yet she

was captivated by the substitution table thus was able to improve her understanding

on the vocabulary and managed to show great improvement.

6.4 Triangulation

Data triangulation is defined as the uses of multiples sources or methods in

collecting the data for the research that are intended to be done, How the

Triangulation of Data Strengthens Your Research (2015). Denzin (1970) cited in Goh

L (2012) explains data triangulation as the practice of using multiple methodologies

or data sources to verify the findings of an investigation and prove its credibility.

Triangulation is also seen as the process of comparing and justifying data from one

source to another (CEI, HKUST, 2016). Thus, the document analysis, observation

and interview should indicate the same results for the improvement of the

vocabularies among Year 5 Intan pupils. The research participants were expected to

write a better result from the document analysis, adopt an improving behaviour for

the observation and produce a more promising interview session to show the

effectiveness of the triangulation.

It was concluded in the research that the triangulation of data was achieved

due to the consistent results collected from the data analysis that supported one
Document
another. Analysis :
Pre-test and Post-
test

Interview Observation

38
 Figure 2 : Triangulation of data

For participant 1 case, he has showed a positive improvement throughout the

progress of the research and was easy to work with. His improvement of the results

of his post-test was proved by the gain of interest level through his interview

sessions. At the end of the post-test, he was able to express his interest towards the

activity on the interview session, proving that his improvement in result was valid.

He was initially shy and awkward showed much improvement and confidence at the

post test. Plus, participant 1s positive behaviour was observed throughout the

research.

The second participant case was different to participant 1 and 3, where she

score below average scales for her participation towards the first activity. She

showed little effort when observed was supported by the fact that she did not find the

vocabularies easy as she had expressed in the interview. Thus, it did not come as a

surprise that she failed to score full marks during the pre-test stage. However, her

improvement of the post-test results can be validated by her interest towards the

intervention as she has so expressed through the interview.

The triangulation of data collected from participant 3 proved the effectiveness

of the intervention. Her initial lack of interest and positive behaviour observed by the

researcher was shown in her low pre-test scores. Nevertheless, her interest in using

the substitution table as she has expressed in her interview sessions further proved

the triangulation of the data analysed as valid because she was able to obtain high

39
score for her post-test. The test scores, interview and observation session by the end

of the post-test was proven positive from her part.

7.0 FINDINGS

7.1 Introduction

This research had shown improvement in the results of the tests done to the

three research participants. Besides, this research has examined the effectiveness of

using substitution table in helping Year 5 pupils to improve their vocabulary. In the

research conducted, the data obtained was sufficient for the researcher to draw

conclusions by interpreting and reflecting on its process to the research objectives.

Since the research participants were able to improve in terms of results and attitude,

the objectives of the research has been attained.

7.2 Relevant to the study / Answering to the research question

From the result gained at the end of the research, it can be concluded that the

research participants improved significantly in terms of understanding and

memorising the vocabulary brought about by the intervention of the substitution

table. As the researcher implemented few methods to find out the effectiveness of

using substitution table in helping Year 5 pupils to improve their vocabulary it was

found that the research was effective. The three research participants scored 10/10,

6/10 and 8/10 in session 1 and 9/10, 7/10 and 10/10 in session 2 for post-test as

compared to their score of 2, 1 and 1 over 10 in the pre-test stage. The participants

were able to fulfil the requirements by scoring above the average marks. Besides,

40
they were showing positive behaviour at the post-intervention. As a result, the using

of substitution table was able to produce a better vocabulary skills and this means

that this research finds the substitution table as an effective source of teaching and

learning. The research participants improvement of vocabulary is largely contributed

by the substitution table and pictures that portrays the meaning of each words. The

substitution table, word cards, pictures and exercises contributed to the participants

improvement in understanding and memorising the vocabularies.

Finally the findings from the research answer the research questions set out

earlier, including Does substitution table help and improve the pupils in

memorising the vocabulary?. The findings of this research is supported by the

works of Jhon Haycraft (1978) who popularized substitution table as a tool in

drilling practices to children gain vocabulary effectively. With the wonderful interest

portrayed by the research participants towards the substitution table, this

intervention was found to be largely motivating. The implementation of substitution

table is proved to be effective in developing the participants vocabulary based on

the positive outcome showed by all participants. Since the substitution table

involved drilling process it was able to help participants make memorise the

vocabularies introduced. This support the Behaviourist theory (1957). In this

research, after the researcher introduces the vocabulary, the pupils will go to the next

phase where they will be tested on their memory of vocabulary taught. The

researcher will keep on drilling the pupils until they will be able to answer the

questions provided in the post-test. The result gained from the research had finally

support that drilling process help pupils to memorise better.

41
 In terms of the individual research participants, participant 2 who was

initially shy and awkward showed more confidence as a result of the study. Her

improvement of vocabulary was supported by her result in her post-test. Participant 1

and 3 on the other hand showed improvement in both results and positive behaviour.

They were reluctant at first, due to their confident in English Subject. Nevertheless,

the fun element contained in the substitution table was able to capture their attention.

8.0 SUGGESTIONS FOR FURTHER RESEARCH

The results from the research have shown that substitution table enable pupils to

experience the fun learning to learn vocabulary of English and based on the topic of

this study, it is an extendable topic which means this research topic can be applied to

the other party or context with purpose of improving the understanding of the

language. It is suggested that the vocabularies (verb) used in the substitution level

be changed according to the participants level. Extra exercises to be added so the

pupils have more practice to test their ability.

