the usage of comic strips in teaching possessive pronouns
DESCRIPTION
The usage of comic strips in teaching possessive pronouns. Analyzing the strengths and weaknesses of using comic strips in teaching grammar.TRANSCRIPT
CHAPTER 1
INTRODUCTION
1.0 Introduction
Language is considered as the bridge that unifies the human population
and is often used as a tool of communication, interpretation and evaluation of
ideas. Language is also widely used as a medium to express both of our
thoughts and feelings. According to Buhler, Goodwin, & Eschbach (2011),
although such uses don't convey any information, they do serve an important
function in everyday life, since how we feel sometimes matters as much as—or
more than—what we hold to be true.
In our country, the English language is given emphasis by the
government and considered as the second language which is being taught since
kindergarten. With the introduction of Language Arts component in the
curriculum, there is now space for interactive actives such as drama, role-play,
debates, language games and songs to make the lessons more meaningful and
facilitate the learning of the language. ("From KBSR to KSSR – Why the need
for change? | Peekabook Blog," n.d.). This shows that mastery of English
language should be given emphasis by all of the parties. The teaching of
English language should not fall completely on the teachers’ shoulders alone.
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Teaching of grammar was later added during the level two from year four to
year 6. Teaching grammar was not an easy task because it is considered as both
confusing and hard to be mastered. Identifying the word class and constructing
simple sentences using the correct rules are some of the issues faced by the
pupils during the learning of grammar. Teaching grammar can be improved by
using visual aids to trigger the pupil’s attention and their interest towards the
lesson. Using the comic strips could be the answer to improve pupils’
understanding in grammar lesson.
1.1 Reflection on Past Teaching Experience
During the researcher’s practicum periods, his teaching experience starts
at SK Batu Bertangkup, Perlis for four week, SJK Tamil Kangar for eight
weeks and SK Taman Uda, Kedah for 12 weeks. Both SJK Tamil Kangar and
SK Taman Uda are in the urban area while SK Batu Bertangkup is in the rural
area. Teaching experience in both rural and urban schools provides the
researcher with an insight about pupils’ ability in mastering grammar and the
issues related to grammar.
Although SJK Tamil Kangar is situated in urban area, the level of pupils’
proficiency is almost the same as SK Batu Bertangkup. Meanwhile, the pupils
at SK Taman Uda acquire the language skills very well. Their level of
understanding is slightly higher than the pupils from the two previous schools.
Even though their level of understanding is higher, they are also facing
the same problem in mastering grammar. Only the pupils with high level of
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understanding were able to identify the grammatical aspects in a simple
sentence. The same problem occurs when the pupils were asked to construct
simple sentences using the correct grammatical rules. They struggled in
remembering which tenses to be used and whether to use singular or plural
verbs. The main reason for this problem is the lack exposure to the language
itself. Urban pupils were exposed to the English language through their
environment where some of them use English in their home. They use English
in daily conversation and through technology. In contrast, almost all of rural
pupils and most of urban pupils rarely use English in their daily life. English is
only used during the English lesson at school.
During the 12 weeks of practicum in SK Taman Uda, the researcher at
first tried to teach grammar overtly where the teacher or the researcher
presented the rule or pattern and then provided the exercise about the
application of the rules. Unfortunately, the technique was not effective for the
pupils with average and lower proficiency. The pupils were confused and
unable to construct simple sentences correctly without the guidance of the
teacher. Therefore, the researcher decided to design a different method in
teaching grammar. Several ideas were suggested by fellow colleague and lastly
the usage of comic strips was chosen.
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1.2 Reflection on Educational Values
The importance of this research were to explore the possible ways in
improving teaching practice and explore the possible ways to assist pupils in
constructing simple sentences using the correct grammatical rules. Realising the
importance of grammar in constructing a sentence, the researcher tried to come
out with the best available option in assisting pupils’ understanding of the
grammar teachings. By carrying out the intervention, it can indirectly boost up
pupils’ confidence in learning grammar in different and more enjoyable way.
This research also intended to improve and provide basic assistance to the
pupils in identifying grammatical rules in a sentence. In consideration of the
pupils’ grammatical skills, this research was important to assist them towards a
better foundation in mastering grammar. By building a strong foundation,
pupils will be able to improve themselves in the future.
Additionally, the findings derived from this research might be useful for
both teachers and other educational practitioners to consider using comic strips
not only in teaching grammar but other language skills as well.
Last but not least, this research will provide an insight on the current
grammatical issue emerged in the primary school and the possible ways to
intervene the problems. Therefore, this research will be a part of the solution in
assisting pupils in mastering grammar and provide a better learning experience.
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1.3 Summary
Teaching of grammar is considered as challenging even for the fully
qualified teachers. Pupils have the initial expectation that the topic is going to
be confusing and therefore they are unwilling to give full commitment during
the lesson. Some of the senior teachers tend to teach in a conventional way
where it mainly involves chalk and talk. They refused to upgrade their
methodology of teaching which suits the pupils’ interest. As a result, pupils
become uninterested and demotivated to learn.
The main problem faced by pupils is the sentence construction using
correct grammatical rules. They tend to make simple mistakes which are
unacceptable. The pupils struggle a lot even with the help of the teacher.
So, as a teacher, it is our obligation to teach the pupils in an interesting
and engaging way that the pupils will be more eager to learn something new.
Realising this, the researcher come out with an idea to use comic strips to teach
grammar because of the visual aids and the nature of the comics itself which are
funny and humorous.
The researcher believes that this research has the potential to be used by
other teachers in changing their methodology of teaching to become more
enjoyable and fun. All of this effort is done for the sake of our pupils’ education
which is the future of our country.
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CHAPTER 2
FOCUS OF INVESTIGATION
2.0 Introduction
The main focal point of this study was using comic strips to help pupils in
writing simple sentences using the correct possessive pronouns. The possessive
pronouns are used to show ownership.
The researcher chose the possessive pronouns as a basic starting point to
strengthen pupils’ grammatical foundation. Referring to Year 4 DSKP
(Dokumen Standard Kurikulum dan Pentaksiran) possessive pronoun is one of
the earliest topics being taught to year 4 pupils. Thus, the construction was a
basic and simple and act as a good starting level to improve pupils’
grammatical skills.
