Get Smart Plus 4 Student's Book Year 4

Tuesday ✓ Conducted semi-structured ➢ Data collection

interviews with the participants and method

observers who participated in the (Semi-structured interviews)

research.

Wednesday ✓ Analysed all the data collected
✓ Wrote a report

Table 2 represents the work schedule of the research. I executed the implementation
of my intervention as per scheduled. The research was carried out within 3 weeks as shown
in Table 2.

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5.2 DATA COLLECTION METHOD

Research tools are more likely known as research instruments are important to be
undertaken in a research study. In conducting this research, I used quantitative and
qualitative data collection methods in order to strengthen the validity of my findings. Three
data collection methods used in this research are pre and post-intervention tests,
observation checklist and semi-structured interviews. These instruments were used to
accumulate related and imperative information on the understanding of adjectives. Likewise,
these data collection methods also helped me to identify the strengths and weaknesses of
the designed intervention.

5.2.1 PRE- INTERVENTION TEST AND POST-INTERVENTION TEST

Tests are often used to obtain the results for the evaluation of the teaching and
learning process in the school. Furthermore, tests are conducted to ensure the assessment
of the effectiveness of teaching and learning can be carried out efficiently. As well,
weaknesses of pupils and evaluation of pupils’ progress can be determined through tests.
The first data collection method was used in this research was the pre-intervention test and
post-intervention test. This instrument aids me in identifying the effectiveness of the
intervention designed and the progress made by the pupils. Baicker & Svoronos (2019)
explained that pre-intervention tests and post-intervention tests are methods used to
measure the degree of change occurring as a result of an intervention. This denotes that
these tests are the tools to measure the learning gained during the lesson by comparing
participants’ performances before and after the intervention. I set the same question for both
pre-test and post-test. The result of the post-intervention test was analysed and compared
with the pre-test to determine whether the participants have shown any progress after the
execution of the intervention.

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a) Pre-intervention test
A pre-intervention test is a test that is used to gather information on pupils’ existing
knowledge or understanding of a certain lesson. A pre-intervention test was given to
Year 4 pupils to test pupils’ understanding of adjectives on a printed story title ‘The
Jungle Book’. This test was administered for 25 minutes.

b) Post-intervention test
A post-intervention test was carried out with the pupils after the intervention process.
Pupils were given input and practice on adjectives by using the intervention,
‘eStorybook’. This test was administered for 15 minutes. As a result of this test, I was
able to distinguish the pupils’ understanding.

5.2.2 OBSERVATION CHECKLIST
The observation was used to identify the behaviour of the participants during the

intervention process. Observation includes the opportunity to gain information as it enables
to study actual behaviour of individuals. Observations were conducted during the process of
implementation of the intervention designed. Observations are divided into two types,
namely direct and indirect observations. The direct observation method has been used in
this research. Direct observation is conducted by observing the pupils’ interaction and
behaviour through the checklist prepared earlier.

My practicum partner, cooperating teacher and Year 4’s English teacher have
become part of observers during the intervention process. They took turns and came into the
classroom to observe the changes in the participants’ behaviour. The checklists were given
to them during the implementation of the intervention.

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5.2.3 SEMI-STRUCTURED INTERVIEW
The third instrument which was used in this research is the interview. According to

Evans & Lewis (2018), interviews are defined as a systematic way of talking and listening to
people and another way to collect data from individuals through conversations. In addition to
this, an interviewer or researcher often uses open-ended questions to collect data because it
provides a wider scope for the interviewees to present their point of view. I conducted a
semi-structured interview to collect data from the participants and observers individually. I
used simple words in the interview questions that were prepared for participants so that the
interviewees would be able to understand the questions and feel free to share their opinions.

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5.3 DATA ANALYSIS METHOD

To analyse the data, I obtained for my action research, I utilized a design of mixed
methods, which combines qualitative and quantitative data collection methodologies.
Qualitative data ultimately consists of a vast amount of words, meanwhile, quantitative data
is full of numeric values. Sheard (2018) acknowledged that descriptive statistics presents
quantitative data in measures such as a percentage. The changes in the scores from both
tests can indicate the success of the intervention used to help pupils in using the
‘eStorybook’ to improve adjectives. I used quantitative techniques for the pre-intervention
test and post-intervention test and observation checklist meanwhile qualitative technique
was used to analyse the data obtained from the semi-structured interview.