The suggestions to further this research was to use this topic to teach other

aspects of language such as grammar because the substitution table is replaceable

according to topic. For instance, this table can be used to teach singular and plural

verb. The substitution table can be made bigger so that more words and sentences

can be fit inside. Besides that, this topic can be implemented to the remedial students

to reach understanding of the English word which was seen as a complicated

language. Integrating the element of drilling can help them to learn the word by

repeating the verbs in the table. The element of repeating and drilling are a good

combination in order to help the remedial pupils to learn English.

42
 This research could also be extended to teach other subject such as Bahasa

Melayu especially grammar. The drilling part in this research intervention can be

used to help teachers emphasize on memorisation because it consist element of fun

and drilling. It also can help the pupils to remember something faster.

In conclusion, this research can be an opening in creating and innovating the

method or tools in improving the English learning in among of the children in

Malaysia and hopefully it can inculcate the interest in learning English as their

second language.

9.0 REFERENCES

Al-Khasawneh, F. M. (2010). Writing For Academic Purposes: Problems Faced By

Arab Postgraduate Students Of The College Ofby Arab Postgraduate

Students Of The College Ofby Arab Postgraduate Students Of The College

Of Bussiness, Uum. ESP World.

Aswal Syarifudin, R. M. (2014). An Analysis On The Students Vocabulary Mastery

A Descriptive Study On The Mts.

CEI, HKUST. (2016). Observation Techniques. Retrieved from Center for Education

Innovation: http://cei.ust.hk/teaching-resources/action-research/observation-

techniques#6

Dictionary, C. (31 August, 2016). Definition of table. Retrieved from Cambridge

University Press: http://dictionary.cambridge.org/dictionary/english/table

43
Dictionary, O. (31 August, 2016). Definition of table. Retrieved from Oxford

Dictionaries.com: http://www.oxforddictionaries.com/definition/english/table

Data Triangulation: How The Triangulation Of Data Strengthens Your Research |

Write.Com". Write.com. Web. 13 Apr. 2015.

Goh, L. (2012). A Practical Guide to Writing Your Action Research. Selangor:

Penerbitan Multimedia.

Harmon, J. M., Wood, K. D.,,&Keser, K. (2009) Promoting vocabulary learning

with

interactive word wall. Middle School Journal, 40(3), 58-63.

Haycraft, Jhon. 1978. An Introduction to English Language Teaching. England:

Longman

Krashen, S. D (1982) Principles and Practice in Second Language Acquisition.

University of Southern California. Published by Alemany Pr (June 1982).

Carr, W. & Kemmis, S. (1986) Becoming Critical:education, knowledge and action

research. Lewes, Falmer

Leki, I. (1992). Understanding ESL writers: A guide for teacher. Portsmouth, NH:

Boynton/Cook, Heineman

Nichols, William Dee & Rupley, (2004) Matching Instructional Design with

Vocabulary Instruction. Reading Horizons, v.45, Iss. 1 p.55-63.

Joyce, M. F. (2011). Vocabulary Acquisition With Kindergarten Children.

44
Schmitt. (2010). Vocabulary and Its Importance in Language Learning.

Sholihah, H. (2009). Teaching English Vocabulary Using Pictures To The Fifth

Grade.

Skinner, B.F. (1957). Verbal Behavior. Acton, MA: Copley Publishing Group.

Tan Yao Sua, S. R. (n.d.). Problems And Challenges Of Learning Through A

Second Language: The Case Of Teaching Of Science And Mathematics In

English In The Malaysian Primary Schools. Kajian Malaysia, Jld. Xxv, No.

2, 2007.

Vendler, H. (2011). Reading Is Elemental. Harvard Magazine, 1-4.

Webster, M. (2016.). Dictionary. Retrieved from http://www.merriam-webster.com/

45
10.0 APPENDICES

10.1 Observation Checklist

Observation checklist on pupils attitude towards English (Before and After Intervention)

Name :

1 = weak 2 = moderate 3 = good 4 = very good

NO CRITERIA SCALES

1 Listen and follow teachers instruction 1 2 3 4

2 Pronunciation of each vocabularies 1 2 3 4

1 2 3 4
3 Actively engage with the activity

46
 4 Giving good responses 1 2 3 4

5 Motivated and interested to learn 1 2 3 4

6 Able to understand the vocabularies 1 2 3 4

Remarks

Observed by :

( )

10.2 Interview Questions

INTERVIEW QUESTIONS (after intervention)

Date : ..

Time : ..

Name : ..

NUM QUESTIONS RESPONSES

1 Do you enjoy to learn this way?
[Adakah awak seronok belajar cara ini?]

2 Do you think the substitution table help you to

memorise and understand new words?
[Adakah awak fikir substitution table
membantu awak mengingat dan memahami
perkataan baru?]
3 Are you looking forward for the next activity?
[Adakah kamu berminat dengan aktiviti
seterusnya?]
4 Do you like to learn new word a day?
[Adakah kamu suka mempelajari satu
perkataan baru sehari?]

47
10.3 Participant 1 Test Paper

Participant 1 Pre-test paper and post-test paper (session 2)

Figure 3: P1 Pre-test paper

Figure 4: P1 Post-test paper (session 2)

48
10.4 Participant 2 Test Paper

Participant 1 Pre-test paper post-test paper (session 2)

Figure 5: P2 Pre-test paper

Figure
6: P2
Post-
test
paper

(session 2)

10.5 Participant 3 Test Paper

Participant 3 Pre-test paper post-test paper (session 1)

49
 Figure 7: P3 Pre-test paper

Figure 8: P3 Post-test paper (session 2)

50