The researcher tried to introduce fun and interesting activities to keep
them occupied therefore develop their grammatical skills. The pupils need a
lesson that involves hands-on activity and visually appealing materials such as
comic strips and colourful materials. Harwood (2010), mentioned that
enjoyable teaching materials have become crucially important for English
language learners and teachers not merely because they provide enjoyment and
relaxation, but likewise as they encourage pupils to utilize their words in a
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creative and communicative way. Comic strips were colourful and humorous as
well as easy to be understood by the pupils. Therefore, using comic strips in
teaching possessive pronouns were appealing and assisting pupils to gain a
deeper understanding on the topics.
There are many aspects that influence pupils to be interested in studying
English. The aspects are materials, facilities, and the technique of teaching. To
make pupils make pupils like English subject, there are also some media that
can be used in teaching, such as TV, video, tape recorder, photograph, comic,
picture, and some others. As the teacher, he or she must be very committed and
dedicated in preparing the media in order to attract pupils’ attention during
teaching and learning session. It can also indirectly help inculcate pupils’
interest to the subject.
2.1 Issue/Problem Statement
Based on the researcher’s observation during the first month of practicum
at Sk Taman Uda, researcher found out that pupils sometimes reads and write
very well but lacking in the grammatical aspect. This is due to lack of practice
and their initial expectation that grammar is somehow ‘scary’ and difficult to be
learned. They faced some difficulties in constructing a sentence which is
grammatically correct. The pupils were having hard time in identifying the
correct possessive pronouns to be used in a sentence. This is because they were
not able to grasp the concept of possessive pronouns and rarely using it in their
sentences.
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Some of the pupils understood the concept of possessive pronouns but were
unable to apply it in sentence construction.
The researcher also found out that the most important issue was the
pupils’ interest and eagerness in learning the subject. In order to attract pupils’
attention during the lesson, there are many types of media that can be used.
Among them which looked very simple and fun was the usage of comics. They
are many types of comics which are cartoon, comic strip, comic book, annual
comic, comic album, web comic and instructional comic. Good and appropriate
choosing of aspects and media tends to result in the improvement of pupils
achievement.
The most important issue is the time factor whether it is enough to teach
the pupils in developing the mentioned skill. The research was merely to find
out whether the activity was suitable or not. To find out the effectiveness of the
activity may take a longer time.
There was also the issue of the pupils being confused of why they are
chose to participate in this study. However, after being briefed by the researcher
they seem to understand their roles in this research.
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2.2 Literature Review
2.2.1 Teaching grammar covertly
According to Wilson (2013), covert teaching of grammar is where the
teacher gets the pupils involved in using the grammatical structures without
drawing attention to the grammatical rules. Pupils’ attention is directed to the
activity being carried out instead of explaining the rules from the beginning.
After taking part in the activity, the pupils are tested in the application of the
rules with the completion of exercises provided by the teachers. Towards the
end of the session is when the teachers draw their attention to the rules which
they can conclude based on the activity being held earlier.
By using this type of approach, the grammatical rules learnt will be more
meaningful, memorable and serviceable. This is because they had already done
the application part of the grammatical rules when taking part in the activity
session.
Wilson (2013) mentioned that the pupils are actively involved with the
pattern recognition of the grammatical rules. This is where the teachers must
design a suitable yet simple activity to aid the pupils’ learning process.
As for this research, the usage of comic strips is also a covert way of
teaching grammar. The pupils are exposed to the pattern without being
explained of the grammatical rules beforehand. The pupils need to figure out
the pattern by referring to the pictures provided.
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2.2.2 Visual aids in teaching grammar
It is undeniable that keeping our pupils both motivated and actively
engaged in the classroom can be a challenging task. Teachers’ responsibility
does not rely on teaching alone but to make the teaching to become meaningful
and enjoyable. Visuals are important tools used by the pupils for the purpose
seeing and understanding. It enables the pupils to process and think about what
they are being asked to do.
There are some simple strategies we can use to help enhance our
students’ interest and keep them involved. By using visual stimuli we are more
likely to maintain student attention and encourage active participation. Fearing
(2011) said effective visual aids or stimuli help the students to understand and
remember the key points of the lesson.
The teaching grammar using visual aids can help the pupils to develop
listening, reading, spelling and writing at the same time. This is because the
pictures being used by the teachers are able increase pupils’ interest because of
the visual aspect which is both colourful and engaging. Moreover, the purpose
of visual aids is to motivate, to stimulate and guide the student in understanding
the grammatical pattern.
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2.2.3 The Use of Comic in Teaching
Comic is widely popular among the pupils and it has been used as a
medium entertain in their free time. The beautifully illustrated character and the
simplicity of the storyline are the two main factors that will attract the person
who read it. Amazingly, nearly everyone says yes if they are asked whether
they have ever read comic. The wide spread of comic has interested the writer
in using comic as a medium for teaching.
In Syma and In Weiner (2013) stated that comics impart meaning through
the reader’s active engagement with written language. Reading the text and
seeing the images is done simultaneously and this can indirectly lead to better
recall and transfer of learning. It is undeniable that with comics, students not
only learn the material faster, they learn it better.
The basic features of comic books which are laid out in frames are very
easy for readers to track a story. In fact, it is also easy for those readers to both
jump ahead and back as a story develops. In addition, the fact that each frame
contains some text and a picture makes it much easier for readers to grasp and
contextualize a story. Ultimately, the limited text in each frame is beneficial to
those for which reading is a challenge ("Innovative Teaching – Comic Books in
the Classroom," 2015).
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2.3 Definition of Terms
2.3.1 Definition of Media
Media is widely used in teaching and learning process to assist pupils’
understanding regarding the lesson. Orey, Jones, & Branch (2013) mentioned
that pupils learn abstract, new, and novel concepts more easily when they are
presented in both verbal and visual form. By using visual media, the teaching of
concepts becomes more understandable to the pupils than text media. Popular
media which are a familiar and often used by pupils will be able to help gain
attention and maintain student interest in the lesson.
Danesi (2009) defines media as everything that can be used to send or
distribute in communication process. The communication here can be referred
to the teaching and learning process. Briefly, media is regarded as a tool in
aiding the teaching. Media does not replace the function of a teacher but acts as
a medium in conveying the information.
