1.

0 INTRODUCTION

1.0.1 Background

According to The Malaysian Times dated August 3 rd 2012, English is a

language spoken and written by many people around the world. It
is considered as one of the most important languages of the world. It is widely
spoken across the globe, even on the Internet. English has a wider
distribution compared to other spoken languages. It is an official language
in fifty-two countries. It is the most useful language to learn for international
travel and is now the de facto language of diplomacy.

One of the main reasons why English is important is because most

employers prefer their staffs to be able to speak and write English fluently.
Many multi-national companies in Malaysia who need Malaysian work force
are on the lookout for those who are proficient in English, as they are going
to deal on the international level. In a survey done by an online recruitment
company JobStreet.com, Malaysia is placed third compared to five other
countries in South East Asia on the English proficiency level. As for students
most of the reference books and articles are written in English. In colleges
and universities, it is important for students to look up for references.

Malaysians are known for their friendliness. But what if there is an

English speaking foreign tourist asking for directions, and the person being
asked is not able to help the tourist, simply because he does not understand
or is not able to communicate in English; would that be a disadvantage? It is,
because our friendliness can be expressed through some actions, but a little
conversation can make a difference.

The former Vice-Chancellor of the University of Malaya, Royal Prof

Ungku Aziz, (The Malaysian Times) commented that English is one language
should be used to unite the nation. As in Malaysia, it is the Malays language.
Even so, the people should also give importance to the English language. He
also added that the government should implement the teaching of English in

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primary school onwards. He said that English is important should a person
begin working in cities such as Kuala Lumpur and Ipoh as many employers
are looking for people with English proficiency.

Realizing the importance of the English language, the government has

begun implementing new curriculum the Standard-based English language
Curriculum (KSSR, January 2011) to help boost the English language learning
as a means of pushing the younger generation towards being better able to
compete with the global community. In learning English pupils are expected to
master four skill, those are listening, speaking, reading and writing. Among the
skills, speaking should be a priority to be mastered by pupils because
speaking is used in daily life to communicate and through speaking pupils are
able to deliver and express their feeling directly. In addition, speaking is an
application of English itself and people usually measure someones
achievement in English from his/her speaking ability. (Yong Fikri & Sunaryo,
2013, P.1). Related to the fact above, Anne Lazaraton (2013, p.106) states
that speaking is considered as a fundamental skill in second language (L2)
learning because in speech situations, thinking, listening and speaking go on
almost simultaneously and people expect feedback on or response to what
they have said almost as soon as they stop speaking (Nesamalar C, 1995,
p.59).

Pupils in school are expected to be competent and to develop speaking

skill in both formal and informal situation. In order to be competent in
speaking, it needs to be supported by English components such as
vocabulary, grammar and pronunciation. Speaking involves a process of
building and sharing meaning through the use of language orally and the
pupils will know the way on how to express language communicatively.
Besides, it also leads them to communicate in the society by using language
since speaking is one of the important skills that should be mastered by the
pupils in learning foreign language.

However it is not easy to master speaking skill since there are many
problems in learning speaking skill: (1) the family students experience in
their families have a profound influence on their attitudes to learning, (2)

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education previous learning experience of all kinds affect students behavior,
(3) self-esteem a students self-esteem is vitally important if effective
learning is to take place, (4) boredom when the chosen topic or activity is
inappropriate, students sometimes show their lack of interest, (5) mother
tongue influences teachers themselves frequently use the students
language and use of translation (J.Harmer, 2001, p.146).

As foreign language, English become the second language for pupils

after mother tongue. That causes pupils seldom speak in English. Pupils just
practice English in English class when teacher ask them to speak and after
the class dismiss, they almost never use English anymore. In daily life, pupils
would prefer to speak in mother tongue than English language because their
family and neighborhood doesnt support them to use English. The situations
make pupils unfamiliar with English.

Based on my observation, the pupils skill in speaking is still far from

what it should be. The main problem in this context is because of lack of
variation of teaching techniques that leads to pupils demotivated to learn the
language. This situation is revealed from the grades students scored. The
average is only about 68% of the pupils, close to Minimum Achievement
Criteria, even under its criteria. The previous teaching and learning did not
use any method, or did not use the true method as well. So, the students
cannot achieve the criteria. This is the problem, which prompted me to focus
on speaking skill and do the study on how to increase students speaking
ability.

1.0.2 Reflection of My Past Teaching Experience

I have 14 years experience working in government primary schools

through the Malaysians Ministry Of Education. It is apparent from working in
the schools, from my observations that pupil-centered learning is not taking
place on any significant scale in the teaching of English.

Teaching in a Malaysian classroom setting requires you to normally

address students of different community and mother tongue. My teaching

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career started in 1996 in SK Wellesley boys school, Penang as an untrained
teacher or so called temporary teacher for almost 1 year. Even though I was a
temporary teacher but I never fail to do my job as equal as to a trained
teacher. I was teaching primary 4 then and what I encountered from the pupils
here is that they were able to speak English pretty well and response to me in
English when questions being asked. This is because these pupils come from
a well-educated family with English speaking background. Besides, these
pupils went to kindergartens, which emphasizes more on English. In fact, I
was amazed to see most of the teachers no matter what subject they are
teaching, speaks English with the pupils and colleagues. Thus, speaking was
not a problem in the school I was teaching for the first time.

Unlike, my first school in year 2000 when I was posted as a trained

teacher in SK Kampung Bharu, Kuala Lumpur where 80 to 90 percent of the
pupils in this school were Indonesians. I was teaching primary six then. These
pupils come from a low socioeconomic family background and they are
squatters who work at construction sites in Kuala Lumpur. Many of these
pupils dont speak English at all or even understand my instructions in the
classroom. As for these people, they dont give any priority to education
because they came to Malaysia to earn money. So, they dont show any
importance in learning the language and in fact they no longer going to stay in
Malaysia. Therefore, no matter they want to learn the language or not, I taught
these pupils English using the translation method. I had to use Bahasa
Melayu in every single word and then drill the words in English. This situation
made my lesson seem to be boring and monotonous. According to Lewey
(1977), the Malaysian education system is very examination-oriented. Even if
there is a change in teachers attitude and they accept any changes in the
curriculum employed, they are still compelled by the examination and will
teach according to what will be tested. Thus, the focus is more on the scoring
rather than the language acquisition, at to one extend I had to focus more on
the methods or techniques of answering the UPSR examination questions
rather them teaching the pupils to acquire the speaking skill. In the end, pupils
were better in their writing skill but there wasnt any improvement in their
speaking skill because of lack of practice on the targeted language.

