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Station Game: A Technique to Enhance Year 4 Pupils’ Motivation in Reading Lesson INSTITUT PENDIDIKAN GURU KAMPUS TUANKU BAINUN, MENGKUANG, 14000 BUKIT MERTAJAM, PULAU PINANG. NAME : MUHAMAD AIMAN BIN NORDIN SUPERVISOR : MR AHMAD KAMAL B AND GHANI PROGRAMME : 8 PISMP TESL (3) / LGA / SN

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EXAMPLE OF VIVA'S SLIDES IN IPG. 2015. LATEST EDITION

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Page 1: SLIDES VIVA TESL

Station Game: A Technique to Enhance Year 4 Pupils’ Motivation in Reading

Lesson

INSTITUT PENDIDIKAN GURU KAMPUS TUANKU BAINUN, MENGKUANG, 14000 BUKIT MERTAJAM,

PULAU PINANG.

NAME : MUHAMAD AIMAN BIN NORDINSUPERVISOR : MR AHMAD KAMAL B AND GHANIPROGRAMME : 8 PISMP TESL (3) / LGA / SN

Page 2: SLIDES VIVA TESL

1.0 INTRODUCTION

Background of the Study

pupils score decreases because of the pupils’ motivation in the reading class

getting low and low.

KSSR aims at making learning to be gained through a variety of experiences, such as group learning depending on the skills,

interests and ability of the differentiated group of students.

Station Game activities is one of the cooperative learning strategies

According to Ahmad (1998), pupils motivation were incorporated into the teaching and learning activities, both

classroom and co-curricular.

Reading comprehension involves the readers to understand, interpret and

critique what they read (Nation, 2005)goals of the National Philosophy of

Education (NPE) which seeks to optimize intellectual, emotional and spiritual

potential of all pupils.

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Reflection of Past Teaching

Experiences (sem 5 & 6)

Behavior

• looked tired • not motivated to learn

English • did not bring their books to

school• they started to disturb their

friends when set some tasks

Language skills

• having problems in reading class

• they will take it lightly in completing tasks on reading comprehension

Problems

• not able to comprehend the material they read

• not able to answer in the time given

• student’s written responses on comprehension worksheets

Page 4: SLIDES VIVA TESL

not able to comprehend the material they read yet not able to answer

in the time given

spent more time teaching pupils on how

to complete the worksheet and finding the answer from text

students struggled to understand the text

that they have read and student’s written

responses on comprehension

worksheets

pupils show some of the negative signs and misbehave in the class

pupils looked tired and were not motivated to

learn English during the reading class

they started to disturb their friends and satisfy their utter boredom and

lastly they could not complete the task on

time.

2.0 Focus of Investigation

Statement of problems

(Semester 7)

Page 5: SLIDES VIVA TESL

RESEARCH FOCUS

to enhance Year 4 pupils’ motivation in reading lesson

Using Station Game to enhance pupils’ motivation in reading

lesson

- Developed by Hyerle (1993)

Page 6: SLIDES VIVA TESL

Review of Related ResearchTheoretical Framework • Spencer Kagan of Cooperative Learning

Research 1 - Syafini Bt Ismail (2002) • participants in the research - students performed better and proved that the incorporation of cooperative learning had culminated positive outcomes in enhancing the student’ writing performance.

Research 2 - Aaron Mcvay (1998) • participants in the research - games is the ability to sustain engagement and motivation across time, particularly with more challenging learning tasks.

Deesri (2002) • "learning through station games could encourage the operation of certain psychological and intellectual factors which could facilitate communication heightened self-esteem, motivation and spontaneity, reinforcing learning, and building confidence (pg. 26)."

Wyk (2012) • enhancing students' positive attitudes and motivate them to learn English in the reading lesson as well as it can reduce or even eliminate student anxiety.

Page 7: SLIDES VIVA TESL

3.0 Research Objectives & Research Questions

• This research aims to: examine how ‘Station Game’ technique can enhance

Year 4 pupils’ motivation in reading lesson.

• The following research question is proposed:

Can ‘Station Game’ technique enhance Year 4 pupils’ motivation in reading lesson?

How does ‘Station Game’ technique enhance Year 4 pupils’ motivation in reading lesson?

Page 8: SLIDES VIVA TESL

4.0 RESEARCH PARTICIPANTSSchool (Type)

• National type• Grade B

Location • Rural (Human Resource Management Information System, 2015)• Penanti District

Type of Sampling

• Purposive

Participants • Year 4

Enrolment • 30 pupils

English language

proficiency level

• Mixed – advance, upper and lower intermediate

• Average verse with the latest general knowledge

Socio-economic

status

• Middle & low income familyA B C D

0

5

10

15

20

25

30

5

17

35

Pupils' Grades in March Test

Grades

Nu

mb

er o

f p

up

ils

Page 9: SLIDES VIVA TESL

• Kemmis and McTaggart (1988) • Adapted version for this study

- plan to use Station Game in the production

stage. 