Media can also acts as instrument, method, and technique to enhance the
communication between teacher and students. The communication presented by
media is more interactive and enjoyable. In this way, pupils will be more eager
to learn the lesson.
It can be said that media is an important tool which can boost up pupils’
motivation and drive in participating in the classroom activities. The most
important aspect is that the media should be interesting and of course
meaningful to the pupils.
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2.3.2 Forms and Types of Media
Generally, there are three forms of media which are widely used in the
field of education which are audio, visual, and audiovisual. Audio involves
sound and music, visual is all about the graphics and audiovisual combine both
of the mentioned aspect above. Stafford (2011) said that comic falls in the
visual media category.
As for the types of media, it also can be divided into three categories
namely printed media, audio visual media and online media. Example of
printed media is the newspaper and comic books. Audio visual media is more
near and familiar to the pupils such as cartoons. Meanwhile, the usage of online
media should be carefully monitored by the parents and teachers there are no
filter in the information which is being published.
According to Ludwig (2013) there are four main types of media which
are printed which convey information through written word, audio which
comprises of spoken words and music, video which are the moving pictures and
lastly the media in the form software. It is pretty much anything where you are
interacting with an automated system.
Clearly there are several opinions regarding the types of media which all
can be used as teaching aids. A teacher must remember not to rely too much on
the media while neglecting the content of the teaching and learning session.
Teacher should also review the suitability of the media content before using it
in the classroom.
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2.3.3 Definition of Comic
Comics are a medium used to express ideas via images, often combined
with text or other visual information. Comics frequently take the form of
juxtaposed sequences of panels of images ("Comics - Wikipedia, the free
encyclopedia," n.d.).
As being mentioned before, comic falls into the category of visual media
and it is one of the effective way in promoting fun and meaningful learning
process for the pupils. The visual aspect which is both colourful and engaging act
as a attraction factor for the pupils. Frey & Fisher (2008) mentioned that using
comic in teaching is highly beneficial because it is people oriented and has a
wide range of increasingly realistic characters which can be easily modified.
Comic is undeniably easy, simple and humorous. By using comics in
teaching process, pupils will be able to enjoy the visual and the humor as well as
learning the desired lesson which was prepared by the teacher.
Manno (2014) said that emerging research shows that comics and graphic
novels are motivating, support struggling readers, enrich the skills of
accomplished readers and are highly effective at teaching sometimes dull or dry
material in subject areas such as science and social studies.
Comic acts as a an aid in teaching and learning process and it is seen as
one of the ways where pupils can have fun as well as learning something out of
it. Teachers must be aware of the content of the comic so that it is one the right
track whether it is related to the content of the topics or not.
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2.3.4 Types of Comic
According to Propp, Perron, and Debbeche (2009), there are six types of
comics which are cartoon, comic strip, comic books, annual comic, web comic
and lastly simple comic.
Cartoon is one of the most common types of comic where it is loved not
only by children but adults too. Usually, it consists of different kind of slides. To
simplify, there are some pictures and text in this type of comic. The reader can
grasp the general idea by looking at the pictures provided. It can be usually found
in magazines and newspaper.
Comic strip as the name suggests is a combination of pictures to become a plot.
It can also be a continued story. It can be found in daily newspaper and it is
usually focus on humorous stories.
Comic Book in a simple word is arranged in a book form. Comic books are
compilation of comic strips, published by certain publication company. Usually
the story presented represents a hero and often delivered not humorous in a way.
Annual Comic is launched in a certain period of time whether as monthly or
annual comic. Normally, the publisher will launch the comic once or three times
a year.
Web Comic is a type of comic which is widely spreading on the internet. It can
be both visual and audio visual comic. The reader can simply open the web
address on the internet and browse different kind of stories in there.
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2.3.5 Definition of grammar
In linguistics, grammar is the set of structural rules governing the
composition of clauses, phrases, and words in any given natural language. The
term refers also to the study of such rules, and this field includes morphology,
syntax, and phonology, often complemented by phonetics, semantics, and
pragmatics ("Grammar - Wikipedia, the free encyclopedia," n.d.)
In simple words, grammar is the study of the way the sentences of a
language are constructed. The rules should be adhered to when constructing
clauses, phrases or sentences.
Generally, there are eight types of parts of speech which are noun,
pronoun, verb, adjective, adverb, preposition, conjunction and interjection.
The researcher focused on one type of parts of speech which is pronoun
and specifically possessive pronoun. Pronouns are small words that take the
place or replace the noun in a sentence. The writer can use a pronoun instead of
a noun to construct a sentence. For example this sentence:
I like to talk with Halim. Halim is very friendly.
I like to talk to Halim. He is very friendly.
The writer can replace Halim with a pronoun ‘he’ so that he does not need to
repeat the noun ‘Halim’ in the following sentences. In this case Halim is
replaced by the pronoun ‘he’.
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2.3.6 Definition of possessive pronoun
Possessive pronouns main function is to show ownership. Possessive
pronouns are used in a sentence to avoid repeating the same information that is
already obvious or clear. In general it makes the sentence less confusing
because the same information is not being repeated. For example:
This car is my car, not your car. (Repetitive)
This car is mine, not yours. (Mine and yours are possessive pronouns)
The possessive pronouns which are widely used in sentence construction are as
follows:
Subject Possessive Pronouns
I Mine
You Yours
He His
She Hers
It Its
We Ours
They Theirs
Table 1: List of possessive pronouns
2.4 SUMMARY
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The usage of visual aids or in this case comic strips in teaching enables
the pupils to understand the content of the lesson better. The problem with
teaching with comic books is that the teachers themselves have no respect for
them and believe they are merely for children pleasure and refuse to accept
them alongside other literature. As a teacher, we should widen our methodology
of teaching so that it is perfectly aligned with the pupils’ interests. We should
be able to put ourselves in their shoes and try to come out with the most
suitable teaching aids.
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CHAPTER 3
RESEARCH OBJECTIVES AND RESEARCH QUESTIONS
3.0 Introduction
The process of writing both research questions and objectives is an
extremely important part of any research project and should be done with a
careful consideration. It is considered as important because the upcoming
research strategies usually depend on the nature of the problems and the
formulation of the research questions. Research objectives and research
questions are being laid out to answer any related questions and verify the
hypothesis whether it is correct or not. .