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 When I started teaching in SK Semenyih in year 2004, I encountered the
same problem as in SK Kampung Bharu where pupils hardly utter in English.
90 percent of the pupils in this school are Malays, 8 percent are Indians and 2
percent are other races. Most of the Indian pupils were able to speak in
English is because first, they were sent to English medium pre-school namely
The Smart Readers, Apple king, The Strawberries and others where these
pre-schools emphasizes more on English language. Meanwhile, when I
interviewed some of the Malay pupils during my mentor-mentee session, I
found out that most of the pupils went to Tadika Kemas, Tadika AN Nur and a
few other kindergartens, which dont give importance to English. Even though
there arent any official statistics available, it is known that there are sizeable
numbers of English private kindergartens in Malaysia, particularly in urban
areas. For non-English medium privately - owned kindergartens, English is
always taught as one of the subjects apart from their mother tongue. Sham'ah
Md-Yunus, (2013) in her research has made comparison between the public
pre-schools and the private preschools stated that Malay Language has been
used as Language of instruction in the public preschools classrooms while in
the private preschools English, Mandarin, and Tamil has been used as
Language of instruction. Secondly, they come from an English speaking family
background and thirdly, they watch more on English TV programmes. These
were the reasons why the non-Malay pupils were able to speak good English
then the Malay pupils. They also dont speak in English at home or with their
neighborhood as for them English is a Foreign Language that might influence
their culture.

Translation is applied on learners to facilitate the learning of these difficult

words. (Erlina Melati Mahpar, 2007). Thus, it is suitable for the Level 1
primary school pupils who do not yet possess vocabulary in their target
language. They will learn to translate words in the form of list or isolated
words, and next move to sentences or paragraphs.

In order to overcome the problem, I used translation method with the low
proficiency level pupils and speak in English with the good pupils. This is
because the pupils looked blank when explaining the terms or grammar rules

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in English. My teaching would be very dull and unresponsive if the pupils
could not interpret what I was teaching. And of course it was vey difficult to
motivate them to participate in class. Therefore, I need to do something that
can improve the English achievement among pupils in my school.

2.0 FOCUS OF INVESTIGATION

2.0.1 What is my research issue?

Among the four language skills namely listening, speaking,

reading and writing taught in the ESL classroom, the ELT curriculum explicitly
states that the oracy (listening and speaking) skills should be focused in the
primary education, especially in the early years (KPM, 1995). This is because
English teachers have been faced toward crucial problem that their pupils
cannot speak English in the classroom. In my classroom, I noticed that most
of my pupils avoid looking at me when questions being asked fearing that I
would call them up to speak. According to Gregersen, (2003) avoiding eye-
contact with the teacher is a typical non-verbal reaction of anxious students.
As a result of anxiety, pupils tend to remain silent and reluctant to participate
communicatively in classroom. In conjunction to that, based on my past
teaching experience and observation it shows that there are many Malay
pupils who cannot speak well and do not participate actively in class even
they have learnt English for years. The students are still passive in speaking
activities that some students are timid to express their opinion or any idea
through speaking. Unlike the non-Malay pupils, there have a good grasp of
speaking English and active in any communicative activities.

Although literacy in the English language should encompass mastering

the four basic language skills, namely listening, speaking, reading and writing,
more research has focused on reading and writing aspects as these are
essential skills to prepare learners for examinations/tests in the education
field. The usually neglected skill by researchers and educators alike is
speaking. As quoted from Ali & Redha (2010) in the article, Speaking is one of
the least practiced and most neglected skills in almost any EFL classroom,
despite its importance in peoples daily social activities and interactions.

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 Hence, this is absolutely contrary with the aim of teaching and learning
of English as outlined in our current KSSR English curriculum. The English
Language Curriculum for Primary School aims to equip pupils with basic
language skills to enable them to communicate effectively in a variety of
contexts thats appropriate to the pupils level development. Hence, it is a
cogent evidence that KSSR not only focuses on language proficiency but also
acquisition of communicative skill among pupils. It intends to produce pupils
who are able to communicate with peers and adults confidently and
appropriately in formal and informal situations.

Teachers are accomplished with several endeavors in order to

encourage students to perform their English. Making pupils speak more
English in the classroom is not only a matter of "forcing" them to speak.
Indeed, good preparation of proper material and implementation must be
progressive and systematic which demands more teachers workload. Of
course, it is difficult to do this with young learners. For example, there must be
some instructions in the native language in order to be clear about the goals
of a lesson or a grammar rule. However, it's true that the more you speak as a
teacher in English the more the students get familiarized with this new
language.

This is the reason why teachers give so much important to English

language and to see how the pupils use the targeted language orally which
reflects the use of communicative competence into practice and applies it in
real communication as Nunan (1991: 51) stated "success is measured in
terms of the ability to carry out a conversation in the (target) language.
Therefore, I think as a teacher it is essential to pay great attention in teaching
speaking. The teachers should provide various methods for speaking
activities to develop basic interactive skills required for life. Those activities
make the students more active in learning process and at the same time
make their learning more meaningful and fun.

These problems happen to the 6th standard of SK Semenyih. They

have difficulties to be active in speaking activities in teaching and learning
process in the classroom because they are not motivated to speak in front of

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class although their writing skill is considerably good or when the teacher asks
them questions, it is a bit tough for them to express their ideas when I
observed the students in teaching and learning process. Besides, one of the
factors that cause the condition was the lack of motivation in communicative
skill. Krashen (2002) contends that learners with high motivation, self-
confidence, a good self- image, and a low level of anxiety are well equipped
for success in second language acquisition.

As for the Malaysians, English is considered as a second language

after their mother tongue and for the non-Malays it would the third language
after mother tongue and the national language (Bahasa Melayu). This causes
pupils seldom speak English because pupils only speak in English in the
classroom when teacher requires them to do communicative activities. As Dr
Mohd Sofi Ali, 2003 states that on the whole, the pupils' only opportunity to
use English was limited to the classroom; i.e., during the English language
lessons. That would mean a maximum of an hour (for a double period) or a
single period of half an hour, six periods a week if the instruction was totally
done in the language.

As stated by Dr Mohd Sofi Ali, (2003 E-Journal) English was not widely
used at home, or outside the school compound. One, as the teachers
claimed, the parents could not understand the language. It is so much true
that once when pupils are out of the classroom, they almost never use English
anymore. This is what has been happening not only in my school but
enormously in most of the schools in Malaysia nowadays. In daily life, pupils
prefer to use their mother tongue or the national language than English
because they find at ease mingling with people around them using these
languages. They feel their mother tongue or the national language is easy to
understand and fast to deliver unlike English language.

Brown (2000, p.160) states that "it is easy in second language learning
to claim that a learner will be successful with the proper motivation". With
similar views, Gardner (2006, p. 241) reports that students with higher levels
of motivation will do better than students with lower levels. He further adds
that if one is motivated, s/he has reasons (motives) for engaging in the

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relevant activities, expends effort, persists in the activities, attends to the
tasks, shows desire to achieve the goal, enjoys the activities, etc., (Gardner,
2006, p. 243)".

Lim (1994) studied fluency and accuracy in spoken English through a

survey questionnaire conducted among EFL in-service teachers. Her survey
revealed 84.1% of the respondents who taught at the primary, secondary and
tertiary levels, agreed that their learners were not able to speak English well
and that speaking is the weakest skill among the four language skills. The
results also showed that 73.3% of the respondents named speaking as the
skill learners got the least practice in at the individual level and 50% cited
speaking as the skill in which learners needed more practice. She also
identified certain classroom practices, which she believed were the possible
causes for low spoken English proficiency. The practices in classes were the
widespread use of Malay in teacher-talk, the use of mother tongue in peer
interaction and the motor-perceptive nature of speaking activities like reading
aloud and drilling.

