SEMINAR PENYELIDIKAN PENDIDIKAN SEMINAR PENYELIDIKAN PENDIDIKAN KEMENTERIAN PENDIDIKAN MALAYSIA INSTITUT PENDIDIKAN GURU KAMPUS GAYA THE USE OF SENTENCE SLIDER IN TEACHING SUBJECT-VERB AGREEMENT TO YEAR 5 PRIMARY PUPILS Nur Fatihah Ayuni Binti Rozlee PISMP TESL June 2020 Intake, IPG Kampus Gaya Email: [email protected] Madam Shubashini A/P Suppiah Language Department Institut Pendidikan Guru Kampus Gaya, Kota Kinabalu Sabah ABSTRACT Sentence Slider Tool is an innovation intervention aimed to help pupils improve their understanding of subject-verb agreement in sentence writing by exploiting interactive intervention in the teaching and learning of writing simple sentences. The Sentence Slider Tool, an innovative pedagogical instrument, was introduced to provide visual and interactive support for pupils in constructing simple sentences with the correct use of subject-verb agreement. Thus, the focus of this study is to investigate the effectiveness of the Sentence Slider Tool in improving the use of subject-verb agreement in simple sentence writing among year 5 primary school pupils, by incorporating the use of visuals and colour-coded elements. The participants in this research were 8 pupils in year 5 of a national primary school located in Kinarut, Papar, Sabah. This qualitative action research was conducted using the Kemmis and McTaggart (1988) Spiral Action Research model that consists of two cycles. It also implements aspects from the Discovery Learning Theory, alongside the Collaborative Learning Approach. Preliminary data from an initial survey shows that pupils had problems in writing simple sentences, particularly in terms of sentence structure and the use of subject-verb agreement. Initial surveys, interviews, teacher’s reflective journal, observation and pupils’ works were the main data sources in gaining insight into the effectiveness of this teaching intervention. Findings indicate that the Sentence Slider Tool has shown significant potential to become a teaching and learning strategy for second language learners as pupils were able to improve their written production and their understanding of the use of subject-verb agreement in simple sentence writing. It also demonstrated the effectiveness in helping the pupils in overcoming the challenges of constructing sentences in writing tasks. Keywords: subject-verb agreement, sentence writing, Sentence Slider, Discovery Learning, English as a second language UTILIZING GOOGLE VOICE IN TANDEM WITH THE TECHNOLOGY ACCEPTANCE MODEL (TAM) TO ENHANCE LEARNERS PRONUNCIATION Nur Iftihah binti Lasimin PISMP TESL June 2020 Intake, IPG Kampus Gaya Email: [email protected] Madam Shubashini A/P Suppiah Language Department Institut Pendidikan Guru Kampus Gaya, Kota Kinabalu, Sabah. ABSTRACT This action research utilizes Google Voice to address the issues in pronunciation, specifically on diphthongs and vowels among Year 5 pupils. Google Voice acts as the main contraption that would be utilized by the learners to practice on their pronunciation. Accordingly, this study aims to determine the issues of pronouncing diphthongs and vowels among the research participants. The data collected would aid in determining the extent to which Google Voice in tandem with the Technology Acceptance Model (TAM) could enhance the learner’s pronunciation. The limitations in conducting the intervention would also be discussed. Subsequently, this research was conducted in a sub-urban school near Kinarut, Papar, Sabah. The research participants are Year 5 pupils with different levels of proficiency. The main model utilized in this study was the Kemmis and Mctaggart Cycle of Action Research (1988). It also implements aspects from the Technology Acceptance Model (TAM) alongside the collaborative learning approach. The intervention was conducted in two cycles, in accordance to the selected action research model. The main data collection methods include pupils’ interview, observation checklist, pupils work, initial survey and reflective journal. The data would then be analyzed through thematic analysis as well as data triangulation. Findings indicate that the utilization of Google Voice may be a great teaching tool in terms of practicing pronunciation as pupils have shown significant progress throughout the period of intervention. Keywords: pronunciation, Google Voice, Technology Acceptance Model (TAM), collaborative learning 250