The formulation of precise research questions requires deep insights into
the nature of the study: Do the questions that are to be answered "fit" the
research objectives? Are they the ones most worthy of investigation? To which
degree will answering the questions contribute to any progress within the
research area? Do practitioners perceive the research questions to concern real
problems?
In this research, the formulation of research question and research
objectives revolves around these keywords which are comic strips, possessive
pronouns and simple sentence construction.
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3.1 Research Objectives
The purpose of this research was to improve pupils’ ability to identify
possessive pronoun by exploring comic strips as the teaching aids. Furthermore,
this study was done to help pupils in constructing simple sentences using the
possessive pronouns by exploring the same teaching aid which is the comic
strip.
The objectives of this research were to discover any possible ways in
which the researcher or the teachers can teach possessive pronoun effectively.
Secondly, to investigate the usage of comic strips as a fun and enjoyable
technique to be used during English lessons in encouraging the pupils to write
simple sentences using possessive pronouns.
3.2 Research Questions
The research questions are as follows:
3.3.1 Do comic strips help pupils in identifying possessive pronouns?
3.3.2 Do comic strips help pupils in constructing simple sentences using
possessive pronoun?
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3.3 Summary
Despite the mentioned research objectives, there are some minor
purposes which were not included. One of them was to improve the pupils’
ability in understanding the dialogue taught by using the comic strips. In
addition, the developed strategy is formulated to improve pupils’ motivation in
learning English. Both of these objectives can be achieved in the long term
process and not while this study is being carried out.
Basically, there are two main elements being highlighted which are the
identification of possessive pronouns and simple sentence construction using
the possessive pronouns. First, the researcher intend to teach the pupils on how
to get to know the basic features of possessive pronouns so that they will be
able to point out if they come across into one later. Next, the pupils should be
able to construct a very simple and basic sentence using the possessive
pronouns. The pupils should be able to come with a correct sentence using a
possessive pronoun.
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CHAPTER 4
TARGET GROUP
4.0 Introduction
Before choosing the target group, the researcher tried to identify which
year was the most suitable for this research topic. The researcher chose Year 4
because the research topic was mentioned in the Year 4 DSKP and it is one of
the earliest topics being mentioned. After choosing the Year 4 class, there are
two level of pupils’ proficiency which comes to consideration which are the
average and the lower level. The advanced level pupils are being ruled out
because they understand the topics really well. Lastly, the average level of
proficiency was chosen because the research only takes a short time to be
finished. In case the research was given a longer time, the low proficiency level
pupils will be chosen.
Furthermore, the researcher also chose several teachers and fellow
researcher to gain their professional opinion in making the research a success.
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4.1 Target Group
The target group was among the Year 4 Sabar from SK Taman Uda, Alor
Setar, Kedah. The participants comprises of five pupils, 3 boys and 2 girls. All
of the respondents were at the age of 10.
The class was the first class. After teaching this class for 3 months during
practicum session, the researcher observed that the pupils have average
proficiency compared to the other pupils but has a strong will in learning to
improve themselves. Although they from the first class, they ability in grammar
was still poor because this was the first year grammar was introduced to them.
The researcher chose the participants according to their marks in the
English mid-term examination where they at least score from C to D grade. The
participants was very eager to be part of this study and with an adequate push
and motivation, the pupils were able to conduct the given task accordingly.
On the other hand, three female English teachers were chosen as the
interviewee to ask about their opinion regarding the intervention that was
carried out. One colleague who was also a fellow researcher was involved in
the observation session where he was in charge of observing the participants’
behaviour.
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The research was carried out at Access Room and permission was already
being asked to the teacher in charge of the particular room. The teachers and the
parents of the participants were also informed beforehand to avoid any
unwanted confusion among them.
4.2 Summary
The participants were chose from the Year 4 Sabar class and the
researcher was very familiar with them because they are being taught for three
months during the practicum. Therefore, the participants were managed easily
because they knew the researcher beforehand. The participants were given an
adequate explanation about why they part of this study and the purpose of
choosing them to be one of the respondents. All permission to use the room and
making the pupils as the part of the study was asked beforehand. Three
qualified English teachers and one colleague was also involved in this research.
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CHAPTER 5
ACTION PLAN
5.0 Introduction
Action research is an ongoing process of both action and research
followed by series of reflection. It is where the researcher identifies a problem
and plans a series of actions as a way of gaining deeper understanding of the
range of possible solutions or interventions. According to N.Padak and G.Padak
(2015), although research frequently focuses somehow on new ideas in adult
literacy programs or instruction, the research process involves more than simply
trying them out. Trying out the action plan also involves series of trial and error
to see the effectiveness of the research action plan.
To formulate the action plan, the researcher must first set up a goal, target
or objectives to be achieved so that the research will not sway away from the
right track. Understanding why we need to conduct this project will be helpful
in developing an action plan to fix the need we have identified. The next step is
to reflect on what we have learned about this project, what our plan are for this
project, and determine if we will be able to successful complete this project.
As for this study, there are series of action plan being carried out during
the intervention process. The plan does not involve pre-test and went straight to
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the intervention session. The intervention can be divided into four main steps
which involve three main activities which are the identification of possessive
pronoun for the first two steps, sentence construction and comic strips making
session.
5.1 Action Plan/Intervention
This research was conducted in four weeks time. The research started
with a selection of target group which was done by referring to the mid-term
English examination. After that, the participants were given a brief explanation
on why they are chosen and the purpose of the study. Then, the researcher
informs the teachers that 5 pupils of the Year 4 Sabar will be going out for
certain period of time to carry out the research. The permission to use the
access room was asked to the teacher in charge of the particular room.
The next action plan was the intervention sessions to assist pupils in
understanding the concept of possessive pronouns by using comic strips. The
interventions were conduction in four main steps. Each step consumed one hour
and was done once a week.
The first step was the introduction of comic strip and the identification of
possessive pronouns. The researcher first explains basic features of comic strips
and introduces the usage of possessive pronouns in the dialogue by referring to
the pictures in the comic strips. Teacher highlights the pictures and the
respective possessive pronouns. For example, if the possessive pronoun said
that the book is his, then the picture of a male holding a book will be shown
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including the dialogue saying the book is his. Teacher repeats the possessive
pronoun identification process until the pupils understands and able to list down
the possessive pronouns.