Based on my observations and reading on related literatures regarding

passive ESL learners, I found that there are several causes which made this
issue as crucial to English teachers. After accomplishing thorough analysis
about this issue and the effects on the Language acquisition by the ESL
learners, I felt its a need as a teacher to endeavor an alternative to rectify this
issue. Therefore, I decided to carry out this action research to figure out an
effective method on how to prompt my pupils to speak during the teaching
and learning process.

2.0.2 What I have learnt about my research issue?

Considering how important speaking skill in learning English,

Renandya, (1999, p.230 in Hadi, 2011, p.2) in this case remind English
teachers by saying;

Speaking is one of the central elements of communication. In EFL

(English Foreign Language) teaching, it is an aspect that needs special

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 attention and instruction. In order to provide effective attention, it is
necessary for a teacher of EFL to carefully examine the factors,
condition and components that underlie speaking effectiveness.

However it is not easy to master speaking skill, there are many

problems in learning speaking skill namely the limited opportunities for the
pupils to speak in class, lack of variation of teaching techniques used by the
teacher in class, the teaching strategy application was monotonous that made
the pupils bored and disinterested in studying English (Buzanni, 2008, n.p). As
I reflected my teaching experiences in the past, I would conclude that there
are many possible reasons why pupils were reluctant to speak or being
passive during the teaching and learning process. One of them is probably
because of the teaching technique used in the classroom. I realized that most
of the time I use textbook as the teaching material. And during the speaking
activity I get so impatient when pupils refuse to speak and I end up spoon-
feeding them with answers because I had to move on to the next activity.
Knowing the way of my teaching in the classroom, pupils tend to be passive
during the speaking activity. This eventually, deteriorated the speaking
opportunity for the pupils in the classroom. Harmer (2007), mentioned that
textbook often follow unrelenting format so that pupils and teachers eventually
demotivated by the sameness of it all. In line with that, it was also too effortful
for me to prepare interactive teaching materials namely Power point
presentation, language games or realia in most of my lessons because my job
in school not only concentrating in teaching but also other primary job such as
co-curriculum activities, intensive classes for the pupils and some clerical job
concerning as a class teacher.

Other factor that may lead to pupils reluctancy in speaking is lack of

self-confidence in pupils. According to Yong Fikri (2013), he stated that
students do not have a self-confidence to speak English. Having a few
vocabularies make students lack of confidence to speak. He explained further
by saying that vocabularies are the main key to able to speak as well because
without vocabularies what will be said by someone. Besides that, the way of
teachers in teaching still emphasizes to grammar decrease students

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motivation to speak because they feel fear if they speak, their grammar will be
false. Therefore, pronunciation is also an obstacle to students to be confident
to speak English. Pronunciation of English differs from pronunciation of any
other languages. Getting wrong in pronouncing a word can change the
meaning of word itself. This statement had clearly showed that teachers need
to help pupils develop their self-confidence before speaking in the real
situation as this will help them to acquire the targeted Language without any
fear.

The other problem that leads to speaking difficulty in the classroom is

because pupils are lack of practice. In three case studies carried out in three
different schools by Dr Mohd Sofi b Ali, (2003) stated that English was not
widely used at home, or outside the school compound. One, as the teachers
claimed, the parents could not understand the language; therefore they could
not use it with the children; neither could they teach them at home. Second,
the local culture, as the parents and teachers claimed, was antagonistic to the
development of the English language among the pupils. Local dialect was a
preferred means of communication. Tan Yao Sua and Santhiram R.Raman,
(2007) also quoted in their case study that English has become the weaker
language of most Malaysians. Not only that, the number of English- speaking
families has been considerably reduced. It is only among the small group of
middle and upper class families in urban areas that English continued to be

used as the preferred home language (Ambigapathy, 2001: 7374) . This

situation has been happening in the school Im teaching too. Most pupils not
only dont use the language outside the classroom but in the classroom itself
the moment when I ask them to do the given task, they start to communicate
in their mother tongue with their peers. Unlike the non-Malay pupils, they were
able to communicate in English with me. This is because these pupils speak
English at home and also outside the school compound. In a nutshell, I would
say that lack of practice will lead to difficulty in speaking any targeted
Language.

English is a means of communication in certain everyday activities and

certain job situations. It is also an important language to enable Malaysia to

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engage meaningfully in local and international trade and commerce. At the
same time, it also provides an additional access to academic, professional
and recreational materials." (KPM, 1998b, p.2, as cited in Dr Mohd Sofi b Ali,
2003). Based on the above statement, it is so clear how crucial
communication skill is to a person for employment purposes in local and
international trade and commerce. To further support this statement through
The Star Online, 2012 stated that Graduates emerging from the national
education system are failing to meet the expectations of prospective
employers due to a lack of critical thinking skills and poor communication.
Besides, Gurvinder Kaur Gurcharan Singh and Sharan Kaur Garib Singh
(2008), in their E-Journal stated that The Multimedia Development
Corporation Malaysia conducted a survey among Multimedia Super Corridor
(MSC) status companies and found that respondents perceived Malaysian
ICT graduates to be average. The graduates were generally good team
players and had good learning ability, however, their major weakness was
their communication skills. This shows that most companies in Malaysia are
dealing with the same employment problem that is the poor communication
skill among the job recruits. In my opinion, this situation occurs because of
their poor root education in English Language particularly in speaking skill. As
mentioned earlier, if teachers extra focus towards the speaking skill, such
problem could be solved from the beginning.

As per MOEs aim is To equip pupils with the basic skills and
knowledge of the English language so as to enable them to communicate,
both orally and in writing, in and out of the school. (KPM, 1995, p.1). But to
my opinion, I feel the standard of English Language especially in
communication skill in Malaysia is sinking alarmingly. For example, how many
schools or pupils speak 100% in English during the teaching and learning
process or outside the school. Probably there are some but the amount of
them are only hands full. As quoted in a newspaper article (New Straits
Times, 2005) as cited in Gurvinder Kaur Gurcharan Singh and Sharan Kaur
Garib Singh (2008), the Human Resources Minister of Malaysia, Datuk Wira
Dr Fong Chan Onn highlighted the fact that 30,000 Malaysian graduates had
only managed to get casual and temporary work such as being cashiers and

12
restaurant workers because of their poor English proficiency. Besides, the
Malaysian Employers Federation secretary Datuk Shamsudin Bardan said
that a survey a few years ago among its members found that 60% of them
identified low English proficiency as the main problem with young recruits.
While a similar survey in September last year by online recruitment agency
JobStreet.com found that 55% of senior managers and companies who took
part said that poor command of the English language was the main reason for
unemployment among undergraduates. School graduates might have SPM
(Sijil Pelajaran Malaysia) English grades of A and B but could not even hold a
conversation in English, Shamsudin said (Sheridan Mahavera, 2014). After
reading and analyzing the problems faced by the Malaysian recruitment
agencies, I felt as a teacher its my responsibility to overcome the problem
from the root itself. So, I have decided to focus on speaking skill to improve
pupils who are reluctant to speak in the classroom.

