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USING AURULET LEARNING PACKAGE TO HELP YEAR FOUR PUPILS IN CHOOSING THE CORRECT ARTICLE

(DETERMINER)

Alya Amalina Ahmad Roslan & Melor Md. Yunus Faculty of Education, Universiti Kebangsaan Malaysia, 43600 UKM Bangi, Selangor

MALAYSIA alyaamalina93@gmail.com; melor@ukm.edu.my

ABSTRACT The primary school pupils’ grammatical ability has been declining recently. The purpose of this action research was to determine the extent to which the use of Aurulet learning package can enhance the Year Four pupils’ ability to choose the correct article to indicate that they can learn better by using their multi-sensory skills; auditory, visual and kinesthetic. The research participant comprised of 15 Year 4 pupils from a primary school located in Puchong, Selangor. The study involved the use of two different teaching methods, which were the Traditional method and Aurulet learning package. The instruments for the study were Test 1 and Test 2, a questionnaire and interviews. The result of the study showed that the Aurulet learning package was effective in helping Year 4 pupils to choose the correct articles. Hence, teachers that encounter similar types of pupils can use this package as an effective learning aid to assist teaching and learning process. Keywords: Grammar, auditory, visual, kinaesthetic, ESL INTRODUCTION Teaching and learning of languages involves many different aspects including teaching and learning of grammar, vocabulary, receptive skills and productive skills (Marianne, Donna & Marguerite 2014). These aspects are very important to fully master a language. Nunan, 1998 (as cited in Celce-Murcia & Olshtain 2000) believes that for learners to be able to master them thoroughly, they need to have enough experience, full understanding and they must be able to use these features when deem necessary. Teresa, Xavier and Oriol (2015) stated that of all the aspects listed above, grammar can be said to be the central of teaching and learning of languages as it can be one of the most difficult aspects. Basically, grammar is the analysis of language elements that convey meaning. These elements include phonetic and phonology, the lexicon, morphology, syntax, prosody, and pragmatics (Teschner & Evans 2007). Determiner comes under the syntax element. Determiner includes the articles a, an and the, as well as demonstratives, possessive pronouns, possessive nouns and some quantifiers. So, determiner is an umbrella term for all of these (Annette & Douglas 2012). For this research, I only focused on the articles. The article ‘a/an’ is called the indefinite article. The article ‘the’ is called the definite article. We use article to indicate whether we are talking about a particular people or things in general (Collins Cobuild English Grammar 2012). This paper will elaborate on the teaching technique of articles using the Aurulet learning package. Literature Review One of the major problems that I faced in teaching English to my Year 4 pupils is that they have difficulty to use the articles correctly. They got confused whether to put ‘a/an’ or ‘the’ and end up just choosing randomly between those three without understanding anything. Apart from that, the pupils always use the article ‘the’ in the beginning of their sentence. During one of my lessons, I asked the pupils to get into their groups and every group need to rewrite the story that they have just heard, and create an ending to the story. Examples of articles errors made by them in the composition can be seen in Figure 1.

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Figure 1. Example of pupils’ article errors in composition

One of the possible causes of the problem is that the pupils’ English proficiency level is poor. Most of the pupils from the class were unable to converse and write appropriately in English language. This is evident in Figure 2 from the pupils’ work during their group work session.

Figure 2. Example of pupils’ work during group work

According to Adway (2013), teachers often complaints that even though grammar has been explained repeatedly, pupils still make grammatical mistakes in their writing. There is only one explanation to this problem that is; these grammatical errors have become fossilized throughout their learning years, making it difficult for teachers to assist the students (Radika 2011). The pupils need to be corrected from an early age so that the knowledge will not be fossilized in them. The pupils kept on making the same mistake because no one has ever corrected them, which eventually make them think that they are doing it correctly.