5.3.1 PRE-INTERVENTION AND POST-INTERVENTION TESTS

The pre-intervention and post-intervention tests had been used to identify the
difference between the marks before and after the implementation of the ‘eStorybook’. I
analysed the pre-test and post-test using quantitative data by using descriptive statistics
which includes mode, mean, median and standard deviation. I have arranged the data
obtained from both tests in ascending order to ensure a smooth process of data analysation.
Table 3 shows the significant improvement of all the research participants.

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Table 3.
Research participants’ pre-intervention and post-intervention test results

No Participants Pre-test (%) Post-test (%) Difference (%)
1 Participant A 0 100 100
2 Participant B 0 100 100
3 Participant C 0 80 80
4 Participant D 20 100 80
5 Participant E 20 100 80
40 480 440
Total 8 96 88
Mean ( ) 8
Standard deviation (σ) 9.798

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Participants' pre-intervention and post-intervention
test results

120

100

Test Score 80

60

40

20

0 BCD E
A
Participants

Pre-test Post-test

Figure 6. Participants’ pre-intervention and post-intervention test results

As shown in Figure 6, the participants showed an increase in scores between the pre-
intervention test and post-intervention test. Participant A and participant B showed
tremendous improvement from 0% to 100% by an increase of 100%. Meanwhile, Participant
C, Participant D and Participant E showed an increase of 80% from their pre-intervention
test.

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Table 4.
The mode, mean, median and standard deviation

Test Mode Mean Median Standard Deviation

Pre-test 0 8 0 9.798
Post-test 100 96 100 8

Table 4 displays the mode, mean, median and standard deviation of the pre-intervention
test and post-intervention test. According to George (2018), the mode is the number of
frequent scores in a set of scores. Moreover, Mishra (2019) explicated that the median is the
middle number in a sorted, ascending or descending, list of numbers and can be more
descriptive of that data set than the average. As shown in Table 4, the mode for the pre-
intervention test was 0% and the post-intervention test was 100%. Simultaneously, the
median score for the pre-intervention test was 0% meanwhile for the post-intervention test
was 100%.

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Mean score of pre-intervention test and post-intervention test.

120
100

80
60 Pre-test

Post-test
40
20

0
Mean

Figure 7. Mean score of participants’ pre-intervention test and post-intervention test

George (2018) specified that the mean is the ratio of the sum of all the observations in a
data set. Based on Figure 7, the mean score for the pre-intervention test was 8 while for the
post-intervention test was 96. This significant rise indicates that the participants gained a
higher score in the post-intervention test compared to the pre-intervention test.

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Standard deviation of pre-intervention test and post-
intervention test.

12
10

8
6 Pre-test

Post-test
4
2
0

Standard Deviation

Figure 8. Standard deviation of participants’ pre-intervention test and post-intervention
test

Based on Figure 8, the post-test showed a lower standard deviation compared to the
pre-intervention test. Hence, the low standard deviation shows that the data are clustered
closely around the mean and the score obtained is reliable. Moreover, it can be seen from
Table 4 where the difference between standard deviations of pre-intervention test and post-
intervention test are smaller than the difference between the mean of pre-intervention test
and post-intervention test. Thus, this data can be one of the utmost evidence that using
eStorybook can improve pupils’ adjectives.

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5.3.2 OBSERVATION CHECKLIST
The observational checklist was given to the observers to fill up during the

implementation of the intervention process. The observers are Year 4’s English language
teacher, my cooperating teacher along with my practicum partner. They sat at the back of
the classroom to observe the participant’s participation and behaviour then filled up the
checklist that was prepared by responding to each statement in the checklist based on their
observation. I analysed the result obtained from the observation checklists in a table form
(Table 5).

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Table 5.

Feedback given by the observers during the implementation of the intervention in the
teaching of adjectives

Number of Observers : 3

Criteria Yes No Comments

The pupils were able to enjoy the learning in class. ///

The pupils were able to pay attention to the given ///
instructions.

The pupils were able to participate actively in the ///
discussion.

The pupils were willing to volunteer to ask ///
questions on adjectives without fear.