3.0 What is My Research Question/Objective?

My research objective is to evaluate the effectiveness of language

board game in encouraging pupils in Year 6 to speak correctly. I would like to
carry out this research to see how effective is a board language game in
motivating Year 6 pupils to use the targeted language for communicative
purposes in the classroom.

4.0 Who are My Research Participants?

My study was developed in SK Semenyih, a grade A school in

Semenyih Zone, Selangor. There are about 17 teachers teaching English
subject from standard 1 to standard 6 in the school, 9 teachers work in the
afternoon and 8 in the morning. 2500 pupils make part of the school, 1000
take classes during the morning and 1500 take classes in the afternoon. The
school is located in a neighborhood whose characteristics are those of so-
called economically enriched class in Semenyih. That is to say, people have
access to current water, electricity, cable television, Internet services, public

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transport and many more. Nevertheless, at times the school does not have
access to current water or electricity due to poor cable connection in one of
the school building, which is vital for the functioning of the school. Another
concerning aspect is that some of them do not have exposure to English
language and even some have literacy difficulties even in their mother tongue.

Participants in the present research were chosen randomly. A, B, C

and D are from the 6th standard studying English since standard 1 in SK
Semenyih; the age of the participants are 12 year-old. My participants are two
girls and two boys from 6 Lili. They were selected at random based on my
observations and also from the result obtained through the School Base Oral
Assessment (SBOA) conducted at school level (refer Table 1). My research
will be focused on those pupils from 6 Lili who are being passive during the
communicative activity in the classroom. As I mentioned earlier, the aim of my
research is to evaluate the effectiveness of language board game in
improving the passive learners to speak in the classroom. Obviously, my
research participants should be from those who being passive in the
classroom. If I were to get all the 6 Lili pupils involve in the research, then my
expected result wouldnt be as reliable as it should be because most of the
pupils are quite active during the communicative activities. Although some of
them are not accurate in delivering their ideas but many of them are fluent
speakers. Therefore if I were to involve all these pupils in my research, then I
will not be able to measure qualitatively the effectiveness of the Language
board game to improve passive learners to speak.

Since, I am teaching Year 6 for the past 4 consecutive years, I have

plenty of experience in pupils behaviour and their responses during my
English lesson. During the observation time period, I noticed a common
behaviour among the selected participants which is, whenever I ask questions
during my teaching and learning process, that very seconds these 4 pupils
would look down at their book on the table pretending to read or seek for
answers just to avoid from me asking them answer. Knowing this situation
arises most of the lessons, I had to call their names to answer my questions
during the question and answer sessions. No matter what strategies I used to

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make them respond to the questions, yet they would give a blank stare at
me. Besides observation, I also studied their oral test (SBOA) result
conducted consecutively starting from the month of February to June 2014 at
school level. I myself tested the pupils on their oral test and what I could
conclude about these four pupils from the test conducted was, they had a
tough time speaking in English because they were reluctant to speak in the
classroom in the first place. Hence, I would like to have these four pupils as
my research participants to see the effectiveness of Language board game in
motivating and captivating these passive learners to speak.

Table 1

Pupils Background

Num. Pupil Gender Proficiency Race

Level

1. A F C Melayu

2. B M D Melayu

3. C F C Melayu

4. D M D Melayu

5.0 What is My Recommended Action/Intervention?

Considering all the possible causes that lead to the speaking

difficulties among the pupils, I think that there are some possible interventions
to overcome the problem faced by the pupils. One of the possible solutions is
using comic stripes to enhance the speaking skill among the pupils. Sonosini
(2007), stated in his article through his experience in teaching speaking at

15
senior High school using the comic strip approach that the students are
challenged to practice speaking. It is so interesting in teaching and learning
process especially in speaking activity. The comic strip approach is a method,
which he applied for teaching speaking by applying the students
understanding after reading some materials or books. He also added that the
comic strips approach is innovative teaching speaking English technique that
focus on the students activities. Comic strip approach provides the interesting
and challenging for the students with the four language skills: reading, writing,
speaking and listening. It enables to motivate students become more active in
teaching and learning process. A study by David Bagus Setyo (2011), was
conducted to determine the effectiveness of using comic strips to improve the
speaking skill among the 8th grades of SMP Negeri 10 Malang pupils. The
result of his study indicated that the number of students involved actively in
the teaching and learning process has increased gradually.

Role-play is another significant strategy that is equally good in

enhancing communication skills of second language learners (Nadeem,
2013). Priscilla Islam and Tazria Islam (2012), stated in their research that
they have found the students were enthusiastic about role-play as it was
different from other activities done in class. After a series of role-play, the
students showed remarkable improvement in their speaking ability and they
were also found to be quite fluent. They became confident enough to speak in
the created situation of real life scenario. They shared their hidden feelings
and expressed themselves without restraint. Besides, role-play links the
language learning experience with the pupils own experience of life and
creates the need to learn the language within the pupils. M.Shyamala
Bharathy (2013), in her journal stated that role-play enhances clarity in
understanding, interest to participate and confidence to perform in students. It
helps learners to empathize with the role he/she enacts and thus motivates
the learner to have a better understanding of real-time problems and the
solutions. It helps students practice speaking skills like debating, enacting,
reasoning and negotiating. Moreover it also helps them to adapt to
unexpected situations in real-life. Parallel to this statement, role-play known
well as a strategy providing authentic language experiences for learners.

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Role-play activities provide opportunities for pupils exercise communication in
authentic ways and situations. As a result, pupils gain more confidence when
presented with similar scenarios when they are outside of the class (Maxwell,
1997). Johnson, Sutton and Harris (2001) as cited in Joseph Luca and
Deanna Heal (2006), stated that students perceive role-playing as one of the
most important techniques for learning communication skills, after discussion.
Role-playing scores the highest for the most enjoyable learning environment
and since learning is improved if a student is motivated and engaged this is
important to their learning outcomes.

To make the teaching and learning process effective in an enjoyable

and fun way, one possible solution to enhance speaking skill among the pupils
is through Language game. Harmer (2006:101) states that games are a vital
part of a teachers equipment, not only for language practice they provide, but
also for the therapeutic effect they have. Game is an interesting and fun
activity that can be applied to teach speaking in the class and it can motivate
students to speak. Games will lose students fear and boredom about English
so an interactive class will exist. As cited in Chris Valeska and Angelicia Maria
(2012), although games allow the students to make use of language skills,
Vernon (2009) considers that games not always lead the students to use the
language, but also serve to keep students entertained, this is why it is
important to select and prepare game- activities in which the students use the
language oral skills. One game that can be used is board game. It is effective
and appropriate to use since it can be applied in groups so the students can
express their idea using English with their friends in fun way. By learning in
groups, students can build the characters of working cooperatively, be self-
confident, creative, responsible, honest, and passionate in learning. Nuzulia
Mega Jayanti and Arwijati Murdibjono (2012), revealed the result of their study
that the students totally liked the media and the board game could help the
students in learning English, especially in speaking activities. Although there
were some weaknesses in the media, it is expected that the Hello School
Board Game can be one of effective media to increase students motivation,
make learning fun, and in order to make students not to feel shy or timid
anymore in learning English especially speaking skill.