Based on Mart (2013), the three most current grammatical errors are the misuse of articles, to be verb and subject-verb agreement. He also concluded that the majority of the grammatical errors results from the first language interference which in our case is the Malay language. As mentioned by Robbins and Todeva (2015), more than 200 languages do not have articles and other languages that have articles use them differently than English does. For example, in English we use ‘the ball’ but in Malay language we use ‘bola itu’. Based on the example, the use of articles is different for Malay language and English language and this may have result in confusion and misunderstanding to the pupils. COGNITIVE THEORY IN MULTIMEDIA LEARNING

Multimedia learning is defined as learning from words and pictures, whereas multimedia instruction is presenting words and pictures that are intended to foster learning (Moreno 2010). According to Sorden (2012), the Cognitive Theory in Multimedia Learning is supported by three other theories that are model of working memory by Baddeley, dual coding theory by Paivio, and theory of cognitive load by Sweller. The Cognitive Theory of Multimedia suggested that meaningful learning can be done through words and pictures (Mayer 2005). But, a successful multimedia learning is not achieved just by putting pictures into words therefore, this theory aim to explore the usage of words and pictures in improving human learning.

There are three assumption based on this theory. The first assumption is that for human to process information, it can be done through two different and separated channels. One of it is auditory channel for processing auditory input and verbal depictions and the verbal channel for processing visual input and graphic representations. The dual-channel assumption is the main feature of Paivio’s (1986) Dual-coding Theory and Baddeley’s (1998) Theory of Working Memory.

Should add ‘a’

Should replace ‘many’ with ‘the’ Should add ‘the’

Should add ‘a’ Cannot use ‘the’ at the beginning of a sentence

Singular noun ‘princess’ should be followed by singular verb ‘cries’

Should use ‘a’ Cannot use ‘the’ at the beginning of a sentence

Should put ‘s

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The second assumption is based on the assumption by Chandler and Sweller’s (1991; Sweller 1999) in their theory of Cognitive Load and Baddeley’s (1998) for his Working Memory Theory. The assumption is that, each of the channels has limited capacity for processing information. In other words, only a limited amount of cognitive processing can take place in the verbal channel at any one time, and only a limited amount of cognitive processing can take place in the visual channel at any one time.

The third assumption is that for a meaningful learning to occur. It requires a considerable amount of cognitive processing to happen in the verbal and visual channels. This is based on Wittrock’s (1998) Generative-Learning Theory Mayer’s (1999, 2002) Selecting-Organizing-Integrating Theory of Active Learning. Some of the actions that contribute to this process are by paying attention to the presented material, mentally organizing the existing material into a comprehensible structure, and assimilating the presented material with existing knowledge. This assumption then implies two main ideas that the material presented must have rational structure and the message should provide guidance to the learner for how to build the structure.

The instruments package for this study has been constructed after taking measures of each and every assumptions based on the cognitive theory. The processes will be discussed in detail in the next sub-topic.

Models / framework related to the topic

The instrument package aims to help pupils remember grammar rules and acts as a convenient reference that can be easily carried around. The package focusses on presenting data using images and input which is aligned to the theory discussed before. According to Khot (2014), there are five interactive multimedia components that can help pupils in learning. They are text, animation, video, graphic and sound. Out of the five components, four of them that are text, animation, graphic and sound are present in this package. This has strengthened the idea that this package is an absolute help for teaching article in the classroom.

Mayer’s Theory of Cognitive Theory in Multimedia Learning talks about the processes of processing pictures, printed words and spoken words. Because the instrument package can only implement two of the processes which are processing pictures and printed word, I will talk about these two processes in detail.

Figure 3. The processing of pictures or images

When pupils pay attention to images presented especially from the Rule Card and the Article Train model, part of the images will be represented in working memory. Those images that are choses represent the cognitive process of ‘selecting images’. When the memory is filled with pieces of images, the working memory will organize the images to make coherent structure thus demonstrating the cognitive processes of ‘organizing image’. The pupils will then have an organized visual of the input called pictorial model. In the end, the new knowledge will be connected to the prior knowledge and therefore the cognitive process of ‘integrating’ takes place (Meyer 2005).

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Figure 4. The processing of printed words

As for the printed words form the Rule Card, the arrow moves from the words to the ears and eyes indicating that the words read can form sounds inside the sensory memory. In this process, the learner used two channels that are the auditory and visual channel. When pupils utter the words in their minds, it will move to their auditory channel and what they see will be registered into the visual channel. The memory will need to choose significant words that can make meaning. After that, they need to organize the selected words to make sense and finally connect their new knowledge to the existing knowledge.

It is also proven that multimedia teaching aid is effective. Based on a research done by Aloraini (2012), she found that when a teacher uses multimedia when teaching, pupils are able to achieve a better learning. This shows that the package can be a great help to assist pupils during their learning.