- applied Station Game in the production stage.

- collect data on the responses about the use

Station Game. 

- analyse the data about the use of Station Game.

- improvement for further research

5.0 IMPLEMENTATION OF ACTION

Page 10: SLIDES VIVA TESL

Stages

Intervention 1

Unit 3: Yesterday & Today

Intervention 2

Unit 4: Be Safe

Intervention 3

Unit 6: Care For The Sea

Pre-Reading

Reading aloud

-vocabulary drills

Reading aloud

-vocabulary drills

Reading aloud

-vocabulary drills

While-Reading

Practice using Language Game

(snake & ladder game)

Practice using Language Game

(tic tac toe game)

Practice using Language Game

(bingo game)

Post-Reading

Using Station Game activity in groups

Instruments:

1. Pre Interview2. Observation Using

Checklist3. Pre-Questionnaires

Using Station Game activity in groups

Instruments:

1. Observation Using Checklist

2. Questionnaires

Using Station Game activity in groups

Instruments:

1. Pre Interview2. Observation Using

Checklist3. Post-Questionnaires

Page 11: SLIDES VIVA TESL

How to implement during the production stage

*adapted from Idol, 1987 (as cited in Weis, 2011).

Step 1 : pupils read the text

Step 2 : sentences of cause and effect are taken from text and pupils read it

Step 3 : pupils categorize the sentences into cause or effect

Step 4 : pupils relate the cause and effect in multi-flow map

Step 5 : pupils use the multi-flow map to guide them when answering the comprehension questions

Page 12: SLIDES VIVA TESL

Station Games Setup

Station 1Underline the correct

words.

Station 2Fill in the

blanks with the correct answer.

Station 3Match the

words.

Station 5Find the clue

Station 4Crossword

puzzle

Station 6Write true or

false statement

Page 13: SLIDES VIVA TESL

RESEARCH QUESTION DATA GATHERING METHODS RATIONALE

Can ‘Station Game’ technique improve the

pupils’ motivation in reading class?

Quantitative method

Pre and Post Survey-James (1997)

• degree of variation resulting before and after the implementation of actions (James, 1997)

• to get the feedback of the intervention done in improving the pupils’ motivation in English reading lesson.

How does ‘Station Game’ technique

improve the pupils’ motivation in reading

class?

Qualitative method

Pre and Post Interview-Bernard (1998)

• get in-depth information about the pupils’ perception and experience when using station game in reading lesson.

• semi-structured interview provided a clear set of instructions for interviewers and can provide reliable and comparable qualitative data.

Observation Checklists-Lowe & Michelle (2007)

• as ‘a way to of ‘seeing’ familiar and routine events in a new way’.

• looking critically at the familiar and asking questions about what you see.

6.0 Data Collection

Page 14: SLIDES VIVA TESL

7.0 Data Analysis

Triangulation of results

Pre & Post Survey

Pre & Post Interview

Observations

• 30 pupils- (mix level of proficiency)

• surveys of the pupils’ attitude towards English reading lesson and station game.

Aspects:• The five different achievers’ (two advanced, one

intermediate and two low) progress during the lessons.

• Analysis of the participation of the pupils and their motivation level when station game was used

• Pre (identify the problems faced by pupils)

• Post (pupils’ perception on the use of the Station Game)

Triangulate

Page 15: SLIDES VIVA TESL

Pre-Interview transcriptions (original text)

Theme Research Participants (RP)

Interview Text(translated from the original version)

Cannot learn English well

RP 3 I cannot learn English well.

RP 5 English class boring and not best, sometimes blur

RP 19 Kadang-kadang saya xfaham apabila belajar Inggeris.

(Sometimes I do not understand when learning English)

Feelings toward the worksheets

RP 5 I hurt (hate) the workshirt, workshot (worksheet).

RP 19 I don’t like the worksheet.

RP 25 Saya tak suka soalan-soalan yang cikgu bagi. Payah. (I do

not like the worksheets given by the teacher. Hard)

Interests RP 5 I love to have the game.

RP 25 Saya sukakan permainan dalam kelas. (I love game in the

class)

Page 16: SLIDES VIVA TESL

Post-Interview transcriptions (original text)

Questions ThemesResearch Participants (RP) Interview Text

(translated from the original version)

What do you feel about English class?