17
 Among the three possible interventions elaborated, I choose to use the
board game to promote pupils speaking ability. According to Chen (2000 as
cited in Dwi Nurul Fajariyah, 2009), games make the learners more willing to
ask questions and think creatively about how to use English to achieve the
goal. They are thus a natural self-expression for both the young and old. They
have the advantage of attention in focusing, providing a self-motivating
environment for the students with their active participation.

The advantages of games in the classroom make students have great

willingness to practice speaking skill. Su Kim as cited in Dwi Nurul Fajariyah
(2009), describe as follows:

Games are welcome break from the usual routine of the language class, they
are motivating and challenging, games provide language practice in the
various skills speaking, writing, listening and reading... They create a
meaningful context for the language use. (1995: 35)

From a journal I read in Nuzilia Mega Jayanti and Arwijati Murdibjano

(2012), stated that the students in their country has difficulties to be active in
speaking activities in teaching learning process in the classroom because
they are not motivated to speak in front of class although their writing skill is
good or when the teacher asks them questions, it is a bit hard for them to
express their ideas when the researcher observed the students in teaching
and learning process. They also added one solution that can be conducted so
that the students are more active in the teaching learning process in the
classroom, especially in speaking activities, is through game. This is
supported by Paul (2007: 49) stated that games play a central role in a child-
centered lesson and make it possible for children to fully immerse themselves
in learning. Games also help the teachers to create contexts in which the
language is useful and meaningful.

The rational of using board game is that games offer students a fun
and relaxing learning atmosphere. When students join in games, anxiety is
reduced and speech fluency is generated, so communicative competence is
achieved. Besides, games activities are an excellent way of motivating

18
learners to speak. Games introduces of competition into language-building
activities. In other words games create a meaningful context for language use.
The competitive atmosphere also makes learners concentrate and think
intensively during the learning process.

Based on the statements above, research shown in Nuzilia Mega

Jayanti and Arwijati Murdibjano (2012), the effectiveness of using board game
is supported by previous finding conducted by Susanti (2005: 45). She
developed a board game for vocabulary learning of grade X senior high
school students. The result showed that the students were interested in
playing the board game for English vocabulary learning. It also affected the
students vocabulary mastery. By playing the board game, it improved the
students mastery in English vocabulary. Susanti conducted the study for
vocabulary learning of grade X students while the researcher conducted the
research for speaking activities of grade eight students. From the previous
finding, it shows that games, especially board games, play important roles for
learning English.

Apart from that, using board game to promote speaking ability not only
motivates pupils but through this game pupils are expected to get better
learning by which they will be able to improve their ability to implement correct
grammar, vocabulary and pronounce English words correctly. They are
expected to have better speaking fluency and have great willingness
answering teacher question orally and they will have chance to practice
English without stressing and they like English and learn it with enjoyment.
Based on these rationales, I think that the use of Language Board Game in
promoting pupils speaking ability will be a good strategy to be implemented in
the classroom. (Refer Appendix ___ on the Language Board game)

6.0 How Will I Collect My Data?

To affirm the validity of the research result, I collect data that are
obtained from several ways such as observation, interview and tests. I
consider that observation is a good method to explore and examine what

19
happens in the real situation and at the same time collect all the needed data
for the research.

First, I will conduct a pre-test to check on pupils proficiency level in

English. Then, I will conduct a Traditional Method teaching using pictures
where pupils talk about their like and dislike based on the pictures. I will use
an observation checklist form to record my observation data. When Im done
with that, now I will conduct a lesson based on the intervening action.
Likewise the Traditional Method, I will use the same observation checklist
form to record my observation data. Once I have completed my teaching and
learning process, I will carry out an interview for both the teaching methods
mentioned above using questionnaires. The interview will be recorded in a
tape recorder and then I will write the findings in the interview questions form.
The final stage is the post-test. I will conduct a post-test after the intervening
action being carried out. I will record the data in a respondents achievement
record form and make comparison for both the Traditional Method and
Language Board Game strategy. The data collected for both the observations
will be compared in a stacked column chart. The speaking lesson plans
together with the pictures have been prepared and attached in Appendix 8.

6.0.1. Interview

One of the data collection methods that I will be using to evaluate the
effectiveness of Language board game in encouraging passive learners to
speak is through interview. According to Longman English Dictionary interview
means a formal meeting at which someone is asked questions in order to find
out whether they are suitable for a job, course of study etc. The aims of the
interview are to find out the data about the pupils thought, feelings,
responses, difficulties and expectation towards the use of guessing game in
teaching speaking. The purpose of in-depth interviewing is not to test
hypotheses, and not to evaluate as the term is normally used. At the root of
in-depth interviewing is an interest in understanding the lived experience of
other people and the meaning they make of that experience (Irving Seidman,
2013, p.9). Besides that, Irving Seidman (2013,p.13) also stated that
interviewing is a powerful way to gain insight into educational and other

20
important social issues through understanding the experience of the
individuals whose lives reflect those issues. As a method of inquiry,
interviewing is most consistent with peoples ability to make meaning through
language.

There are three types of interviewing method namely the structured,

semi structured and unstructured. Among the three methods, I would use the
semi-structured method of interviewing that allows focused, conversational
and two-way conversation between the interviewer and the respondents. The
primary reason why I chose this method is because there will be flexibility
between the respondents and the interviewer to probe for details or discuss
the issue. In my action research, I will choose all the four participants to be
interviewed. The interview will be conducted within 8 to 10 minutes for each
pupils and it will be conducted individually after both the traditional based
teaching and my intervention. Respondents responses will be recorded to
being used later during data analysis stage.

In the process of interviewing, first, I will formulate a series of questions

that requires individual responses about the traditional teaching strategy
(using pictures) used in the speaking activity as well as a few other questions
that allow for probing and clarification. The chosen respondents should be
able to understand the questions asked and provide in depth information. The
interview questions being attached in Appendix 2 for Traditional Method
teaching and Appendix 3 for Language Board Game Method.

6.0.2. Observation

According to Sierra and Bravo, (1984, as cited in Chris and Angelica,

2012), say that the observation is the inspection and the study done by the
researcher through the use of his own senses with or without the help of
technical gadgets also that the observation is a visual registry of what
happens in the real world it means empirical evidence so the observation
requires the subject of the investigation, the definition of the objectives of the
study, determine the unit of observation, the conditions under which assume
the observation and the behaviours to be recorded. Also the findings have to

21
be done in the most natural way possible and without influence of the
researcher or other factors.