Method

The research design that I have chosen for this study is action research. Action research can be defined as either research initiated to solve an immediate problem or a reflective process of progressive problem solving led by individuals working with others in teams or as part of a “community of a practice” to improve the way they address issues and solve problems.

For my situation, I think that it is more relatable to the first definition that is to solve an immediate problem. This research design is the most suitable for me because I am indeed looking for a solution to address a problem. Compared to other research designs, I think that action research is the best for me.

Aurulet Learning Package Eventually, the intervention that I had come up with for this research is a package and combination of ‘Audio’ recording, ‘Rule Card’ and ‘Article Train’ model (Aurulet learning package). This package which compromises of three activities combined together can be used to teach articles effectively. The activities in the package have been set to a particular order. First, the pupils will be introduced to the Audio Recording to teach them on how to differentiate between consonant sound and vowel sound. Then, they will be given the Rule Card to guide them to choose the correct article. Lastly, the teacher will teach articles using the Article Train Model.

The main reasons I used this method is first, the audio recording can be used to increase excitement in the classroom. When teachers use learning aids such as audio recording, pupils will show interest and get more stimulated (Catherine & Lizzie 2016). The audio recording can cater for pupils who learn through auditory. The pupils will have a clear image on how to differentiate between vowel sound and consonant sound. They will be able to understand that the article ‘a’ is used for words with consonant sound and the article ‘an’ is used for words with vowel sound.

Next, the rule card can be used to guide pupils to choose the correct article. The layout of the rule card is shown in Figure 5. The ‘Rule Card’ contained pictures so that it will be easier for the pupils to associate the rules with the pictures which suits the visual learners the best. Based on Melor, Hadi & Dexter (2013) the use of visual aids like pictures, videos and projectors encourage students to read texts with interest, which make it easier for them to understand the abstract ideas in the text. In addition, using pictures is a good way to enhance memory retention (Robert, Elizabeth & Johnna 2010).

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When pupils learn through pictures, they will be able to remember things better. Apart from that, the pictures can effectively grab the pupils’ interest and they will feel motivated to learn (Melor, Hadi & Chen 2012).

Figure 5. The ‘Article Rule Card’

In addition, the Article Train Model will make the pupils excited to learn especially the kinesthetic learners. The basic concept on how to teach articles using the Article Train Model is presented in Figure 6. For young children, their attention span is very short, so, instead of just using chalk and talk to teach English in the classroom, I can make the lesson more interesting by introducing this train model to the pupils. The model will be able to stimulate the pupil’s mind and encourage the pupils to use their creativity by involving their senses, for example, their sense of visual and touch.

Figure 6. The basic concept of the ‘Article Train’ model

In my opinion, this intervention is the most suitable solution for the problem. The pupils will get excited to learn the lesson as they get to learn and play with the train model at the same time.

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PROCEDURES

For this research, I have implemented my intervention in my class over a period of one week. There were two lessons that have been conducted to test out the level of success for my intervention. I conducted Lesson 1 using the traditional method. For the set induction, I brought a realia to class. It was an apple. I held up the apple in front of the class and asked the pupils to tell me the name of the fruit. I guided the pupils to say “This is an apple”. I wrote down the sentence in full form on the board and circled the word ‘an’. I explained that the word ‘an’ in front of the word apple is what we call ‘article’.

Next, for the presentation stage, I introduced the article ‘a’, ‘an’ and ‘the’ to the pupils using flashcards. I drew a mind map on the board to explain the rules on how to use the articles. I drilled the pupils by providing a few examples on how to use the articles correctly. Then, I asked a few volunteers to come to the front and asked them to paste a few pictures to the right column.

After that, during the practice stage I grouped the pupils into 5 groups. I gave each group a display paper that contains 10 different pictures and asked them to choose the correct article for each picture. The pupils presented their answers in front of the class, group by group. At the production stage, I handed out Test 1 questions to the pupils. I gave them 15 minutes to answer the questions. After the test, I recap the lesson for that day by asking the pupils some questions about articles.

The next day, I handed out the questionnaire to the pupils. I let the pupils read the questionnaire by themselves first before explaining the items to them. Before the pupils started answering the questionnaire, I made sure to ask them whether they had any question to ask about the questionnaire. After that, I carried out the interview session. I carried out purposive sampling and chose five pupils to answer the interview questions. All the responses were recorded and analysed.

