5.0 ACTION

5.1 Procedure of Action

Table 1 summarizes the steps that will be taken in the implementation of the action. I

have divided the plan into seven phases. The first thing that I will do is to do reflection on my

past teaching and learning process in the classroom in order to identify my pupils’ problem. This

reflection and observation is made for three weeks as to really determine which aspect of my

pupils’ learning process seems to be the issue. Once the issue has been identified, I will bring

up the matter to the English Panel meeting to be discussed among the panels. When we have

come to a conclusion that the area of focus is the pupils’ inability to talk about oneself in daily

conversation with their peers, I will do a review on the related theories, models, issues and

research on this particular area of problem to find the appropriate interventions.

For the second phase, once the issue has been identified, I have to plan suitable

interventions to address the issue which would be through comic strips (appendix 1). With the

help of other English panels, I will do the outline of the interventions. In the outline, I will develop

the framework of the instrumentation to gather pupils’ information based on their proficiency

level as well as to collect their particulars in order to diagnose their problem. I will also consult

other subject teachers to get better review on my pupils’ performance the classroom.

In the third phase, I will form the instruments for data collection purposes. I plan to use

three instruments in my action research which are structured interview (appendix 2) with

carefully worded questions, peer observation checklist (appendix 3) and pupil survey table

(appendix 4). Structured interview (appendix 1) will be used before intervention so that I will be

able to gather information about the pupils which are meaningful, knowable and could offer

explicit data to further proceed with intervention. Through peer observation checklist (appendix

3) which would be used during the intervention being carried out I could gather firsthand data on

the pupil’s behaviors shown towards comic strips interventions. By directly observing the

activities the pupils are engaged with, enables me to develop a holistic perspective hence learn

about issues the respondents may be unwilling to discuss in an interview. Pupil’s survey table

(appendix4) which will be used to assess pupils after the intervention will be used to gather

information on the status of knowledge or the changes in status of knowledge over time. It will

help me to determine whether or not this action research is successful in transmitting

information in the specific area of the speaking skill of year 3 which is to talk about oneself.

In this fourth phase, I will write drafts of my action plan to be checked and edited by my

supervisor. At this phase, I hope to produce several drafts prior to submission to my supervisor.

At this phase, once the drafts are checked and reviewed, a discussion will take progress

between me and my supervisor so that I will have a clearer view of my action research hence

make necessary amendments where necessary before the actual plan is sent to be reviewed

and graded by my supervisor.

The next phase will be on the fifth phase, where I will conduct the interventions using the

comic strips in the classroom. At this juncture, interventions using comic strips will take place to

improve pupils’ ability to talk about oneself with their peers. Throughout the phase, pupils will be

assessed through structured interviewed, peer observation checklist and pupil’s survey table in

order to collect sufficient information and data of the respondents from this research. All

completed instruments will be collected and arranged according to the date for easy reference

from time to time in the sixth phase. Any changes in pupils’ attitudes, events and behaviors will

labeled into categories.

During the seventh phase, I have to read, check, evaluate and analyze all three

collected instruments so that I could come up with a comprehensive action research report and

attach all results of the instruments in it as a proof.

Table 2 shows in detail the processes involved in my research. Attached is my personal

time table for English Year 3 Inovatif. I have the benefit of meeting my respondents almost

every day as the allocated time of teaching English for level I is 300 minutes. To ensure the

action research is carried out accordingly and sufficiently I have managed to plan my English

hour systematically by allocating each day of the English hour to assess (instrumentation) and

help pupils to talk about themselves to their peers through comic strip interventions.

Table 3 summarizes the total cost for this action research. I need to spend on A4 papers

as I need a rim of A4 papers to carry out my action research, a bottle of black ink to print

documents related to my research, color pencils and manila cards for the pupils to use during

their interventions and a log book to write reports and keep record of all the data collected. The

total expenditure for this research would be RM50.40.

5.2 Analysis of Data

As cited in Patton, MQ (2002) Triangulation involves using multiple data sources in an

investigation to produce understanding. As the teacher researcher, planning a qualitative

research design, data triangulation will be used to ensure an account is rich, robust,

comprehensive and well-developed. The three instruments which will be used to assess the

respondents will be structured interview (appendix 2), peer observation checklist (appendix3)

and pupil’s survey table (appendix 4). The teacher researcher will assess each respondents

according Table 2. All collected data will be analyzed through checking out the consistency of

findings and examining the consistency of different data sources to interpret respondents’

changes in attitudes and behaviors.

5..2 Data Gathering Methods

To ensure the triangulation of data, the data for this qualitative action research that will

be collected are structured interview, peer observation checklist and pupils’ survey table. The

first instrument that will be administered to the pupils will be the structured interview

(appendix2). I will carry out the interview myself before the intervention as I need to collect

important data before the intervention is being carried out and I need to find out whether or not

the instruments formed is in line with the research. For the first month of the research

(February) I plan to carry out an intervention using a comic strip with the pupil. The pupils will be

exposed to new comic strips weekly (for 3 weeks) and followed by simple questions pertaining

the comic strips (appendix 1). During the intervention, a peer teacher will observe the samples

carrying out the intervention activities and at the same time fill in the peer observation checklist (

appendix 3 ) in order to see the respondents’ feedback during their interventions. Later, after the

intervention the teacher researcher hence distributes pupil’s survey table (appendix4) to each

respondents in order to collect data about their changes of attitudes and behavior after the

intervention. The cycle will continue but the level of intervention administered to the respondents

varies. The following three months (March, April and May) pupils will be asked to create their

very own cartoon strip with their very own situational dialogue ( talk about oneself ). The teacher

researcher continues to collect data using structured interview (appendix 2) before the

intervention, peer observation checklist (appendix 3) during the intervention and student survey

report (appendix 4) after the intervention. In June, the intervention will be a step higher whereby

the respondents will role-play the dialogue that they have created. Again, all three instruments

will be used to assess respondents’ changes in attitudes and behavior before, during and after

the intervention. In July all collected empirical data of the respondents will be compiled

according to the dates to enable the teacher researcher to write a detailed report of the

research.