Observation can be either overt where everyone knows that they are
being observed or covert in which people do not know. Thus, I will use the
covert observation because people are more likely to response or behave
naturally when they do not know they are being observed. To support the
statement above, Kathleen and Billie, (2011, chapter 1, p.2) stated that the
method of participants observation is a way to collect data in naturalistic
settings by ethnographers who observe and/or take part in the common and
uncommon activities of the people being studied. My objective here is to see
my respondents natural responses towards both traditional picture based
speaking activity and also towards my intervening action that is Language
board game. It is crucial to me to collect all the information, details and
evidences pertaining to the progress of my respondents in the speaking skill
before and after my intervening action being carried out in order to determine
the success of my research.

I did an observation toward pupils of 6 th standard of SK Semenyih year

2014 directly during the teaching and learning process. Here, as an observer I
observed the pupils behaviour in the classroom, for example, how pupils
participate and acquire the speaking skill. There are few techniques of
observation namely the field notes, video recorder or tape recorder and using
checklist of behaviours and physical characteristic. As per my plan, the
observation was executed by using observation checklist form (Appendix 4)
that I designed before. I will use the same checklist form to grade the
respondents based on the scoring rubrics in (Appendix 1) for both traditional
based teaching and also for my intervening action. The information collected
from the observation would enable me to identify the differences, if there is
any, in the respondents performance in terms of speaking ability as it would
serve as a solid prove for my research. Like the other instruments mentioned
in my intervening action, observation too need to be recorded as it also
functions as useful and credible evidence for my research.

22
6.0.3. Test

Test is considered as the best tool to know how well pupils achieve the
materials they have been learning. The objective of the test itself within the
teaching and learning is to provide feedback. The test is conducted twice and
is in the form of oral test. The purpose of giving the tests is to check the
pupils achievement as a progress indicator towards educational objectives
set for the pupils. This is the reason why the role of pre and post test are
important to this research because it will determine whether the use of
Language board game is effective to improve pupils speaking skill. The
content of the tests will measure pupils proficiency in speaking skill including
pronunciation, grammar, vocabulary, fluency and comprehension. For both the
pre-test and post-test, I will be using the same respondents achievement
record form to record their grades (Appendix 5). Some criteria will be used to
categorize pupils achievement through these tests. The pre test is a test that
is executed in the classroom before implementing the action research in order
to diagnose pupils competency level in speaking skill. In pre test, the
experimental group will be asked to perform dialogue of expressing likes and
dislikes entitled My Favourites. They will be asked to work in pairs and each
pair will be given 2 minutes to talk about the topic. Second is a post-test, a
test that will be executed to evaluate pupils achievement and to know pupils
progress after implementing the snake and ladder board game in teaching
English especially speaking skill within the classroom action research. In the
post-test, they also will be asked to perform dialogue of expressing likes and
dislikes entitled, My favourites within 2 minutes and the pupils work in pairs.
For both the pre-test and post- test, I will provide my respondents with cue
card pertaining to the topic in order to guide them for the speaking test
(Appendix 7).

a. Pre -Test

Pre-test will be given in the first meeting before the teaching and
learning process. This pre-test activity is one type of classroom speaking
performance that belongs to the monolog categories. Monolog or extensive
oral production tasks include speeches, oral presentations and storytelling,

23
during which the opportunity for oral interaction from listeners is either highly
limited (perhaps to nonverbal responses) or ruled out altogether (Brown,
2001, p.274 in Pearson, 2004,p.2 as cited in Nita Herliani, (2013). This pre-
test aims to know how the pupils speaking ability. During the pre-test activity I
will observe their pronunciation, grammar, vocabulary, fluency and
comprehension based on the rubric scoring in (Appendix 1) and grade them
accordingly. The pre-test will be conducted within 10 minutes.

b. Post-test

Post-test will be given in the last meeting after several sessions of

teaching and learning process being conducted. The purpose is to find out
whether there is any improvement or not in the pupils speaking skill who have
been passive before the intervening action being conducted and to identify
how significant the changes are, before and after the treatment is being
applied. The post-test will be conducted within 10 minutes.

7.0 How Will I Analyse My Data?

The data of this research will be analyzed through qualitative approach.

A qualitative approach will be used to analyse the data from classroom
observation, interview, pre and post speaking test that will be conducted with
four pupils from 6 Lili of SK Semenyih. Data analysis in this research will be
conducted during and after the teaching and learning process. The data that
is obtained from direct observation and interview will be compared and
matched, and after that the conclusion will be drawn from it.

7.0.1 Analysis of Data From Interview

The interview will be conducted to get deep and comprehensive

information from the pupils towards the Language board game and the data of
interview will be transcribed by using an audio recorder and short notes. In
analyzing the data, I will use these steps:

24
 1. The interview data which been recorded using a tape recorder will
be transcribed into a written text, in order to complete the interview
data which has been obtained from the short notes.
2. Comparing the data of the interview between the traditional method
of teaching and the Language board game that relate to the pupils
improvement in speaking skill and their responses towards the use
of language board game in teaching.
3. Interpreting the data collected from the interview and relates the
data to the research question.

7.0.2 Analysis of Data From Observation

The data that will be collected from observation will be analyzed to find
out the improvement of the pupils in terms of speaking ability through
Language board game. The pupils improvement will be directly investigated
through their attitudes and their comments toward the learning process. I will
use a checklist from based on the scoring rubrics (Appendix 1) to collect data
on the pupils ability to speak during the traditional method teaching and also
during the Language board game activity. After completing both the
observation, I would tabulate the data obtained to make comparison and
analyze the data and relate to the main focus of the observation, which is the
teaching activity. The central theme is the pupils responses towards: the
benefits and the activity during the Language board game. Then, I will
interpret the data to address the research question and aims on pupils
responses towards the teaching process.

The following table shows a sample of checklist form built with fictitious data
based on the scoring rubrics (Appendix 1) for the Traditional Method activity
using pictures.

25
 Table 1

Sample of checklist form with fictitious data.

SPEAKING CRITERIA

PUPILS
Pronunciation Grammar Vocabulary Fluency Comprehension

A 2 2 2 2 2

B 3 2 3 2 2

C 2 2 3 2 3

D 3 2 2 2 3

The following table shows a sample of checklist form built with fictitious data
based on the scoring rubrics (Appendix 1) for the Language Board Game
activity.

Table 2

Sample of checklist form with fictitious data.

SPEAKING CRITERIA

PUPILS
Pronunciation Grammar Vocabulary Fluency Comprehension

A 3 3 3 3 3

26
B 4 3 4 3 4

C 3 3 4 3 4

D 4 3 3 3 4

Based on the above table, I will draw a graph showing the comparison of data
activity according to the pupils performance level from the speaking criteria.
(figure 1)

FIGURE 1

COMPARISON OF PUPILS SPEAKING ABILITY

27
 g

10
12
13
14
Scorin15
16
17
18

1
2
3
4
5
6
7
8
9
11
Traditional Method

Pupil A
Language Board Game

Traditional Method

Language Board Game

Pupil B

28
Traditional Method

Language Board Game

Pupil C
Traditional Method

Language Board Game

Pupil D

The

chart
shows
column

gradual
stacked
n
Fluency
Grammar
Vocabulary
Pronunciation

Comprehensio
improvement in pupils performance level (speaking ability) from the traditional
method to Language Board Game based on the speaking criteria. Therefore, I
would conclude that the Language Board Game is an effective method in
motivating passive Year 6 pupils to speak and enable them to be active in the
teaching and learning process. However, if the chart shows no difference
between the Traditional Method and Language Board Game, then it reflects
that the Language Board Game wasnt effective in improving the passive
pupils speaking ability during the lesson.