The pupils never stop trying to give answers. ///

The pupils were motivated. ///

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Based on the analysed data in Table 5, it is evinced that the use of eStorybook is
effective to be used in ESL classroom to teach adjectives. All the observers agreed to
Criterion 1 of the observation checklist that stated the pupils enjoyed the teaching and
learning process using the eStorybook. This was also proven by the comments given by the
observers in the observation checklist (Appendix G). The observers mentioned that the
participants were happy and had fun during the lesson. Besides, all the observers chose the
option ‘Yes’ for Criterion 2 which states that the pupils were able to pay attention to the given
instructions. This was supported by one of the comments given by an observer who
mentioned that the use of ‘Spin the Wheel’ successfully grasped pupils’ attention to stay
focused. Likewise, the observers also answered ‘Yes’ to Criterion 3 which proved that the
pupils participate actively in the discussion during the process of implementation of the
eStorybook. Correspondingly, all the participants of the research volunteered to ask
questions on adjectives without fear and never stop trying to give answers. This was
evidenced by the observers’ responses and comments to Criteria 4 and 5 in the observation
checklist. Furthermore, the pupils were motivated during the teaching and learning process
as can be seen in Table 5 that all the observers chose the option ‘Yes’ for Criterion 6. The
observers stated that the participants were motivated as they were more confident and
volunteered themselves to read the story. Hence, the observation checklist results
demonstrate that eStorybook can be used to assist targeted participants in improving their
adjectives.

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5.3.3 SEMI-STRUCTURED INTERVIEW
Table 6.
Analysis of close-ended question in the semi-structured interview for participants

Items Theme Number of Number of
participants who participants who

says yes says no

Do you like eStorybook? Interesting 50

Do you find it easy to learn using Motivation 50
eStorybook?

Can you remember the adjectives Complexity 50
learnt from the eStorybook?

Do you have fun learning through Fun 5 0
eStorybook? 5 0

Do you want the teacher to use Participation
eStorybook to teach adjectives?

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Table 7.

Frequency of each coding in open-ended questions in the semi-structured interview for
participants

Items Coding formed using Frequency
Do you like eStorybook? Why? responses from the
participants ///
/
Interesting /
Attractive
Enjoyable

Do you have fun learning through eStorybook? Colourful Visuals ///
Why? Easy //

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Based on the semi-structured interview, which was carried out, all the participants
agreed that they liked the designed intervention, eStorybook. This is because
eStorybook is a technology-based intervention that uses PowerPoint slides instead of
printed storybooks. Besides, the incorporation of visuals and sounds had successfully
grasped the participants’ interest in it. This was evidenced by the participants’
responses to the closed-ended question (Item 1) in Table 6 as all the participants stated
that they like the intervention. This was further supported by the open-ended question
(Item 1) which asked the explanation for their answer (Table 7). The participants
mentioned that they like the eStorybook as it was interesting, attractive and enjoyable.

Likewise, all the participants also answered ‘Yes’ to the closed-ended question, Item
2 in Table 6 which proved that the participants found it easy to learn adjectives using
eStorybook. Besides, all 5 participants said that they could remember the adjectives
learnt from the eStorybook (Item 3, Table 6). This indicates that eStorybook helped
pupils in improving their adjectives.

Similarly, all the participants had fun learning through eStorybook. This is further
supported by their responses to the closed-ended question (Item 4) in Table 6 and the
justification given by them for the open-ended question (Item 2) in Table 7. The
participants declared that eStorybook’s colourful visuals and easy to use aspect provided
fun learning. Three participants stated that eStorybook was fun because it encompasses
numerous colourful visuals related to the story which helped them to understand the
adjectives better. It is undeniable that colourful visuals play a vital role in making the
learning process meaningful and fun. Meanwhile, another two participants agreed that it
was fun learning using eStorybook because it was easy to use the eStorybook as it
includes navigations which guide to use the eStorybook. From my observation, it reflects
that the participants enjoyed learning adjectives using the intervention, eStorybook.

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Due to those reasons, the participants wanted their teacher to use this eStorybook to
teach adjectives in the teaching and learning process. This point is further supported by
the participants’ responses to the closed-ended question (Item 5) in Table 6 in which all
5 participants answered ‘Yes’ to Item 5. According to the responses given by the
participants in Item 5 (Table 6), it is relevant to use eStorybook in the classroom to teach
adjectives as it improves pupils’ adjectives besides providing fun and meaningful
learning.