SEMINAR PENYELIDIKAN PENDIDIKAN SEMINAR PENYELIDIKAN PENDIDIKAN KEMENTERIAN PENDIDIKAN MALAYSIA INSTITUT PENDIDIKAN GURU KAMPUS GAYA TESL TEACHER TRAINEES’ TPACK: EXPLORING TTS TOOLS INTEGRATION FOR PUNCTUATION ENHANCEMENT IN UPPER PRIMARY EDUCATION Nur Syahira Jasmin Binti Jasim PISMP TESL June 2020 Intake, IPG Kampus Gaya Email: [email protected] Madam Shubashini A/P Suppiah Language Department Institut Pendidikan Guru Kampus Gaya, Kota Kinabalu, Sabah. ABSTRACT Many studies have shown that upper primary Malaysian students who are learning English as a Second Language (ESL) often struggle with punctuation when writing. Therefore, this case study aimed to explore the perceptions of teacher trainees on the integration of Text-to-Speech (TTS) technology based on the Technological Pedagogical Content Knowledge (TPACK) framework, with a specific focus on punctuation enhancement in upper primary ESL education. This case study was conducted in X Teacher Training Institute (IPG) located in Kota Kinabalu, Sabah. The research employed qualitative data collection methods which included short-answer questionnaire, one-onone semi-structured interview and document analysis such as reflective weekly journals and lesson plans. Data validation primarily relied on a triangulation approach. The main findings suggest that teacher trainees at IPG X have positive perceptions on integrating TTS tools for punctuation enhancement, despite their moderate TPACK levels and the potential challenges. The research underscores the need for practical experience and addresses the complex relationship between TPACK and perceptions. These findings provide valuable insights for teacher education programs and curriculum development to enhance the integration of technology in ESL education. Keywords: teacher trainees, perceptions, Text-to-Speech (TTS) technology, Technological Pedagogical Content Knowledge (TPACK) framework, ESL education THE USE OF GAMIFIED TEACHING AND LEARNING IN ENHANCING VOCABULARY KNOWLEDGE AMONG PRIMARY SCHOOL PUPILS Nurul Ain Najiah Binti Ghazali PISMP Bahasa Inggeris, IPG Kampus Gaya Email: [email protected] Syndie Laichin Jabatan Bahasa, IPG Kampus Gaya ABSTRACT This case study investigates the influence of gamified teaching and learning on primary school pupils' vocabulary knowledge, with a focus on the meanings of words in a National School located in Papar, Sabah. Traditional approaches to teaching vocabulary pose challenges, causing disengagement and restricting vocabulary acquisition. These methods foster a passive learning environment characterized by rote memorization and teacher-centred techniques, hindering critical thinking and active participation among students. The incorporation of gamified elements of rewards, competition, interactivity and feedback in teaching and learning has emerged as a dynamic pedagogical strategy. Hence, this study aims to identify how gamified teaching and learning can improve pupils' vocabulary knowledge in the context of meanings of the words and to gather insights into teachers’ and pupils’ opinions of gamified vocabulary teaching and learning. By delving into the elements of Ivan Teh’s (2015) gamification model, the researcher employed a mixed-methods approach and integrated pre- and postassessments, interviews with experienced English teachers and pupils, as well as classroom observation. The findings reveal that gamified teaching and learning positively impacts pupils' engagement, motivation, and collaborative learning experiences due to the incorporation of reward, competition, interactivity and feedback mechanism. The implication of the research extends to curriculum development, advocating for the integration of gamified elements as a promising method for enhancing primary school curricula. The incorporation of gamified elements in the lesson such as rewards, competition, interactivity, and feedback have the potential to stimulate pupils' interest, fostering a sense of enthusiasm for learning among Malaysia’s primary school pupils. Keywords: Gamified vocabulary teaching and learning, gamified elements, vocabulary, motivation, engagement 251