In the second step, researcher distributed the comic strips and asked the
participants to read silently. The participants were encouraged to refer to the
pictures while reading the dialogue. Then they were asked to underline the
possessive pronouns found in the comic and circle the object being mentioned.
For example, for the sentence: the car is mine, the participants underline the
word mine and circle the car picture.
For the third step, pupils are given the same comic strips which were
given before. This time, the possessive pronouns were left in blanks and they
were required to fill in the blanks with correct answer by referring to the
pictures. Then, new comic strips were given with pictures and without the
dialogues. Pupils were required to form a simple sentence from the picture.
Researcher guided them through the process where they need to determine the
person involved in the picture whether it is a boy or girl and singular or plural.
They also need to identify the object being shown in the picture. The
identification of person and the object were done with the help of the researcher
but the formation of sentence was done without any help.
The fourth step was not carried out during the research where they were
asked to come out with a comic strip containing three panels. They also need to
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include one possessive pronoun about an object and a person. This task was
done by the pupils in their free time and was not supervised by the researcher.
Lastly, all the data collected from the four weeks time were analysed,
presented and discussed in the data analysis section.
5.2 Summary
The implementation of action plan was where the intervention was
introduced to the participants. The process went smoothly without any arsing
problem and the pupils seem to enjoy themselves to be part of this research.
Surprisingly, the pupils managed to finish up the task. Some of them need extra
guidance but still managed to finish up the task given by the researcher.
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CHAPTER 6
METHODS OF DATA COLLECTION
6.0 Introduction
Gathering the data required multiple well planned instruments. The
purpose of carrying out action research is to grasp the understanding on some
element of your classroom by collecting data. Data can be defined as are any
form of information, observations, or facts that are collected or recorded
(Johnson, 2012). The process of collecting data during the research is what
makes the action research different from any normal study. As a researcher, we
cannot simply write our own opinion regarding the subject matter but action
research writing is all about collecting data and making conclusions based on
that data.
The instruments used to collect data for this research were observation,
interview and document analysis. The interview was done during the
intervention while both of interview and data analysis was carried out after the
intervention process.
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6.1 Data Collection Methods (Instruments)
The first instrument was the observation which was carried out by one of
the colleague who was also conducting his own action research. The observer
tried to observe the pupils behaviour and their responses during the intervention
process. The data gathered was based on his personal reports regarding the
pupils’ behaviour. The pupils were well aware of the observer’s presence but
had no idea what was his purpose in the study. The observer shrewdly observed
the pupils responses on each section and concluded their overall performance in
a form which was provided by the researcher. (Refer appendix 1).
30
Figure 1: Observation Checklist
The second instrument was the interview which was carried out after the
intervention process. The interviewer was the researcher himself while the
interviewees involved three English teachers. The purpose of this interview was
to ask about their professional view regarding the effectiveness of the usage of
comic strips in teaching grammar. Interview was carried out in the Access
Room of SK Taman Uda. Each interview took only 15 minutes. The questions
(refer appendix 2) were designed beforehand by the researcher and recording
was done using a Smartphone. The data collected was purely taken from their
views and experiences of teaching English.
31
Figure 2:Interview questions
The last instrument was the document analysis (refer appendix 3) which
was done by the researcher himself. The instrument involved an analysis of
participants’ works and exercises. All of the task given were collected and
analysed by the researcher in the form of teacher’s reflection. The reflection
was carried out to conclude the pupils’ ability and understanding of the activity.
The teacher or in this case the researcher will be analyzed pupils’ worksheet
and their bahaviour when completing the work which was given during the
intervention.
32
Figure 3: Document analysis (teacher’s reflection)
6.2 Summary
It can be concluded that the data collection method for this research
involved three types of instruments namely observation, interview and
document analysis in the form of teacher’s reflection. Based on the data
obtained, the analysis and discussion was done.
33
CHAPTER 7
DATA ANALYSIS AND INTERPRETATION
7.0 Introduction
According to Agresti (2013) analysis and interpretation are the process by
which sense and meaning are made of the data gathered in qualitative research,
and by which the emergent knowledge is applied to participants' problems. The
main purpose of analysing and interpreting data is to transform or change the
collected data into believable evidence about the development of the
intervention which was designed by the researcher.
The analysis process can help answer an important key question which is:
has the intervention made any difference? As the researcher, we should be able
to see the effectiveness of our intervention to the participants by analysing he
raw data collected.
The process of analysing data includes three main steps. The first step is
the organization of the data. The data obtained should be organized neatly in
the form of table or graph so that the analysis can be made easier. The second
step is describing the data where the researcher highlights the outcome or the
implication of the data to the participants. The last step is the interpretation of
the data where the assessment of the findings takes place.
34
7.1 Data Analysis and Interpretation
There were five respondents involved in this research and all of them
were in the average level of proficiency. I chose them based on their last
midterm examination result. All of them are from year 4 Sabar class which I
taught for 3 months during the practicum. The information of the respondents is
as follows:
.
Table 2: Number of respondents according to gender
35
Gender No. of Respondents
Male 3
Female 2
RaceNo. of Respondents
Male Female Total
Malay 1 2 3
Chinese 0 0 0
Indian 2 0 2
Total 3 2 5
Table
3:
Number of respondents according to race
Table 4: Number of teachers involved according to gender
Table 2 showed that out of the 5 respondents, 60% or three of the pupils
were males and 40% or two females. According to table 2, 33% or 1 of the
male pupil is Malay and 66% or two of the males are Indians. Meanwhile,
100% of the female are Malays. Totally there were 60% Malays while 40% of
them are Indians.
36
Gender No. of Teachers
Male 0
Female 3
As for the teachers, they were involved in the interview session where
they were asked about their opinion regarding the usage of comic strips in the
classroom to teach grammar. 100% or total of 3 were female and Malay
teachers. The teachers’ opinion is important because of their experience in
teaching English classroom. On the other hand, researcher also asks help from a
male colleague to carry out the observation process.