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For this action research, I used thematic analysis to analyse qualitative data that I
had collected from semi-structured interviews with observers. According to Braun & Clarke
(2021), the aspiration of thematic analysis, in particular, is to stay true to the raw data, and
its meaning within a particular context of thoughts. Thus, I presented the raw data alongside
the themes of the analysis to align my findings. Additionally, in thematic analysis, the
importance of a theme is not necessarily dependent on quantifiable measures, but rather on
whether it captures something important concerning the overall research question
(Sundler,2019). For this reason, I only focused on themes that will support my research.

I used the semi-structured interview with the observers who observed my class
during the implementation of the intervention process. I analysed the interview transcripts
using thematic analysis. The interview transcripts were first transcribed before they were
analysed. I read through the data obtained from the interview session with the observers and
identified several codes from them. The themes were formed from the identified codes. The
themes described the patterns in the data relevant to my research questions. Table 8
summarised the interpretive thematic analysis of the semi-structured interview conducted
with 3 observers.

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Table 8.
Interpretive thematic analysis of the semi-structured interview conducted with 3 observers.

Coding Observers Themes
Learners’ positive engagement
Active Participation A
Focus B Meaningful learning
Happy C Good independent learners

Fun
Relevant

Improve
Independent

Confident

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5.4 DATA TRIANGULATION

Flick (2018) explained that triangulation is a process of validating evidence retrieved
from different sources to support one’s research. The four crucial elements in establishing
accuracy and credibility in any research paper are validity, reliability, research ethics and
triangulation of data. I made sure that the research which was proposed should contain the
elements mentioned above. Pre-intervention test and post-intervention test, observational
checklist and semi-structured interview were used as my data triangulation method where
the results of each data analysed supported each other to increase the validity of my
research. I used methodological triangulation for my action research.

The post-intervention test results showed a consistent improvement in scores achieved
by the participants, and it has contributed to the reliability of the data obtained from the test.
Besides, the validity of the research was enhanced with the presence of an observational
checklist and the semi-structured interview which were the other instruments used to collect
data for this research. Consequently, using these instruments, the validity of the data was
achieved to ensure the intervention helped to improve the area of concern among the
participants.

According to Noble & Heale (2019), methodological triangulation refers to the use of
qualitative and quantitative data collection methods, analysis and interpretation. I used
methodological triangulation data analysis to increase the validity and “indicate or verify
similar sets of results” to show a more comprehensive view of the topic being investigated.
By cross-checking the data from the three instruments, it has provided an accurate
measurement of the scale in the performance of the participants and helped me to illustrate
ways the intervention helped the participants to improve their adjectives. Figure 9 shows the
data triangulation method used in this action research.

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Pre-test and Post-test

Observational Semi-structured Interview
Checklist

Figure 9. Triangulation of Data

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6.0 RESEARCH FINDINGS

The findings of this research were based on two research questions that were
mentioned earlier. There were three methods used to gather these findings which were pre-
intervention test and post-intervention test, observation checklist and semi-structured
interview. The methods mentioned will facilitate in answering both research questions.

6.1 RESEARCH QUESTION 1
Does eStorybook help to improve the pupils’ adjectives in a primary ESL classroom?

In general, eStorybook has a constructive impact on pupils’ adjectives. I believed that
the action was effective as it enhanced the ability of the participants in using the correct
adjectives which were learnt from the stories using eStorybook. Additionally, the pre-
intervention test and post-intervention test showed that eStorybook had a positive result in
enhancing pupils’ adjectives. Initially, all the participants did not perform well. This was
evidenced when the participants scored grades D and E during the pre-intervention test.
None of them passed the pre-intervention test. However, all 5 participants showed
improvements after the intervention was carried out. Through the results of the post-
intervention test, it can be proven that eStorybook help to improve the participants’
adjectives. This can be further supported by the data obtained from the post-intervention test
in which 3 participants who scored the lowest in the pre-intervention test showed
tremendous improvement by scoring 100%, 100% and 80%. Meanwhile, the other two
participants who managed to score 20% in their pre-intervention test showed an increase of
80% in the post-intervention test compared to their pre-intervention test result. Furthermore,
the statistical results portrayed enormous progression in the mean scores. The mean score
for the pre-intervention test was 4% subsequently increased to 96% in the post-intervention

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test. The improvement indicates that eStorybook helped the participants to improve their
adjectives.