Tough and ConfuseRP 3 Saya tak faham dan blur. I do not understand and

confused)

UnderstandRP 5 Saya suka kerana saya faham. (I like because I

understand)

By using station game RP 19 Menarik sebab sir guna station game. (Interesting

because sir used station game)

FunRP 7 Saya suka sebab menarik. (I like because it is

interesting)

RP 25 Saya suka sebab best dan kelakar. (I like because it

is best and fun)

Do you feel motivated to learn English?

Motivation RP 3Rasa best. (Feel best)

RP 5 Yes, sebab saya boleh belajar English dengan baik.

(Yes because I can learn English well)

RP 7 Saya

RP 19 Rasa nak belajar lagi dengan sir Aiman. (Feel

wants to study more with sir Aiman)

RP 25 Ye. (Yes)

Do you like Station Game in reading class?

Interesting RP 3 Game yang sir Aiman buat best. (Game that Sir

Aiman did was best)

Can compete with friends RP 5 Yes, sebab sir Aiman buat banyak aktiviti dan

permainan dalam Station Game..ermmm..dan saya

nak bertanding dengan group lain. (Yes because sir

Aiman did a lot of activities and games in the

Station Game. I can also compete with other

groups)

Not sleepy RP 19 Station Game buatkan saya rasa tak ngantok.

(Station Game does not make me feels sleepy)

Fun RP 25 Sangat menarik dan kelakar. (Very interesting and

fun)

Page 17: SLIDES VIVA TESL

Observation (Checklists)

P 1 P 2 P 3 P 4 P50

1

2

3

4

5

6

7

5 low achievers' scores in 3 lessons

Lesson 1

Lesson 2

Lesson 3

Pupils

Sco

res

Page 18: SLIDES VIVA TESL

Analysis of pupils’ scores between reading comprehensions and Multi-flow Map.

Pupils’ Work Aspect Number of PupilsLesson 1 Lesson 2 Lesson 3

Multi-flow Map Match all the cause & effect correctly

12 15 16

Reading Comprehension

Answer all the questions correctly

12 15 16

Instructional strategies

Group work

Pair work Individual work

Multi-flow Map provided sample answers for the pupils to

answer the cause and effect reading comprehension

questions

guided the pupils to analyse the relationship between the cause

and effect critically

Page 19: SLIDES VIVA TESL

Theme Pupils’ responses

No problem No, I don’t have any problems because I can answer all the questions. 

  

Do not understand the questions & feel confuse

Confused of the questions 

Confuse do not know answer 

No understand the questions  

Very confused to answer the questions 

   

The questions are hard

Because very hard to answer 

Because it is little hard 

Question number 3 is difficult 

The questions are very difficult 

It’s very hard 

  

The questions are hard & confusing

Very confused because its very hard and I no time to check 

Because I did not know the answer and number 3 was very confusing 

I am confused the questions and it was very hard 

I cannot answer all because confuse and hard (2) 

Pre-Survey

Page 20: SLIDES VIVA TESL

Question Theme Number of pupils who responded

Coding

Are there any

problems that you face when

answering the reading

comprehension?

Yes 5(20.8%)

(the low achievers in post-test)

Because I don’t understand the

question (3)Questions 3 and 5are

hard (2)

No 19(79.2)

Theme Number of pupils who responded

Coding

MFM makes me feel less

difficult to answer RC

5

(20.8%)

Because I feel less difficult to answer the questions (3)

I will less difficult to answer the

questions (2)

Post-Survey

5 low achievers’ responses

Page 21: SLIDES VIVA TESL

Theme Number of pupils who responded

Coding

MFM provided answers

4

(16.7%)

Because from Multi-flow Map we can get answer to do reading comprehension questions

Because I can get the answer very fast and the answers will be in cause

and effect which I find it more easier

Because it has answer

The map will give me answer

I felt confident to answers RC

because of MFM

3

(12.5%)

Because I feel confident (2)

Because I feel confident with Multi-flow Map

MFM helped to answer RC easily

7

(29.2%)

Easy to answer (2)

Because when we use Multi-flow Map we can answer the reading comprehension easily (2)

Because it’s a easy way to answer the comprehension question (2)

Yes. Because I can answer easily

MFM gives answer and confident to answer RC

5

(20.8%)

It has answer and I feel confident to answer (2)

The map has answer and I can answer confidently

Has answer and confident to answer (2)

MFM makes me felt less difficult

to answer RC

5

(20.8%)

Because I feel less difficult to answer the questions (3)

I will less difficult to answer the questions (2)

Page 22: SLIDES VIVA TESL

• Analysis of pre & post-survey and observation checklists all show an improvement. And, in the semi-structured pre & post-interview, pupils said the reading class became lively and enjoyable if not for the station games.