The following day, I conducted lesson 2 using the Aurulet learning package. During the set induction, I have used the exact same method as the one I used in the traditional method. I brought a realia to class. This time instead of an apple, I brought an orange to class. I held up the orange in front of the class and asked the pupils to tell me the name of the fruit. I guided the pupils to say “This is an orange”. I wrote down the sentence in full form on the board and circled the word ‘an’. I explained that the word ‘an’ in front of the word orange is what we call as ‘article’.

After that, during the presentation stage, I introduced the articles ‘a’, ‘an’ and ‘the’ to the pupils using audio recording. When the pupils listened to the audio recording, they will have a clear image on how to differentiate between vowel sound and consonant sound. They will be able to understand that the article ‘a’ is used for words with consonant sound and the article ‘an’ is used for words with vowel sound.

Then, I gave each pupil an Article ‘Rule Card’ and explained the function of the rule card. Next, I showed the Article Train model to the pupils and I demonstrated to them on how to learn the articles easily using the ‘Article Train’.

Then, just like the traditional method, I asked for a few volunteers to come to the front and paste several pictures on the board to the correct. Later, I checked the answers with the whole class. During the practice stage I grouped the pupils into 5 groups. I gave each group a display paper that contains 10 different pictures and asked them to choose the correct article for each picture. The pupils presented their answers in front of the class group by group. At the production stage, I handed out Test 2 questions to the pupils. I gave them 15 minutes to answer the questions and after that I recap the lesson for that day.

Similar to Lesson 1, the next day, I handed out the questionnaire to the pupils. I let the pupils read the questionnaire by themselves first before explaining the items to them. After that, I carried out the interview session. I carried out purposive sampling and chose five pupils to answer the interview questions. All the responses were recorded and analysed.

POPULATION AND SAMPLE OF THE STUDY

My action research was carried out at SK Puchong during my third phase of practicum. The school was situated at Jalan Batu 14, Puchong, Selangor and has around 368 pupils. There were only three Year Four classes. The first class was Zamrud, the second class was Delima and the third class was Mutiara. My research participants were a group of pupils from one of the Year 4 classes, which was 4X class. There were 15 pupils in this class and it was a mixed ability class. The pupils in this class were just average user of English language. They were quite good in using the English language in their write up, but when it comes to speaking, they were not able to converse that well in English.

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The class consisted of a majority of Malay pupils and there were also a few Indian pupils. The Malay pupils usually speak using their mother tongue language that is the Malay language and the Indian pupils were comfortable in using Tamil language when they were talking among themselves. I interviewed some of them to know whether they use English language in their daily lives or not and all of them answered no. Due to their poor proficiency in English language, they always need guidance from me whenever they were doing their work.

INSTRUMENTS

In this research, I have used four different methods of data collection that are (1) test, (2) questionnaire and (3) interview. I used three methods of data collection so that I can triangulate the data collected. Triangulation is a method used to establish validity in a research by analysing a research question from multiple perspectives to check whether there is consistency across data sources (Edwards & Burns 2016). Hence, by right, using more than three different methods of data collection will naturally make the result more reliable. Test Test is important for measuring learning evaluations. Pre and post learning comparisons using tests are common. An improvement in test scores shows the change in skills, knowledge, or attitude attributed towards the learning (Stawarski & Philip 2008). Test can take the form of written responses to a series of questions such as paper and pencil test, or judgement by experts about behaviour such as those who came for a work performance appraisal. The form of test results also vary from pass or fail to holistic judgement, to a complex series of numbers meant to convey minute differences in behaviour (Rosinah 2011). The tests that I have conducted to validate the degree of success for my intervention were Test 1 and Test 2. The tests consisted of fill in the blanks questions regarding the usage of articles. Test 1 was given during the lesson using the traditional method and Test 2 was given during the lesson using my intervention that is the Aurulet learning package. The level of difficulty for Test 1 and Test 2 were the same so that I can see whether the pupils understand more about articles after using the method that I had implemented or not. Both Test 1 and Test 2 questions were constructed by me and I my supervisors had validated the quality of the test. Questionnaire Alreck and Settle, 1995 (as cited in Stawarski and Philip 2008) mentioned that the most common data collection method is the questionnaire. Questionnaires can range from short reaction forms to detailed follow-up tools. Apart from that, questionnaires can be used both to obtain subjective information about participants and to document objective, measurable impact results for an analysis. Because of this versatility, questionnaire is the preferred method for data collection. In designing the questionnaire, the first step was reviewing the objectives, topics or skills presented in the lesson for potential questionnaire items. Then, I decided on which types of questions to use based on the types that I have mentioned above. I carefully selected the type of questions that will result in the specific data needed. Next, I developed the questions and send the questions to my supervisors for validation. Before I let the pupils answer the questionnaire questions, I had let them know beforehand that they are part of a carefully selected sample and that their responses will be analysed. This knowledge often appeals to participants’ sense of responsibility, motivating them to provide usable, accurate data on the questionnaire (Lingard, Albert & Levinson 2008). Interview Kvale, 1996 (as cited in Stawarski and Philip 2008) stated that although interviews are not used as frequently a questionnaires but it is a useful data collection method. Interviews can secure data that are not available in performance records or data that are difficult to obtain through written responses or observations. There are two types of interviews. The first one is structured interview and the second one is unstructured interview. A structured interview is much like a questionnaire. Interviewers will ask specific questions with little deviation from the desired responses. An unstructured interview allows the interviewer to probe additional information. This type of interview uses a few general questions that can lead to more detailed information. The interviewer must be skilled in asking follow-up questions and probing for more information when needed. I used unstructured interview on my pupils. Before interviewing the pupils, I first developed specific questions that are brief, precise and designed for easy response. Then, I picked around 4 to 6 pupils to be interviewed and I interviewed them until I finally reached the point of saturation.