7.1.1 Research Findings
Gathering the data required multiple well planned instruments. The
instruments used to collect data for this research were observation, interview
and document analysis. The instruments involved three parties which are
observation by the colleague, interviewing the teachers, and data analysis.
1. Observation
The first instrument was observation which was carried out during the
intervention session. Observation is a systematic data collection approach
where the researchers use all of their senses to examine people in natural
settings or naturally occurring situations. Everything that happened was duly
noted as if it was happening for the first time, and everything is considered as
37
important. Nothing is taken for granted. It is an attempt to see the world from
the other person's point of view which in this case is the respondents’.
There are a lot of benefits of carrying out observation during the research.
Among them were, observation can help the observer in understanding of the
phenomenon, situation and the behaviour of the respondents in the particular
setting. Observation is also an essential part of gaining an understanding of
naturalistic settings and its members' ways of seeing. It also can provide the
foundation for theory and hypothesis development.
Observation, particularly participant observation, has been used in a
variety of discipline as a tool for collecting data about people, processes, and
cultures in qualitative research. They provide researchers with ways to check
for nonverbal expression, how respondents communicate with each other, and
check for how much time is spent on various activities
Overall, during the intervention, pupils were observed of their behaviour,
interest, and ability to answer the questions given. Observers may use multiple
methods to gather data. One primary approach involves writing field notes.
When observing, field note was taken if there was any important event that
occurred.
During the observation process, surprisingly, all of the respondents were
showing positive attitude and showed eagerness to participate in the activity.
One of the reasons was because they were going out of class and they feel
happy about it. It is also because they were in a small group which was easier to
38
be controlled. The following are the field notes taken during the observation
process:
No. Items Field Notes
1.
Respondents were able to list
down all of the possessive
pronouns.
Before the activity, some of the pupils are able
to list down the pronouns but only half of it.
After the intervention and post test being
carried out, majority of the pupils are able list
down and understand the usage of possessive
pronouns.
2. Respondents show interests
during the activity.
Surprisingly, pupils show a lot of eagerness
and commitment during this activity being
carried out especially when they are told to
create their own comic strips.
39
3.
Respondents give attention
during the explanation of the
instructions.
Overall, pupils give full attention because they
are a small crowd and easy to be controlled
and managed.
4.Respondents were able to
create their own comic strips
Pupils managed to complete the task given
with the guidance of the teacher.
Table 5: Field Note
From the table above, it can be seen that the observer highlighted on four
main aspect which were respondents’ ability in listing possessive pronoun,
respondents’ interest, respondents’ behaviour and the question whether they
were able to complete the task or not. For the first aspect, observer mentioned
about two time period which were before and after the intervention. Before the
intervention, respondents were able to list down some of the possessive
pronouns while after the intervention, majority of the respondents were able to
list down and understand the usage of possessive pronouns.
As for the second aspect, respondents show full commitment during the
activity being carried out. Observer specifically mentioned when the
40
respondents were asked to create their own comic strips, they showed a lot of
interest in completing the task. The respondents gave full cooperation during
the intervention process.
Observer mentioned that during the activity being carried out,
respondents showed positive behaviour and gave full attention to the
instruction. He also mentioned the reason was because the crowd was small and
easier to be controlled.
As for the last part, observer noted that all of the respondents were able to
complete the task within the given time with the guidance of the teacher or in
this case the researcher. Overall, the process went well and smooth with the
cooperation from both the observer and the respondents.
2. Interview
The interview was conducted in the access room of SK Taman Uda.
Three English teachers were interviewed by researcher regarding their opinion
about the usage of comic strips in teaching grammar. Overall, the teachers gave
full cooperation during the interview session and shared some positive input to
improve the activity. The reason of interviewing the teachers was because of
their vast experience in teaching English classes. They knew a lot about
teaching pedagogy and the researcher intend to make good use of their
knowledge. All three of the teachers were female and had at least 10 years of
experience in teaching English for primary schools. Below are the transcribed
interview conducted by the researcher:
41
Table 6: Interview coding
No. Questions Interviewee Response Coding
1
Did you ever
use comic strips
to aid your
teaching?
Why?
1No. I don’t think that comic strips are the best
for teaching.A
2Yes. It is a good idea because it is humorous
and graphical.B
3No. Because of the limited availability in the
textbooks.D
2
What is your
opinion
regarding this
activity?
1 The activity was great. C
2I think It is a creative idea to use comic strip to
teach grammar.B
3 It was interesting and a new idea. B
3 Did you think
the usage of
1 Yes. Pupils can relate the pronouns with the
pictures.
C
42
Aspect Coding
Not suitable A
Good/creative idea B
Good/suitable activity C
Limited resources D
Visual aid E
High frequency words F
Dialogue G
comic strips is
effective?
2Yes. It is different and interesting and the pupils
seem to accept it well.C
3Yes. Pupils can refer to the provided pictures
and gestures.E
4
What is the
most important
issue to be
considered?
1Clarity of the picture so that pupils will not get
confused.E
2Use simple words so that pupils can understand
better.F
3The graphic should be able to attract pupils’
attention.E
5
Did you think
that the activity
is suitable for
year 4 pupils?
Why?
1 Yes. It is simple and understandable by pupils. C
2 No. It may be more suitable for year 5. A
3 Yes. Pupils can refer to the graphics provided. G
Table 7: Interview questions, responds and coding.
Coding
As for the coding, the codes represent certain topic or theme which was
categorized by the researcher. If the answer of the interviewee falls within the
A code, then it will be labeled as A and so on. Code A is not suitable where the
interviewee thought that the idea, activity or opinion is not suitable to be carried
out. Meanwhile, the B code is all about the respondent regarding the idea as
creative and innovative. The interviewee apparently agrees with the
implementation of the idea. On the other hand, code C represents the activity
whether it was suitable or not where in this case, the respondent totally on
board with the activity. Code D is used when the respondent thinks that there is
43
a limitation of resources. Next, the code E is all about visual aids or graphics.
Code F is the usage of high frequency word which was not recommended for
the pupils. Lastly, code G represents the dialogue which can be found on the
comic strips.
Interviewee 1
When asked about the usage of comic strips in the classroom, she
answered no because she did not think that comic strips are suitable for
teaching. The interviewee thinks that the usage comic strips is not suitable for
teaching grammar and that is why she has not used it during the teaching and
learning session.