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6.2 RESEARCH QUESTION 2

How does the eStorybook provide a fun and meaningful way of learning to the pupils
in a primary ESL classroom?

The second research question has been answered based on the data collected from
the observation checklist and semi-structured interview. The findings were evidence that
eStorybook provide a fun and meaningful way of learning to the pupils in a primary ESL
classroom. It was evident from the feedback and comments given by the observers in the
observation checklist and the semi-structured interview that was prepared. Observers
declared in the observation checklist and the semi-structured interview that the participants
enjoyed the learning in class and paid attention to the given instructions. Concerning this,
observers stated that this was able to be achieved because of the elements which were
integrated into the eStorybook. Besides, it is proven that eStorybook provide fun and
meaningful learning as all the 3 observers acknowledged that the participants actively
participated during the process of implementation of the intervention. One of the observers
mentioned that the ‘Spin the Wheel’ which was also an element of the eStorybook to select
the participant to read the story successfully grasped pupils’ attention to stay focused.
Likewise, eStorybook provides a fun and meaningful way of learning to the pupils as the
pupils were motivated throughout the lesson. This is further supported by the data obtained
from the semi-structured interview in which the participants mentioned that it was very
interesting to learn using eStorybook as it comprises maintain colourful visuals.

The research was considered successful because it has achieved the objectives
stated earlier before the intervention was carried out with the participants. The eStorybook
intervention has helped the participants to improve pupils’ adjectives by the analysis of the
research findings.

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7.0 REFLECTION

This chapter reflects on my action research and discusses about the strengths and
limitations that I had encountered throughout carrying out this research. Chang (2019)
explained that reflection aids in fostering self-reflection, critical thinking and developing
values and skills. From this action research, I reflected on the strengths and weaknesses of
my research. Along with it, I identified the values and skills that I had acquired as well as the
ways to improve myself in carrying out research in future. Firstly, I realised that in order to
acquire an unbiased outcome, ethics is crucial in research. Fernández (2018) specified that
honesty, secrecy, objectivity, and legality are some examples of ethics that should be
followed when conducting action research. This is essential because skewed data could
affect future research, resulting in a different result than the preceding study. Consequently,
as a researcher, I was being truthful with the data I gathered to portray the efficacy of the
intervention designed.

Subsequently, this research has taught me to become more confident in myself.
Initially, I was not confident with myself and also the intervention that I designed. However,
after I had identified the objectives and goals of my research, I managed to find ways and
methods to achieve it. As this research showed positive results, I gained more confidence in
myself, especially in teaching adjectives using the eStorybook. Besides, I learned to become
more creative and innovative in adapting my intervention. I was able to find alternative ways
to design my intervention to solve my pupils’ difficulties, especially pertaining to adjectives
and stories.

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Aside from that, as mentioned by Niemi (2019), I build myself progressively to be a
reflective practitioner through completing, executing and writing the report for my action
research. I had the opportunity to foster growth and development in my work whilst gathering
data for my research, which was to reflect on and improve my teaching practises. In general,
this action research provided me with a general idea of how to conduct research in the
classroom in my present teaching.

One of the strengths of the eStorybook was it produced good independent learners.
Throughout the sessions, I saw that the participants were being very attentive and were fully
engaged in the learning. This promoted the participants’ intrinsic motivation to learn.
Previously during my teaching and learning practice, some of the participants were
disinterested in reading printed storybooks and demotivated to learn adjectives in the
classroom. However, implementing eStorybook to teach adjectives had motivated and
boosted the participants intrinsically to learn.

In addition to that, eStorybook encouraged the pupils’ positive engagement. During
the implementation of the intervention, the pupils gave positive feedback to it. As can be
seen in the interview and observation checklists’ analysis the participants were happy and
excited about the intervention. In comparison to the previous teaching and learning practice,
the pupils always felt less interested, bored as well easily distracted. By using the
eStorybook to teach adjectives, the participants were able to involve actively and enjoy the
activity while learning. As mentioned by Ryan & Deci (2020), interest is essential for
pleasurable satisfying learning and research has confirmed that interest predicts both
intrinsic motivation for learning and positive affect. Hence, it is important to consider the
pupils’ interests and learning styles to engage them in learning.