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ANALYSIS OF DATA In this section, I shall explain explicitly on how I have analysed the data that I have collected throughout this study. According to Valsa Koshy (2005), during data analysis you are trying to identify themes and patterns in order to be able to present robust evidence for any claims that you make. Result from the Tests I collected my tests data by comparing the results of the two tests that I have administered to the pupils. The two tests that I have administered were Test 1 and Test 2. Based on the data that I have collected, the pupils’ test scores have been tabulated as below. Table 1 shows the comparison of the pupils’ test scores for Test 1 and Test 2.

Table 1Comparison of Test 1 and Test 2 scores

Pupils Test 1 (Traditional)

Test 2 (Aurulet) Difference

A 17 22 5 B 18 18 0 C 23 24 1 D 16 24 8 E 24 24 0 F 9 19 10 G 19 23 4 H 11 19 8 I 7 14 7 J 12 21 9 K 20 22 2 L 24 24 0 M 18 24 6 N 21 23 2 O 13 16 3 Total Score 252 317 65

Mean 16.8 21.1 4.3

Based on Table 1 above, the scores for Test 1 and Test 2 for pupil A were 17 and 22 respectively. The results show that pupil A had a higher score in Test 2 compared to Test 1, suggesting that Pupil A performed better in Test 2. The table also shows that twelve pupils achieved better results in Test 2 as compared to Test 1 and three pupils maintained their results.

Table 1 also shows that the total score for Test 1 was 252 and the mean was 16.8 whereas for Test 2, the total score was 317 and the mean was 31.1. This shows that there is a rise of about 25.6% in the total scores and mean for Test 2 compared to Test 1. This indicates that the pupils had performed better in Test 2 compared to Test 1.

Result from the Questionnaire For this action research, I have also collected questionnaire data to support my findings. I compared the responses to the questionnaire items for both the Traditional and Aurulet learning packages. Table 5 below shows the comparison of the items’ scores between the Traditional method and Aurulet learning package.

Table 2 Comparison of the items’ scores between the Traditional method and Aurulet learning package.

No. Items Traditional Aurulet Yes No Diff Yes No Diff

1 The teaching method used today helped me to answer the questions on articles. 7 3 4 10 0 10

2 I can answer the questions on articles with confidence after today’s lesson. 0 10 -10 7 3 4

3 I can differentiate between articles for vowel sound and consonant sound after today’s lesson. 3 7 -4 8 2 6

4 I find it difficult to understand the articles in today’s lesson. 9 1 8 2 8 -6

5 I am confused on how to use the articles in today’s lesson. 7 3 4 1 9 -8

Diff = Difference

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Based on the comparison from Table 2 above, it can be seen that the difference for the Traditional method for item 1 is four and the difference for Aurulet learning package for item 1 is ten. This data shows that the Traditional method only helped four pupils to answer the questions on articles whereas the Aurulet learning package had helped all the respondents to answer the questions on articles.