SEMINAR PENYELIDIKAN PENDIDIKAN SEMINAR PENYELIDIKAN PENDIDIKAN KEMENTERIAN PENDIDIKAN MALAYSIA INSTITUT PENDIDIKAN GURU KAMPUS GAYA THE USE OF WORD-IT-UP! TO ENHANCE SUBJECT VERB AGREEMENT IN SIMPLE SENTENCE CONSTRUCTION AMONG YEAR FIVE PUPILS Nurulain binti Suriansah PISMP TESL Institut Pendidikan Guru Kampus Gaya Syndie Laichin JabatanBahasa Institut Pendidikan Guru Kampus Gaya, Kota Kinabalu ABSTRACT In mastering the English language, writing is a fundamental skill emphasized by the Ministry of Education, focusing on pupils' ability to communicate meaning and apply proper mechanical aspects of writing throughout primary school. However, some students face challenges in sentence construction due to limited grammar knowledge, leading to anxiety and fear in writing. This action research explores the efficacy of the interactive learning tool, ‘Word-It-Up!’, in improving subject-verb agreement skills among Year 5 students. Fifteen students from a national primary school in suburban of Kota Kinabalu, Sabah, participated in this qualitative study, conducted using the Kemmis and McTaggart Spiral Action Research model with two cycles. Data collection methods included semistructured interviews, observations, and student work analysis. Using a mixed-methods approach, the study reveals a significant enhancement in students' subject-verb agreement proficiency after engaging with ‘Word-ItUp!’. Gamified learning sessions fostered enthusiasm, leading to improved comprehension and confidence. This research highlights the positive impact of interactive, engaging educational tools on specific grammar challenges faced by primary pupils, emphasizing the importance of innovative learning interventions in enhancing language skills. Key words: writing skill, subject verb agreement, sentence construction THE APPLICATION OF (WH-Y) TO THE ENHANCEMENT OF WRITING SKILLS IN A GROUP TASK IN A PRIMARY ESL CLASSROOM Rachel Vee binti Gustin PISMP TESL Institut Pendidikan Guru Syndie Laichin JabatanBahasa Institut Pendidikan Guru Kampus Gaya, Kota Kinabalu ABSTRACT This research delves into the utilization of drawing as an educational tool, employing the WH-Y method (What, Where, When, Who, Why, and How) at a national school located in the Papar district. Drawing,a frequently underestimated educational approach, possessesthe potential to significantly advancestudents' cognitive development and writing skills when integrated effectively. The study integrates the WH-Y method with the ICAP framework, a classification system for learning activities based on engagement levels. Our investigation aims to elucidate how drawing can augmentwriting skills across varying engagement levels, including Instructive (teacherled), Constructive (independent), Active (collaborative), and Passive (observational). The primary objective of the researcher is to unveil the educational potential of drawing,offering educators valuableinsights to enhancewriting skills and cultivate more engaging learningenvironments. Keywords : ICAP Framework, WH-Y Method,Drawing, Writing skills 252
SEMINAR PENYELIDIKAN PENDIDIKAN SEMINAR PENYELIDIKAN PENDIDIKAN KEMENTERIAN PENDIDIKAN MALAYSIA INSTITUT PENDIDIKAN GURU KAMPUS GAYA HOLOGRAM AS A TOOL TO ENHANCE PUPIL’S VOCABULARY ACQUISITION AMONGYEAR 3 PUPILS Renziely Threshey Jeffery PISMP Bahasa Inggeris, IPG Kampus Gaya Email: [email protected] Syndie Laichin JabatanBahasa Institut Pendidikan Guru Kampus Gaya, Kota Kinabalu ABSTRACT Technology has become an integral component of the educational field, offering diverse and versatile applications. Within the realm of languageeducation, these technologies have ushered in transformative opportunities, reshaping pedagogical approaches for both educators and learners. This action researchendeavours to assess the efficacyof holographic technology in enhancing the vocabulary acquisition of Year 3 pupils. A mixed-method approach was employed to gather data, with participants selected through convenience sampling. Findings reveal a notable positive impact of hologram technology on vocabulary learning among the participants. Additionally, this study furnishes recommendations for the integration of hologram technology in vocabulary instruction. Keywords: English languageteaching, hologram, vocabulary learning THE USE OF GIFS IN PLICKERS TO ENHANCE VOCABULARY AMONG YEAR 5 PRIMARY RONA JEKELIH TEACHING ENGLISH AS A SECOND LANGUAGE INSTITUT PENDIDIKAN GURU KAMPUS GAYA KOTA KINABALU EMAIL: [email protected] SYNDIE LAICHIN LANGUAGE DEPARTMENT, INSTITUT PENDIDIKAN GURU KAMPUS GAYA ABSTRACT The study is an action research on the use of GIFs in Plickers to enhance vocabulary among year 5 primary pupils. Vocabulary is one of the most important aspects when communicating to