7.0.3 Analysis of Data From Test (Pre-Test and Post-Test)

In completing this research, the result of the test would be based on an

achievement test that will be used as data later. In order to get enough data, I
will conduct two tests, pre-test and post-test. The pre-test will be conducted
before the intervening action where pupils perform dialogue of expressing
likes and dislikes entitled My Favourites in pairs. Meanwhile, the post-test
will be conducted after several lessons implementing the Language board
game where pupils again perform dialogue of expressing likes and dislikes
entitled, My favourites and the pupils work in pairs. The rationale of using
the same way of testing the pupils before and after the intervening action is to
check the pupils achievement as a progress indicator towards the educational
objectives been set for the pupils and using the collected data I will determine
whether the use of Language Board Game was effective in encouraging the
passive pupils to speak in the learning process. The content of the tests
intended to measure pupils proficiency in speaking skill including
pronunciation, grammar, vocabulary, fluency and comprehension.

Firstly, I will collect the data for both the pre-test and post-test
separately in a score sheet that I designed based on the speaking criteria.
The grading system for the pre-test and post-test is according to the scoring
rubrics in Appendix 1 (refer Table 3 and 4 below). Then, I will calculate the
overall scoring in percentage for the pre-test and post-test for the speaking
activity. Once I have recorded the overall scoring for each pupil, I will make a
comparison of the respondents marks for both the test using a data collection

29
form (Appendix 6). The result of the tests to be carried out will be tabulated in
a table (refer Table 5 below).

The following table shows a sample of mock data for the pre-test of each
respondent as per speaking criteria conducted before the intervening action.

Table 3

Sample of mock data for the pre-test.

Speaking Respondents

criteria A B C D

Pronunciation 2/4 2/4 3/4 3/4

Grammar 2/4 3/4 3/4 2/4

Vocabulary 2/4 2/4 2/4 2/4

Fluency 2/4 3/4 3/4 3/4

Comprehension 2/4 2/4 2/4 2/4

OVERALL SCORING 50% 60% 65% 60%

The following table shows a sample of mock data for the post-test of each
respondent as per speaking criteria conducted after the intervening action.

Table 4

30
Sample of mock data for the post-test.

Speaking Respondents

criteria A B C D

Pronunciation 3/4 3/4 4/4 4/4

Grammar 3/4 4/4 4/4 3/4

Vocabulary 3/4 3/4 3/4 3/4

Fluency 3/4 4/4 4/4 4/4

Comprehension 3/4 3/4 3/4 3/4

OVERALL SCORING 75% 85% 90% 85%

Based on the samples above, I will calculate and compare the

differences between the means for each respondent. The comparison of the
result will be tabulated in a table (Table 5).

The following table shows a sample of mock data comparing the differences
between the means for each respondent.

Table 5

Sample of mock data comparing the differences between the means for
each respondent.

Respondents Test type Differences of

31
 Pre-test Post-test the mean

A 50% 75% 25%

B 60% 85% 25%

C 65% 90% 35%

D 60% 85% 25%

MEAN 58.75% 83.75% 27.5%

Based on the Table 5, the mean of the pre-test is 58.75% which shows
that it is only an average scoring of the pupils for the test. I would conclude
that the respondents were unable to speak proficiently because of lack of
practice in speaking. However, the post-test indicates the higher mean that is
85%. This is because pupils did lots of practice in speaking using the
Language board game before the post-test. This result shows that the use of
Language Board Game in encouraging the passive pupils to speak during the
teaching and learning process is more effective than the traditional method.

8.0 What Is My Plan Of Action?

8.0.1 Schedule

According to Oxford Dictionary, schedule means a plan for carrying out

a process or procedure, giving lists of intended events and times. Writing a

32
 research paper can be a daunting task. Understanding the task, knowing how
to do the research, keeping track of and using your research, and then writing
the paper can be overwhelming if you arent organized. Therefore, knowing
the need of a working schedule, I designed a detailed schedule based on my
Action Research Plan as shown in the Table 6 below.

Table 6

Date assigned: 28th June 2014

Rough draft due: 7th September 2014

Date final draft is due: 28th September 2014

Running My Action Research Complete by

Select topic and instruments for my study. 28th June 2014 28th
Discuss with my supervisor about topic and instruments September 2014
of the study.
Prepare the first draft of proposal.
Final draft compilation process.

Designing a speaking lesson plan (Traditional Teaching 2nd February 2014

Method-using pictures).

Running a pre-test in the classroom. 4th February 2014

Record the results and findings for the pre-test. 4th February 2014

Carrying out the lesson plan in the classroom (Traditional 10th February 2014
Method using pictures).

Observation using a designed checklist form to record 10th February 2014

the results and findings.

33
 Conducting an interview with the respondents and take 10th February 2014
note of their responses.

Designing a speaking lesson plan (Implementation of 13th February 2014

Language Board Game).

Carrying out the lesson plan in the classroom 17th February 2014
(Implementation of Language Board Game).

Observation using a designed checklist form to record 17th February 2014

the results and findings.

Conducting an interview with the respondents and take 17th February 2014
note of their responses

Running a post-test in the classroom. 19th February 2014

Record the results and findings for the post-test. 19th February 2014

Analyze the collected data by comparing. 4th March 2014

Write a reflection based on the analyzed data. 10th March 2014

Discuss the content of the report with supervisor and 20th March 2014
improve on it.

Report submission. 1st April 2014

34
 8.0.2 Budget

The proposal submitted to the supervisor needs details regarding financial

estimates. It may include expected expenditure keeping various budget
needs.

The table below indicates the estimation cost for the action research project.

Table 7

No Items Quantity Cost

.

1. Photocopy of pre-test checklist form 4 x RM0.10 RM0.40

2. Photocopy of post-test checklist form 4 x RM0.10 RM0.40

3. Photocopy of observation checklist form 4 x 2 sets x RM0.10 RM0.80

4. Photocopy of questionnaire form for interview 4 x 2 sets x RM0.10 RM0.80

(Traditional Method & Language Board Game)

5. Photocopy of the final proposal 45 x 2 sets x RM0.10 RM9.00

6. Photocopy of final report 55 x 2 sets x RM0.10 RM11.00

7. Photocopy of proposal draft 65 x 2 sets x RM0.10 RM13.0

0

TOTAL RM35.4
0

35
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40
10.0 Appendices

Appendix 1

The Scoring Rubrics

(Adapted from School Based Oral Assessment Scoring Rubrics,
Lembaga Peperiksaan, Kementerian Pendidikan Malaysia).

Speaking Criteria Score Further Explanation

s
4 Speak fluently and clearly.

PRONUNCIATION 3 Speak fluently with minimal errors.