Apart from that, seven pupils had voted yes for having confidence to answer the questions on articles after the Aurulet learning package lesson and all the respondents answered no for having confidence to answer the questions on articles after the Traditional method lesson. In addition, eight pupils managed to differentiate between articles for vowel sound and consonant sound after the Aurulet learning package lesson compared to only three pupils managed to differentiate between articles for vowel sound and consonant sound after the Traditional method lesson. Furthermore, for item 4, nine pupils answered yes for finding it difficult to understand articles after the Traditional method lesson and only two pupils answered yes for finding it difficult to understand articles after the Aurulet learning package lesson. Lastly, seven pupils were confused on how to use the articles after the Traditional method lesson compared to only one pupil who was confused on how to use the articles after the Aurulet learning package lesson. All the data mentioned above had pointed out that the Aurulet learning package is indeed a better method of teaching and learning articles for the pupils compared to the Traditional method lesson.

Results from the Interviews Interview Questions after Test 1: Question 1: How do you feel about today’s lesson? Why?

Pupil Responses A It was boring because there was no fun game. B It was just a normal lesson. At first, I could concentrate on the lesson but I talked with my

friends afterwards. Question 2: Do you think you can understand the rules of articles after this lesson? Why?

Pupil Responses A No. The rules are very complicated and difficult. B Just a bit. I am still confused on how to choose the correct articles.

Question 3: Do you think you will be able to use articles correctly? Why? Pupil Responses A No. Learning articles is very hard. B Maybe, but, I am not very confident as the rules are very complicated.

Based on the interviews above, the pupils find it hard to understand the rules of using articles after the lesson using traditional method. They also hinted that they were bored and they ended up talking with their friends during class.

Interview Questions after Test 2:

Question 1: Are you confident to complete any exercise on articles after today’s lesson? Pupil Responses A Yes. I feel more confident to complete any exercise on articles because I can refer to the

Rule Card. B I think so as long as I follow the steps that I have learnt today.

Question 2: Are you confident to use articles correctly after today’s lesson?

Pupil Responses A Yes. I feel confident because learning articles is not that hard. B Yes. I think I can use articles correctly after today’s lesson.

Question 3: Is the audio effective to help you to overcome the wrong usage of article?

Pupil Responses A Yes. I can listen to each word clearly. B The audio was effective because I was able to identify which words start with consonant

sound and which words start with vocal sound.

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Question 4: Is the Rule Card effective to help you to overcome the wrong usage of article? Pupil Responses A Yes. There are many pictures on the ‘Rule Card’ and it is easy to understand the rules. B Quite effective. The rules can be understood easily and they can guide me in choosing the

correct articles. Question 5: Is the ‘Article Train’ effective to help you to overcome the wrong usage of article?

Pupil Responses A Yes. The ‘Article Train’ activity is so much fun. I can learn articles more easily. B Very effective because teacher incorporate the idea of playing games with learning articles.

Question 6: Which teaching method do you prefer? Why?

Pupil Responses A The second lesson because I can understand articles more easily. B Second. The lesson was so much fun and I like learning with the ‘Article Train’ very much.

Based on the interviews above, the pupils mentioned that the Audio Recording, Rule Card and Article Train had made it easier for them to understand articles. They also enjoyed learning articles using the Aurulet learning package compared to the Traditional lesson

Data from the interview were transcribed, coded and categorised to determine the factors on why pupils performed better under the Aurulet learning package. From the analysis from Table 3, five factors were determined. The category with the highest frequency is ‘The Article Train is interesting’. This signifies that most of the pupils really enjoyed learning articles using the Article Train. The Article train has become the major contributor to the pupils’ excellent performance when learning under the Aurulet learning package.

Table 3 Emerging themes from the interview data No. Categories of factors Frequency % 1 The ‘Article Train’ is interesting 7 46.7% 2 Learning is fun 3 20% 3 Easy to understand rules using the ‘Rule Card’ 2 13.3% 4 The lesson is easy to understand. 2 13.3% 5 Less confusion 1 6.7% Total 15 100.0%

DISCUSSION

The main purpose of doing action research is to improve practice or to implement change for the purpose of professional development (Valsa Koshy 2005). In line with the statement above, throughout conducting this study, I have learned many new things that can help me to improve my practice.