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Besides, I believed eStorybook has indeed helped in improving the pupils’ adjectives
as compared to before they began using the intervention. From the data obtained during the
intervention, all the participants showed improvements. The participants have managed to
score higher marks in the post-intervention test which was conducted after the
implementation of the intervention. From the findings, it appeared that the pupils managed to
memorise and remember the adjectives and were able to recall the adjectives learnt from the
story using eStorybook during their post-intervention test.

Throughout the implementation of the eStorybook, I had faced and identified some
weaknesses and limitations that must be considered. First of all, the limitation that I found
from the eStorybook that I designed is that I realised the participants found it perplexing
when complementing the worksheets given during the first and second action of the
intervention. They were confused about choosing the correct answer as the questions were
also on the synonyms of the adjectives learnt. This might be because of their inability to
remember the adjectives learnt via the eStorybook. Moreover, the participants also took up
too much time in trying to figure out the correct answer in the given worksheets. Therefore, I
was able to reflect upon the issues faced by the pupils and find ways to address and
improve the issue. I constructed the post-intervention test after considering the difficulty
faced by the participants.

Another weakness of eStorybook was that it can be used only for one story each
time. This means that it cannot be used for multiple stories at each time. Moreover, it would
require a lot of modifications to be done to change it to another story to teach the adjectives.
Therefore, it took a lot of time to design the eStorybook for each story for the three acts of
intervention.

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During the research, an element that offered perceptive experience was the issue
concerning time. Initially, I had difficulty conducting the first act of intervention during the
recess time of Level 2 due to the noise of pupils. However, the following acts of intervention
were carried out smoothly without any form of disruption after I had changed the time to after
recess.

Aside from that, the skills used in implementing the research was also one of the
experiences gained after completing the research. This was because, as a trainee teacher, I
derived knowledge from all aspects of conducting a lesson to deliver a quality and
meaningful lesson in the primary ESL classroom. Therefore, the experiences that I have
been acquired could be used to develop the professionalism of a teacher. Moreover, through
this action research, I learnt that I need to be sensitive to the problems that would arise
during the delivery of the lesson and to discover ways to improve my teaching practices. To
conclude, this research has given a lot of insights on how eStorybook can be a factor in the
participants’ improvement of adjectives via stories. These weaknesses can be improvised to
make the intervention a better aid in helping the participants improve adjectives.

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8.0 SUGGESTIONS FOR FURTHER RESEARCH

In the implementation of the eStorybook to help improve Year 3 pupils’ adjectives, I
discovered that the aforementioned intervention has the potential to be further developed
into a more effective, flexible, and multi-purposed by further improving as well as refining
some of its features. The research that has been undertaken highlighted some suggestions
which would be useful for further research. One of the recommendations about the research
is that I should have included more questions in the worksheets for the pupils. Brown (2018)
explicated that learners should be exposed to language slightly higher than their level, but
they must be able to understand most of it. Based on the post-intervention test analysis, the
participants showed improvements after the process of implementing the intervention.
Hence, the pupils should be tested with more challenging questions. For instance, I should
increase the number of questions from 5 to 10 in the second worksheet for the second action
of the intervention.

Besides, I should also provide a longer time for the pupils to use the intervention.
As this intervention is presented to low proficiency pupils, more time should be allocated so
that they can take their time to read the story and understand the adjectives and the
meanings. In this intervention, some participants faced constant difficulties in reading the
story. Therefore, more time should be allocated and facilitate the pupils in reading the story
to ensure the pupils achieve the aimed objectives.

The focus of this research was limited only to adjectives. Alternatively, this
eStorybook intervention can be used to teach other word classes such as verbs and
vocabulary. The teachers are required to adapt and modify the intervention by bolding the
focused word class to teach using the eStorybook. Implementing and sharing such initiatives

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will pave the pathways for researchers to generate new ideas and enhance their creativity to
innovate eStorybook as an integral part of teaching grammar practices. By doing so, pupils
will be able to improve themselves in other parts of grammar. Eventually, English Language
teachers should make an initiative to circulate the importance of eStorybook by having
workshops or in-house training so that English teachers in other schools can access, exploit
its usage and enjoy the advantages of the action to improve their teaching and learning
experiences (MOE, 2012). Likewise, different teachers who teach other languages may
benefit from sharing these ideas since they will be able to adopt this intervention into their
own teaching and learning processes.