2 Mother tongue interference.

1 Multiple errors in pronunciation and

intonation.
4 Respond in various given situations
confidently.
3 Most ideas are well organized.
GRAMMAR
2 Disorganized sentence structures.

41
 1 Errors in grammar and word order so severe
as to make speech virtually unintelligible.
4 New words to express ideas.

3 Frequently uses the wrong words,

conversation somewhat limited because of
VOCABULARY inadequate vocabulary
2 Misuse of words and very limited vocabulary
make comprehension quite difficult.
1 Multiple errors/incorrect use of vocabulary

4 Ability to respond orally and express

thoughts and feelings meaningfully in various
given situation
3 Fluent and clear but occasional pauses.
FLUENCY Speed and fluency are rather strongly
2 affected by language problems.
Lack of fluency with long pauses.
1
4 Understands nearly everything at normal
speed without difficulty.
Understands most of what is said as slower-
3 than-normal speed with repetitions.

COMPREHENSION 2 Has great difficulty following what is said; can

comprehend only social conversation
spoken slowly and with frequent repetitions.
1 Cannot be said to understand even simple
conversational English.

42
 Appendix 2

INTERVIEW QUESTIONS

(Traditional Method using pictures)

RESPONDENT: Pupil __________

Teacher : How did you feel during the English Class today?

Pupil :
______________________________________________
______________________________________________

Teacher : Did you like the picture based speaking activity

developed today?

Pupil :
______________________________________________
______________________________________________

Teacher :Do you consider that the picture based speaking activity
promoted your partners participation during the class?

43
 Pupil :
______________________________________________
______________________________________________

Teacher : Would you like the teacher to continue using picture

based speaking activity in the class in order to motivate
pupils participation?

Pupil :
______________________________________________
______________________________________________

Appendix 3

INTERVIEW QUESTIONS

(Intervening Action Language Board Game)

RESPONDENT: Pupil __________

Teacher : How did you feel during the English Class today?

Pupil :
______________________________________________
______________________________________________

Teacher : Did you like the developed today?

Pupil :
______________________________________________
______________________________________________

Teacher :Do you consider that the game promoted your partners
participation during the class?

44
 Pupil :
______________________________________________
______________________________________________

Teacher : Would you like the teacher to continue using games in

the class in order to motivate pupils participation?

Pupil :
______________________________________________
______________________________________________

Appendix 4

OBSERVATION CHECKLIST FORM

Used During: ________________________________

Class: ______________________________________

No. Of Pupils: _______________________________

Date: ______________________________________

Time: _____________________________________

SPEAKING CRITERIA

PUPILS
Pronunciation Grammar Vocabulary Fluency Comprehension

45
B

Teachers name & signature : ______________________________

Appendix 5

RESPONDENTS ACHIEVEMENT RECORD

Test Type: ________________________________

Class: ______________________________________

No. Of Pupils: _______________________________

Date: ______________________________________

Time: _____________________________________

Speaking Respondents

46
 criteria A B C D

Pronunciation

Grammar

Vocabulary

Fluency

Comprehension

OVERALL SCORING

Teachers name & signature : ______________________________

Appendix 6
DATA COLLECTION FORM

47
Comparing the differences between the means for each respondent.

Respondents Test type Differences of

Pre-test Post-test the mean

MEAN

Teachers name & signature : ______________________________

48
 Appendix 7

CUE CARD

Talk about something you ate recently.

You should mention:
- Where you ate it
- Why you decided to eat that food
- How often do you eat the food
And say if you enjoyed eating that food or not, and
why

Adapted from UsingEnglish.com by Alex Case, 2008

49
 Appendix 8

LESSON PLAN 1
(Pre-Test)

Time : 10 minutes

Topic : My Favourites - Talking about likes and dislikes.

Strategy : Question and Answer.

Objective : To check on pupils proficiency level in English.

Resources : Cue card

Activities :

1. I will divide the pupils into pairs.

2. I will give each pupil a cue card.

3. Based on the cue card given, each pair need to perform a dialogue
expressing their likes and dislikes for about 2 minutes.

4. Each pair will take turn to ask questions like; Where you ate it?, Why
you decided to eat that food?, How often do you eat the food?, and Say
if you enjoyed eating the food or not?, in order to guide their peer.

5. While pupils speak, I will write their scores in their individual score
sheet.

LESSON PLAN 2
(Traditional Method)

Time : 25 minutes

Topic : My Favourites - Talking about likes and dislikes.

Strategy : Question and Answer.

Objective : To develop the speaking skill by using the pictures.

Resources : Picture cards

Activities :

50
1. I will show picture cards on food, places of interest and hobbies to the
pupils.

2. I will ask the pupils to name and identify the picture by trying to speak
in English the best they can.

3. Then based on the pictures shown, pupils choose to talk on any of the
pictures about their likes and dislikes.

4. I will ask pupils questions like; Why do you like it or Why dont you like
it?, How often do you eat the food?, Have you visited the place
before?, Since when you got interested in the hobby?, in order to guide
them to speak.

5. While pupils speak, I will observe the pupils behaviour in the

classroom, for example, how pupils participate and acquire the
speaking skill and record the data in an observation checklist form I
designed.

6. As a closure, I will interview each pupil on the teaching and learning

activities developed and record the interview in a tape recorder as my
reference later.

LESSON PLAN 3
(Intervening Action)

Time : 25 minutes

Topic : My Favourites - Talking about likes and dislikes.

Strategy : Language Board Game.

Objective : To improve the speaking skill by using Language Board Game.

Resources : Board Game, Dice and Counters

Activities :

1. I will have pupils sit in groups of 4.

2. I will distribute the Language Board Game to the group.

3. Pupils will determine who goes first by throwing the dice and see who
scored the highest score.

4. Each player rolls the dice in turn and progress clockwise or counter-
clockwise.

51
5. On their turns, the players move their counters along the path
according to the number of spaces indicated by the dice.

6. When players land on a space, they should read the category on the
square and say their favourite item in that category and explain why it
is their favourite.

7. The game continues until one or all players reach the Finish space.

8. While pupils speak, I will observe the pupils behaviour in the

classroom, for example, how pupils participate and acquire the
speaking skill and record the data in an observation checklist form I
designed.

6. As a closure, I will interview each pupil on the teaching and learning

activities developed and record the interview in a tape recorder as my
reference later.

LESSON PLAN 4
(Post - Test)

Time : 10 minutes

Topic : My Favourites - Talking about likes and dislikes.

Strategy : Question and Answer.

Objective : To find out whether there is any improvement or not in the

pupils speaking after the intervening action being conducted

To identify how significant the changes are, before and after

the treatment is being applied.

Resources : Cue card

Activities :

1. I will divide the pupils into pairs.

2. I will give each pupil a cue card.

2. Based on the cue card given, each pair need to perform a dialogue
expressing their likes and dislikes for about 2 minutes.

3. Each pair will take turn to ask questions like; Where you ate it?, Why
you decided to eat that food?, How often do you eat the food?, and Say
if you enjoyed eating the food or not?, in order to guide their peer.

52
BOARD GAME SAMPLE 4. While pupils speak, I will write their scores in their
individual score sheet.

53
54