USING PIRATE PLATE TO

CONSTRUCT SIMPLE SENTENCES

AMONG LOW PROFICIENCY YEAR 3
LEARNERS
BACKGROUND
The low proficient pupils were showing trouble when they
were given tasks to construct sentences.
Most of the time they showed hesitation to start writing as
they do not know how to construct sentences, thus leaving
the task unanswered.

Setyowati (2013) observes that ESL pupils are facing trouble to

identify what the missing elements of the sentences and how to
complete them.
RESEARCH FOCUS
To find an alternative to encourage low proficiency pupils to
construct simple sentences by using S-V-O rules

Through scaffolding, the pupils are expected to be able to

construct sentences independently and confidently.

According to Peregoy & Boyle (2008), one way to assist beginning

and intermediate writers is to provide them with temporary
frameworks that allow them to concentrate on one aspect of the
writing process at a time. This temporary framework is also
referred to literacy scaffold
RESEARCH OBJECTIVES &
QUESTIONS

1) To examine the low proficient pupils ability to construct simple

sentences using Pirate Plate.
2) To investigate how the use of Pirate Plate helps to improve
teachers practice in teaching simple sentences construction.

1) How does Pirate Plate able to help the low proficient pupils in
constructing simple sentences?
2) How does Pirate Plate help in improving teachers practice in
teaching simple sentence construction?
RESEARCH MODEL

Dave Ebbutts Model

THEORY
Learning theory related to the research

Vygotskys Theory of ZPD

INTERVENTION

-Shown a food
The pupils were told container with three
about the three divisions
divisions in the plate -Took a look, made
relation

-Write sentences -Took the elements in

-Shown pictures, fill in
based on given the food container and
the table with the
pictures put on the plate in
right elements.
order
METHODOLOGY
Participants
Three low proficiency Year 3 pupils were selected to
be the research participants.

Data collection
Document
analysis

Observation/ Semi-structured
Checklist interview
 Document analysis

Samples of research participants

work
Checklist
 Data analysis
The pupils are able to follow the SVO rules in simple sentence
Document construction.
analysis

The pupils express their liking in using the Pirate Plate

The pupils mentioned that they no longer have trouble in
Semi-structured
constructing simple sentences
Interview

The pupils show interest towards Pirate Plate and the activities as
they omit little to no misbehaviour in the classroom.
Observation/
Able to do the task on their own
Checklist
FINDINGS

1) How does Pirate Plate able to help the low proficient pupils in
constructing simple sentences?

2) How does Pirate Plate help in improving teachers practice in

teaching simple sentence construction?
DISCUSSION
All of the research participants were able to write complete
simple sentences, despite having some spelling errors.
When they were asked if they were able to do it, they give
positive feedback.
The pupils were able to construct simple sentences
independently achieve learning standard 3.2.2 in DSKP
SUGGESTIONS
Longer duration for action implementation as to improvised
on other mechanics in writing such as spelling.

Prepare quizzes and sentence construction tasks online as to

encourage pupils to do self-learning. It could be done
anywhere, anytime and following the pupils pace.

Expansion on the elements in Pirate Plate to make more

complex sentences.
CONCLUSION
Pirate plate has served its purpose to help low proficient
pupils to construct simple sentences.

It also helps the pupils to become more confident writers.