people no matter what language speaker you are. One of the challenges that some of the students face right nowaday is the lack of vocabulary in the English language.The aim of this research is to investigate whether the integration of GIFs in Plickers improves vocabulary skills among students and to explore students’ opinions and experiences with the intervention. The study was conducted in a school located at Papar, Sabah. The focus of this research would be year 5 primary pupils by integrating GIFs in Plicekrs as an intervention to enhance their vocabulary skills. This action research was conducted based on the Kemmis and Mctaggart (1988) model which is the Spiral Action Research Model. There were two cycles carried out and the three different instruments that were used are pupils’ work, interview and observation checklist. The theory that is involved in this research is Lev Vygotsky’s sociocultural theory. The findings indicate the improvement of pupils in four categories, and how GIFs helped them to improve their understanding, how peer interaction and collaboration leads to the improvement of their vocabulary. Not only that, the findings also discussed the positive perception of the students towards the integration as well as how the visual aids overcome their initial challenges learning vocabulary. Key words : GIFs, PCs, Vygotsky theory, vocabulary, improvement 253
SEMINAR PENYELIDIKAN PENDIDIKAN SEMINAR PENYELIDIKAN PENDIDIKAN KEMENTERIAN PENDIDIKAN MALAYSIA INSTITUT PENDIDIKAN GURU KAMPUS GAYA THE USE OF PICTOTALE FOR STORYTELLING IN PROMOTING SPEAKING SKILLS AMONG PRIMARY 6 PUPILS SAILA NAZUHA BINTI SAHILIN PISMP TESL Institut Pendidikan Guru Kampus Gaya NGUI GEOK KIM (Ph.D.) Jabatan Penyelidikan dan Inovasi, IPG Kampus Gaya ABSTRACT One of the most crucial skills to develop when learning the English languageis speaking. In Malaysia, English language was taught for at least eleven years since primary school to secondary school.However, speaking skills is often neglected in school as it is not assessed in examinations or tests especially during KBSR. As a result, necessary oral skills among Malaysian pupils have been appalling due to the lack of practice and use, which leads to the deterioration of English language proficiency. Nevertheless, psychological factors such as anxiety, fear of mistakes and shyness can contribute to pupils’ reluctance in using the language. Thus, this action research aims to investigate the impacts of Pictotale for storytelling in promoting speaking skills among primary 6 pupils. Pictotale is an innovation which helps pupils to create a story based on pictures of good character, bad character, setting and props. The participants in this research were 5 pupils in Year 6 of a national primary school located in Papar, Sabah. The two-cycle of Kemmis and McTaggart Spiral Action study model was used to carry this qualitative action research study. To collect the data in this study, the researcher used teacher’s reflective journal, interview and observation. Based on the findings, the use of Pictotale increasedpupils’ participation in speaking activity. It can also works as a guide for pupils to conduct a storytelling. This study offered a comprehensive explanations on how Pictotale was able to promote speaking skills among primary 6 pupils. Key words: Speakingskill, storytelling, story template THE USE OF EDPUZZLE FOR LEARNING SIMPLE PAST TENSE IN THE PRIMARY ESL CLASSROOM Siti Nur Atiqah binti Arizal Khan PISMP TESL Institut Pendidikan Guru Kampus Gaya NGUI GEOK KIM (Ph.D.) Jabatan Penyelidikan dan Inovasi, IPG Kampus Gaya ABSTRACT 21st Century teaching and learning methodologies highlight the challenge of learners retaining information imparted by teachers in the classroom. Often, they swiftly forget even recent lessons. In response to the evaluation of the Dokumen Standard Kurikulum dan Pentaksiran (DSKP), there is a recognized need for refinement in teaching and learning approaches to enhance the learning process. Prior research has indicated that teachers find it challenging to extensively revisit grammatical tenses prior to each class session. As a result, this researcher has devised a method utilizing visual aids to facilitate the comprehension of tenses, particularly the simple past tense. The empirical data for this study were obtained from 19 Year-5 students enrolled in a national school in Papar, Sabah. These data were gathered