The second question was about the opinion of the interviewee regarding
the comic strips activity and her answer was positive in which she said, “The
activity was great.” She certainly thought that the idea was creative and
44
innovative. This was because it did not occur to her to use comic strips in her
teaching.
She also thought that the activity was effective because the respondents or
the pupils could relate the pronouns with the pictures in the comic strips.
The most important issue to be taken into consideration was the clarity of
the picture so that pupils will not get confused. This was important because the
pictures were the essence of the comics. Pupils referred to the pictures in order
to come out with the correct possessive pronouns.
The interviewee thought that the activity was indeed suitable for year 4
pupils because it was simple and understandable.
Interviewee 2
For the first question, the interviewee was asked if she did use comic
strips in her class and her answer was, “Yes. It is a good idea because it is
humorous and graphical.” She thought that the usage of comic strips was great
because of the humor and the visual aids which can assist pupils in identifying
the grammar points.
Next, the second question in which she was asked about her opinion and
she thought that it was a creative idea to use comic strips to teach grammar.
Pupils will be able to understand the lesson better.
45
“Yes. It is different and interesting and the pupils seem to accept it well,”
said the interviewee when asked whether the activity is effective or not. She
believed that the acceptance of the pupils was important and the activity should
be carried out more often.
Her opinion about the matter to be considered was the usage of simple
words so that pupils could understand better. Using high frequency words can
motivate pupils to learn because of the familiarity and commonness.
She answered that this activity was not suitable for year 4. Her actual
answer was, “No. It may be more suitable for year 5.”
Interviewee 3
For the first question, she answered, “No, because of the limited
availability in the textbooks.” This was because she used textbook during the
lesson. She thought that the usage of comic strips is an interesting and a new
idea.
Her opinion regarding the effectiveness of comic strips was, “Yes. Pupils
can refer to the provided pictures and gestures.” The pictures usually showed
some gestures which was the clue for the correct possessive pronouns.
46
The most important aspect for her was the graphic which should be able
to attract pupils’ attention.
She also gave her opinion about the suitability of this activity in which
she said yes because of the graphics and visual aids which can assist the pupils.
3. Document Analysis (teacher’s reflection)
. By analyzing the document, we are able to finds and interpret patterns in
data as well as classifying the patterns. As for this research, the method of
carrying out document analysis was by conducting a teacher’s reflection.
Teacher in this case was the researcher himself. The teacher analysed pupils’
worksheet and their bahaviour when completing the work which was given
during the intervention.
Aspect Teacher’s reflection
Pupils’ understanding
Pupils seem to understand the concept of possessive
pronouns with the help of comic strips. They also
understand the instruction given in the worksheet with
the help of teacher. From their responds, they understand
what is expected from them which are to complete the
worksheet given.
Pupils’ behaviour Pupils show positive behaviour when completing the
47
task. They were silent and listened to the instruction
attentively.
Pupils’ ability to complete
task on time
All of the pupils manage to finish the task on time except
for one pupil who needed some help from the teacher to
finish up the work.
Language used by pupils
Pupils mostly used simple English and communicate in
Malay language with each other. They can understand
simple English but use Malay language to provide any
feedback.
Pupils’ feedbackWhen asked, pupils seem to enjoy the activity very
much.
Table 8: Teacher’s reflection
The researcher highlighted five important aspects to be analysed for the
document analysis. The first aspect was the pupils’ understanding based on
their worksheet and exercises. The researcher thought that the pupils were able
to understand the concept of possessive pronoun with the help of pictures in the
comic strips.
As for the pupils’ behaviour the researcher was impressed by the positive
behaviour shown by the pupils when completing the task.
48
Pupils were able to complete the activity within the time given. The
researcher said that one of the pupils needed some guidance to complete the
task.
Meanwhile, the pupils mainly used Malay language to communicate with
each other and used simple English language to communicate with the teacher.
However, the pupils used Malay language to respond to the questions.
Pupils seemed to enjoy the activity and provided positive feedback when
asked.
7.2 Summary
From the data analysis and interpretation it can be concluded that the
intervention showed some positive feedback from the pupils. They seemed to
enjoy the activity very much and eager to take part in the study. The analysis of
their work also showed significant increase of understanding in the particular
topics. This means that the intervention is effective but due to time constraint,
the effectiveness of the intervention could not be fully observed.
49
50
CHAPTER 8
RESEARCH FINDINGS
8.0 INTRODUCTION
To conduct the discussion of the research findings, the researcher was
presented with an opportunity to develop the pattern found in the data, making
necessary connections between result of the analysis and existing theory.
In the discussion of research findings, the researcher must try to relate the
research question formed with the research results. First, briefly summarise the
major findings that come from the research and relate them to what the
researcher originally proposed to find out. If the research was done to test a
hypothesis, the researcher needs to answer the following questions which are:
1. Do the research findings support the initial hypothesis?
2. Do the research findings disprove the formulated hypothesis?
These questions should be answered by the researcher to check and see if
the research findings were indeed in the same line as the formed research
questions and objectives. At the end of the process, reflection should be carried
out to see the strengths and weaknesses of the research methodology.
51
8.1 Findings
Based on the data obtained and analysed, the researcher was able to
conclude that the research findings was aligned with the proposed research
questions. The first research question is: Do comic strips help pupils in
identifying possessive pronouns? During the intervention process, the observer
mentioned that there were some changes in pupils’ understanding of the
possessive pronoun before and after the intervention. After the intervention,
majority of the pupils were able list down and understand the usage of
possessive pronouns. This clearly shows that the intervention process was
indeed effective to the pupils although it was not entirely or fully effective.
Furthermore, the data from the document analysis also showed that the
pupils seemed to understand the concept of possessive pronouns with the help
of the visual aids in the comic strips. It is undeniable that the intervention has
somehow helped the pupils in identifying and understanding the usage of
possessive pronouns.
As for the second research question which was: Do comic strips help
pupils in constructing simple sentences using possessive pronoun? Based on the
data obtained from the document analysis, it can be seen that the pupils were
able to complete the given task within the given time. Before the research, the
pupils struggled to construct a simple sentence because they did not understand
the concept of possessive pronouns. After going on a thorough intervention
52
process, they were able to write simple sentences using possessive pronouns
except for one of the pupil who still need some guidance from the researcher.