• Thus, findings indicate that station games can enhance pupils’ motivation in reading lesson.

Interview question 6, “Do you like Station Game in reading class? Why?”. The pupils replied, “Ya”. “Station Game buatkan saya rasa tak ngantok dan bosan. (RP 19).

Discussion of findings in relation to Research Question 1 (RQ 1): Can station games enhance Year 4 pupils’ motivation in reading lesson?

Page 23: SLIDES VIVA TESL

The results obtained by the low scorers (P3 and P20) in their pre – test also showed improvement

after implementing the recommended action.

the pupils who scored zero mark during Week 1 (P3, P7, P19, P20 and P27) also improved. Most of

them get full marks (5 marks) during Week 3, the final week.

The mean score of the class also improved from Week 1 (1.8), to Week 2 (3.6) and finally Week 3

(5.3).

“through games, children can not only learn new knowledge

quickly and happily, but also consolidate what they have

learned”, (Deesri, 2002)

Page 24: SLIDES VIVA TESL

Discussion of finding in relation to Research Question 2 (RQ 2): How can station games help Year 4 pupils to enhance their motivation in reading lesson?

• Analysis of semi-structured interviews found that station games can help pupils to improve their learning of collective nouns in the following ways:

i. Station games promotes cooperation among pupils

ii. Station games motivated the research participants in answering the questions in each Station activity

iii. Station games enhance confidence in learning

iv. Station games promotes positive competition among pupils and a good spirits of winning in the station game

Page 25: SLIDES VIVA TESL

Discussion of Findings to Address Research Question 2

• Map acted as a tool • to guide the pupils to

analyse the relationship between cause and effect critically

• provided sample answers for them to answer the reading comprehension questions.

• Compare to the theoretical framework , Long & Carlson (2011)

• positive responses for the pupils vouched that Multi-flow Map was a useful tool to answer the cause and effect reading comprehension questions

• motivational tool that improved the pupils’ focus on organising the correct relationship between the cause and effect

• increased their understanding on the questions

• Compare to Edward (2011)

Page 26: SLIDES VIVA TESL

Limitations and Suggestions for Further Research

Limitations

• Time constraint

• Generalization of the action

• Limited response given by the respondents

Suggestions for further research

• more detailed research which can deeply study the

effectiveness of using Station Game

• more challenging and effective ways of using the Station Game

in any lesson • increase the number of respondents for the pre and

post-interview

Page 27: SLIDES VIVA TESL

References• Ahmad, R. H. (1998). Educational development and reformation in Malaysia: Past, present and

future. Journal of Educational Administration, 36(5), 462-475. http://dx.doi.org/10.1108/09578239810238456

• Bernard HR, editor. Person-centered interviewing and observation. Walnut Creek, CA: AltaMira Press; 1998.

• Clough, P. & Nutbrown, C. (2007) A student's guide to methodology : Justifying enquiry, (2nd edn) London, SAGE Publications

• Deesri, A. (2002). Games in the ESL and EFL class. The Internet TESL journal, 8(9)• Kemmis, Stephen and Robin McTaggart (eds.), 1988. The action research planner. Victoria, Australia: Deakin University

Press.• McLeod, S. A. (2008). Qualitative and Quantitative. Retrieved from www.simplypsychology.org

/qualitative-quantitative.html• McNiff, J. and Whitehead, J. (2005) Action Research for Teachers. London: David Fulton.• Mueller, C. (2006). Using cooperative learning at the elementary level. In D.D. Holt (Ed.),

Cooperative Learning: a response to linguistic and cultural diversity (pp. 67-69). McHenry, IL: Center for Applied Linguistics and Delta Systems, Inc

• Nguyen and Khuat, Learning Vocabulary through Games. Asian EFL Journal. December 2003. Retrieved from http:/www.asian-efl-journsl.com/dec-03-sub.Vn.php.

• Roksa, J., & Potter, D. (2011). Parenting and Academic Achievement: Intergenerational Transmission of Educational Advantage. Sociology of Education, Vol 84 No 4 , pp. 299–321.

• Richards, J.C., Platt, J. & Platt, H. (1992). Longman dictionary of language teaching & applied linguistics. Beijing: Foreign Language Teaching and Research Press.

• Syafini Ismail, (2002). The Effects of Cooperative Learning in Enhancing Writing Performance. Bangi: Universiti Kebangsaan Malaysia

• Zulhilmi Zainal. (2005). “Reading is a habit we hold dear”. New Straits Times. 14th Jan.2005. NST Press.