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APPENDICES

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APPENDIX A DIAGNOSTIC TEST

DIAGNOSTIC TEST

NAME: ___________________ CLASS: YEAR 4

Read the story below and answer the questions based on the story ‘The Lion

and The Mouse’.

A tiny mouse was running along one day when, before he could stop himself,
he ran over the face of a scary lion who was sleeping. The lion got angry and
snatched the mouse up in one great paw. He opened his huge mouth and was about
to swallow it when the mouse squeaked:

"Please, Mr Lion, know you're much, much bigger than me. But please don't eat me.
Who knows, small though I am, I might be able to help you one day".

The lion thought this was so funny he let the mouse go. "After all," he said,
"I've already had two tasty antelopes for supper this week, so I'm not hungry". A few
days later, the lion was caught in a hunter's net. The loud roar of the lion was heard
by the mouse. A few moments later, the little mouse came scampering up.

"I heard you call", the mouse said. "I'll soon get you out of there." All through
the night, he chewed through the ropes, one by one, until the lion was free. And ever
after, the mouse lived safe and warm in the lion's cave.

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1. The ___________ mouse was get caught by the lion.
a. huge
b. titanic
c. tiny

2. The lion got ______ and snatched the mouse up in one great paw.
a. happy
b. angry
c. excited

3. The mouse said that the lion is ___________ than him.
a. bigger
b. funnier
c. softer

4. The lion was not hungry because he ate two ____________ antelopes.
a. small
b. tasty
c. huge

5. The roar of the lion was _________.
a. loud
b. soft
c. quiet

6. At the end of the story, the mouse stayed in the lion’s cave which was
___________.
a. safe
b. cold
c. dark

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APPENDIX B PRE-INTERVENTION TEST PAPER

PRE-TEST PAPER

SEKOLAH JENIS KEBANGSAAN (TAMIL) GUNUNG RAPAT
NO. 1, MAIN ROAD, GUNUNG RAPAT, 31350,
IPOH, PERAK

NAME:
CLASS:
DATE:

INSTRUCTIONS

1. This test papers consists of 6 multiple-choice questions.
2. Answer the questions based on the story that you have learnt.
3. Answer all the questions. Do not leave anything blank.

DO NOT OPEN THE QUESTION PAPER UNTIL YOU ARE
INSTRUCTED TO DO SO.

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The Jungle Book

Mowgli lives in the jungle with his fierce Mother Wolf and Father Wolf.
Baloo, the gigantic bear and Bagheera, the black panther are his friends.
Mowgli is very happy in the jungle.

One day Mowgli and his two friends are talking. 'I made some friends
yesterday, the Monkey-People.' says Mowgli.
‘I look like them, but I haven't got a tail. I saw they have a long tail. They
say I have to be their leader." says Mowgli.

Baloo is shouting 'What? The Monkey-People don't care about anyone!'
Bagheera is very angry too. 'Don’t talk to them again!' he shouts. 'OK.'
says Mowgli.

At night, when they are sleeping, the monkeys come for their leader. The
monkeys take Mowgli and jump from tree to tree. 'Help! The monkeys
are scary! Ahh!" says Mowgli.

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Suddenly, Mowgli sees Chil, the bird. 'Chil! Tell Baloo and Bagheera I
need help!" shouted Mowgli. Chil, the bird, finds Baloo and Bagheera.
The bear and the panther are very worried. 'We're going to find Mowgli!'
says Baloo.
'But we need help. Let's find Kaa, the helpful python. He can help us.'
says Bagheera.

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Section A
Circle the correct answer.

1. Who does Mowgli live with?
a. Mowgli lives with his wild Mother Wolf and Father Wolf.
b. Mowgli lives with his funny Mother Wolf and Father Wolf.
c. Mowgli lives with his gentle Mother Wolf and Father Wolf.