First of all, I learned that a teacher should always be flexible and must be aware of the pupils’ needs. Melor, Wan & Noriah (2011) mentioned that pupils come from different cultures and backgrounds and each of them deserved to be respected as an individual and their needs vary from one another. My Year 4 class is a mixed ability classroom and the pupils have different learning styles. Thus, I need to be able to cater to all the pupils’ different learning styles so that they will eventually enjoy learning English. The ‘Aurulet’ method is actually a great way to cater to all the pupils’ different needs as it is ideal for visual, kinaesthetic and auditory learners.

Apart from that, I also learned that it is important for a teacher to create lessons that pupils will find interesting and motivating. This is important to create positive learning environment Melor, Wan & Noriah (2011). Melor, Wan and Noriah (2011) also stated that pupils who have positive relationships with their teachers will feel motivated to learn and supported. For this action research, I have conducted two different kinds of lesson with the pupils, that is the lesson using traditional method and the lesson using Aurulet learning package. During the lesson using the Aurulet learning package, I have introduced many interesting activities throughout the lesson. During the lesson, I have been observing the pupils and I can say that the pupils were really excited and they enjoyed the lesson very much. They were more confident in answering questions and they understand the lesson well. In comparison to the class using the traditional method, the pupils were mostly passive and less participative during the lesson. They seemed to be bored and lose interest in the

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lesson that day. During the test, I have caught some of the pupils discussing with their friends as they could not understand the lesson earlier.

I think that it is not their fault that they could not understand the lesson as using the traditional method really does not suit them. The pupils prefer lessons with songs, games or activities that are fun for them. Pupils are now different in terms of their creativity (Melor, Norazah, Hadi, Mohamed & Zeinab 2013). Teaching them using ‘chalk and talk’ will just make them bored. The mode of learning has clearly evolved from learning solely in the classroom to distance learning and also the virtual classroom (Norazah, Mohamed & Melor 2010).

As evidence to my statement above, the pupils’ Test 2 results have shown tremendous increase of marks compared to their Test 1. From the observations and tests done, I can say that the pupils can understand the articles better when using the intervention compared to the traditional method.

CONCLUSION

Of all the good things that I have mentioned above about the intervention, there is still a weakness in the flow of the lesson that comes from my poor judgement of time management. While conducting this intervention in class, I noticed that the transition from one activity to another activity in the intervention package was not smooth. I thought that I would be able to cram the whole intervention package in the one hour lesson but in the end, it was not such a good idea. The lesson was rushed because I was afraid that I would not be able to finish introducing all the three activities in the package in time before the lesson end. I was lucky that the pupils in my class can still keep up with the lesson and perform well in their Test 2 although it was a bit chaotic that day.

Overall, from the discussion above, I feel that the Aurulet learning package can still be improvised in order to make it even better. After conducting the lesson using the Aurulet learning package, I felt like the whole package (audio recording, rule card, article train model) was crammed into the one hour lesson. I think that it will be better if I can teach the pupils slowly and introduces the activities separately one by one to them so that it will not seem rushed and they will be able to comprehend and understand the lesson better. As the saying goes, more is actually less. Introducing too many activities in one lesson may result in confusion to the pupils.

IMPLICATION

If I am given the chance to implement this method again in the next cycle, I will most probably implement it in a longer time frame. By this way, I am confident that all the activities will be exploited better and the pupils will be given enough time to accustomed to one particular activity before moving on to the next activity.

Apart from that, I am also thinking of giving exercises to the pupils to test their understanding of the whole package. For every activity, for example after exposing the pupils to the audio recording activity, I need to give exercises to the pupils so that I will be able to know whether they understand the lesson using the audio recording or not. It will be a waste if I just move on to the next activity when the pupils still do not understand the lesson. I need to fully utilise the activity until the pupils understand the lesson. If I feel like the pupils do not really understand the lesson using the activity, I will go through the activity one more time to make them understand. With a few adjustments, the method will be great to be implemented to the pupils.

In conclusion, I have learned a lot from this research. They are many invaluable experiences that I have gained along the way. After completing this research, I have been reflecting a lot on my past teaching activities. Eventually, I have become more aware of my teaching beliefs and I learned to see teaching differently. I hope that all these experiences will help me to improve my teaching practices in the future.

REFERENCES

Adway, A. E. (2013). The study of the English article system errors made by secondary school students in the United Arab Emirates. Unpublished degree’s thesis, University of United Arab Emirates, United Arab.

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