One of the research objectives was to promote fun and enjoyable learning
situation. Based on the data obtained, the pupils generally seemed to enjoy
taking part on the activity and show eagerness to be part of this research. They
showed positive behaviour during the intervention process indicating that the
research objective was achieved.
However, the situation might be changing in a larger crowd of pupils.
The research only focused on small crowd of pupils which was easy to be
controlled. And pupils seem to enjoy themselves because they were somehow
‘the chosen one’ to be part of this research. The situation might be different
with a larger crowd where it will be harder to control and capture their interests
as was proposed in the research objectives.
According to the answers from the teachers, all three of them thought that
the idea of using comic strips to teach grammar was both great and creative.
Two out of three of them agreed that this activity was suitable for the year 4
pupils. The suitability of the activity are not yet proved because it was not
tested on the real classroom situation. The activity was regarded as suitable
merely by referring to the opinion of the teachers alone.
The positive feedback from the pupils was one of the indicators that this
research was effective for them. Therefore, the research should be continued to
an even wider prospective to solidify the data obtained.
53
8.2 Implication
The implication of this research was limited to the participants alone. So,
the intervention proposed should be used again in the future to widen the
implication to the other pupils as well. One of the most obvious implications
was to promote fun learning environment with different kind of teaching
methodology in order to motivate the pupils to learn more. As for the teacher,
this research was to promote an idea in order to improve our pupils
understanding on the lesson especially when it comes to grammar. As a teacher,
we should not be rigid and teach in an uninteresting way which will bore the
pupils and demotivate the pupils from taking part in classroom activities.
Next, the research also provides some input about teaching with visual
aids. This is because, pupils usually forget what they have heard but certainly
will remember what they have seen or witnessed. Using visual aid is somehow
very helpful in assisting pupils’ understanding of the grammar concepts and
patterns. As for this research, the pupils were able to identify the possessive
pronouns by referring to the pictures included in the comic strips. Teachers can
also use an audiovisual media to enhance both their reading and listening skill.
On the other hand, the findings from this research will certainly be useful
for teachers and researchers in using comic strips or visual aids in their
teaching. This research has the potential to go further into other language skills
such as reading and writing.
54
8.3 Summary
This research has clearly shown some positive findings and implications
towards the participants. Based on the data obtained by the researcher, it can be
concluded that the research has a huge effect on the pupils’ understanding on
the lesson. The intervention process went on smoothly without any disturbance
from the pupils. This was because the small crowd involved in this study was
easy to be controlled and managed. As a teacher, we need to strategise and
come out with a different action plan in order to implement the intervention to
an even larger crowd which will be harder to be managed.
55
CHAPTER 9
SUGGESTION FOR FURTHER RESEARCH
9.0 Introduction
Suggestion for future or further research often related with the limitation
of this research. This is because the idea of further research often arises out of
drawback found on the existing research.
The findings from the research will highlight several aspects that has a
potential to be explored in future studies. These aspects can be divided into two
main categories. The first category is that findings that was not anticipated from
the start. These are useful when making future research suggestions because
they can lead to entirely new aspects to explored in future studies. Factors that
address unanswered aspects of your research questions
The second aspect is a rare case where the research questions was left
unanswered. This is not necessarily a flaw in the research strategy, but may
simply reflect that fact that the findings did not provide all the answers that was
hoped.
56
9.1 Suggestion
This research can be further expanded whether the researcher wants to
use the same intervention or develop a different one. By using the same
intervention, the study can be expanded by focusing on other grammatical
aspects such as verbs and prepositions. For example, by using comic strips to
teach verb, pupils can refer the action illustrated on the pictures and come out
with a correct answer.
This research can also be developed to other language skills such as
reading and writing. As for reading, the researcher can conduct a study to
promote reading among pupils by exploring the usage of comic strips. Pupils
will be more interested in reading if the reading content was based on their
interest. So, the characters and the storyline should be familiar to the pupils
such as stories about their favourite superheroes and popular cartoon characters.
On the other hand, the study which focused on writing can promote
pupils in writing simple sentences based on the actions illustrated on the comic
strips. Simple sentences comprise of subject, verb and object can be drawn in
the form of pictures and the pupils can use it as a reference to construct a
sentence. For example a picture of a boy kicking football can guide the pupils
in constructing a simple sentence based on the action shown in the picture.
The researcher can also choose other intervention which falls on the
category of visual aids such as using picture cards to learn action verbs, develop
57
reading by using power point slides or using mind map to assist pupils in essay
writing.
The following were merely suggestions for further studies on visual aids in
teaching and learning session. The researcher believes that visual aid is one of
the most common ways to enhance pupils’ understanding on the lesson.
9.2 Conclusion
As a conclusion, this research has a potential to be developed into more
sophisticated research where the researcher can come out with a more desirable
intervention for the pupils. The limitation of this research where it was not
being carried out in the larger crowd should be taken into consideration when
performing a future studies. The researcher should involve more participants
from lower level of understanding. The period of the research should be longer
in order to see a more accurate data.
58
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Appendix 1
OBSERVATION CHECKLIST
Date :
Time :
Place :
No. Items Field Notes
1.
Respondents were able to list
down all of the possessive
pronouns.
2. Respondents show interests
during the activity.
3.
Respondents give attention
during the explanation of the
instructions.
.
4.Respondents were able to
create their own comic strips
61
Appendix 2
INTERVIEW
Date: Time: Place:
No. Questions Responses
1.
Did you ever use comic strips to aid
your teaching? Give me your
reason.
2.What is your opinion regarding this
activity?
3.
Did you think the usage of comic
strips is effective in teaching
possessive pronoun? Why?
4.
What is the most important issue to
be considered when carrying out
this activity?
5.
Please give me some suggestions to
improve my teaching related to this
activity.
62
Appendix 3
DOCUMENT ANALYSIS
Date: Time: Place:
Aspect Teacher’s reflection
Pupils’ understanding
Pupils’ behaviour
Pupils’ ability to complete
task on time
Language used by pupils
Pupils’ feedback
63