2. Who is Baloo?
a. The gigantic tiger.
b. the gigantic bear.
c. The small-sized bear.

3. Mowgli is ___________ with his family and friends in the jungle.
a. tired
b. excited
c. happy

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4. Baloo and Bagheera were _________ when Mowgli said he met
the Monkey-People.
a. angry
b. pleased
c. surprised

5. How does Mowgli describe the Monkey-people?
a. calming
b. beautiful
c. frightening

6. Why do Baloo and Bagheera look for Kaa, the python to help them
to find Mowgli?
a. Because Kaa is intelligent
b. Because Kaa is helpful
c. Because Kaa is knowledgeable

_________________________ THE END ________________________

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APPENDIX C SEMI-STRUCTURED INTERVIEW QUESTIONS FOR PARTICIPANTS

Question Items Theme

1 Do you like eStorybook? Why? Interesting

2 Do you find it easy to learn adjectives using eStorybook? Motivation

3 Can you remember the adjectives learnt from the Complexity
eStorybook?

4 Do you have fun learning through eStorybook? Why? Fun

5 Do you want the teacher to use eStorybook to teach Participation
adjectives?

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APPENDIX D TRANSCRIPTION OF SEMI-STRUCTURED INTERVIEW FOR
PARTICIPANTS

Interview transcript for Participant A

Participant: A Date: 15.02.2022

Question Item

1 Do you like eStorybook? Why?
Answer: Yes. It was interesting to learn using that

2 Do you find easy to learn using eStorybook?
Answer: Yes

3 Can you remember the adjectives learnt from the eStorybook?
Answer: Yes

4 Do you have fun learning through eStorybook? Why?
Answer: Yes because it has many colourful pictures.

5 Do you want the teacher to use eStorybook to teach adjectives?
Answer: Yes

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Interview transcript for Participant B Date: 15.02.2022
Participant: B

Question Item

1 Do you like eStorybook? Why?
Answer: Yes. Interesting

2 Do you find easy to learn using eStorybook?
Answer: Yes

3 Can you remember the adjectives learnt from the eStorybook?
Answer: Yes

4 Do you have fun learning through eStorybook? Why?
Answer: Yes. It was easy to learn adjectives using eStorybook. It includes
navigations

5 Do you want the teacher to use eStorybook to teach adjectives?
Answer: Yes

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Interview transcript for Participant C Date: 15.02.2022
Participant: C

Question Item

1 Do you like eStorybook? Why?
Answer: Yes, as it was attractive.

2 Do you find easy to learn using eStorybook?
Answer: Yes

3 Can you remember the adjectives learnt from the eStorybook?
Answer: Yes

4 Do you have fun learning through eStorybook? Why?
Answer: Yes, as it was easy for me to understand the story and adjectives.

5 Do you want the teacher to use eStorybook to teach adjectives?
Answer: Yes

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Interview transcript for Participant D Date: 15.02.2022
Participant: D

Question Item

1 Do you like eStorybook? Why?
Answer: Yes. The eStorybook was interesting.

2 Do you find easy to learn using eStorybook?
Answer: Yes

3 Can you remember the adjectives learnt from the eStorybook?
Answer: Yes

4 Do you have fun learning through eStorybook? Why?
Answer: Yes, as many pictures were in that eStorybook.

5 Do you want the teacher to use eStorybook to teach adjectives?
Answer: Yes

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Interview transcript for Participant E Date: 15.02.2022
Participant: E

Question Item

1 Do you like eStorybook? Why?
Answer: Yes, as I enjoyed learning using the eStorybook.

2 Do you find easy to learn using eStorybook?
Answer: Yes

3 Can you remember the adjectives learnt from the eStorybook?
Answer: Yes

4 Do you have fun learning through eStorybook? Why?
Answer: Yes as it contains many colourful pictures of the story.

5 Do you want the teacher to use eStorybook to teach adjectives?
Answer: Yes

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APPENDIX E TRANSCRIPTION OF SEMI-STRUCTURED INTERVIEW FOR OBSERVERS
Interview transcript for Observer A

Observer: A Date: 15.02.2022

Question Item

1 Do you think the pupils participate actively during the lesson?
Answer: Yes, as I noticed all the participants responded well throughout the
lesson.

2 Do you think eStorybook can enhance pupils’ adjectives?
Answer: The pupils’ adjectives can be enhanced using the intervention designed
as it helps smooth the learning of adjectives.

3 Do you think the eStorybook intervention was successful?

Answer: It was definitely a successful intervention. This is because it promotes
independent learning.

4 In your opinion, what modifications can be made to the eStorybook?
Answer: More time should be allocated for the pupils to use the eStorybook.

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