through the lens of students’ interview, feedback from the teaching staff, document analysis and non-participatory observation. A combination of statistical and qualitative methodologies was employed to analyze the data over two cycles. The findings of this research demonstrate that the employment of the 'EdPuzzle' platform contributes to a more effective understanding of the simple past tense among students. The results indicate an improved ability to correctly respond to questions involving the simple past tense, along with an increased integration of this tense into their everyday conversations. For future exploration, it is recommended that the 'EdPuzzle' platform be adapted to encompass all tenses, rather than solely concentrating on the simple past tense. This adaptation is particularly significant for primary school learners, as mastery of all tenses is crucial prior to transitioning to secondary education. Key words: ‘EdPuzzle’, simple past tense, tenses, master all tenses 254
SEMINAR PENYELIDIKAN PENDIDIKAN SEMINAR PENYELIDIKAN PENDIDIKAN KEMENTERIAN PENDIDIKAN MALAYSIA INSTITUT PENDIDIKAN GURU KAMPUS GAYA THE USE OF MULTIMEDIA IN ENHANCING PUPIL’S READING COMPREHENSION SYUFI HAFEEZ BIN JUMADIL PISMP Bahasa Inggeris, IPG Kampus Gaya Email: [email protected] NGUI GEOK KIM (Ph.D.) Jabatan Penyelidikan dan Inovasi, IPG Kampus Gaya ABSTRACT In an era marked by rapid technological advancements and evolving educational paradigms, this action research endeavors to explore the efficacy of multimedia in improving pupils' reading comprehension skills. During this 14- week action research study in Kinarut, located in Papar, the primary focus was on Year 6 pupils, with the aim of investigating the effectiveness of multimedia in improving reading comprehension. Two intervention cycles were used, with the first cycle introducing interactive visuals in teaching and learning, and the second cycle incorporating more challenging worksheets. The integration of multimedia resources, such as interactive visuals and digital texts, led to significant improvements in reading comprehension. This approach increased pupil engagement and deepened their understanding of complex texts through visual and interactive learning modes. Key words: Reading Comprehension, Multimedia Integration, Visual and Interactive Learning, Pupil Engagement and Motivation. ENHANCING MOTIVATION IN ENGLISH LANGUAGE SPEAKING SKILL THROUGH CALL AMONG PRIMARY PUPILS Umi Sumayyah binti Mohd Zaid PISMP Bahasa Inggeris, IPG Kampus Gaya Email: [email protected] Ngui Geok Kim (Ph.D.) Jabatan Penyelidikan dan Inovasi, IPG Kampus Gaya ABSTRACT This case study delves into the factors causing primary ESL pupils to lose their motivation to engage in English speaking within the classroom. Challenges such as language anxiety, limited vocabulary, and a lack of confidence in English communication impede progress, particularly among pupils from rural backgrounds with minimal exposure to the language Additionally, it explores the potential of Computer Assisted Language Learning (CALL) as a means to reignite their enthusiasm. CALL, rooted in technology and the vast resources available on the internet, serves as an innovative teaching aid. Teachers should tailor content, pacing, and instructional values to align with pupils' unique needs. Likewise, pupils must take an active role in customizing their learning experiences, encompassing content selection, learning pace, and the recognition of value, all aimed at bolstering self-motivation and enhancing overall learning outcomes. This qualitative research study focuses on Year 5 pupils enrolled in a National School located in Papar, Sabah, a rural area with distinctive linguistic challenges. Methodologies employed include in-depth interviews with teachers and pupils, observations, and assessments. The findings not only elucidate the root causes behind pupils' dwindling motivation for English speaking but also shed light on the efficacy of CALL as a tool for improving English speaking skills. Keywords: speaking skill, motivation, Computer Assisted Language Learning, English language 255
SEMINAR PENYELIDIKAN PENDIDIKAN SEMINAR PENYELIDIKAN PENDIDIKAN KEMENTERIAN PENDIDIKAN MALAYSIA INSTITUT PENDIDIKAN GURU KAMPUS GAYA THE USE OF NEARPOD TO ENHANCE YEAR 5 PUPILS’ COMPOUND SENTENCES WITH BASIC CONJUNCTIONS Wella Wong Vui Na PISMP Bahasa Inggeris, IPG Kampus Gaya Email: [email protected] Ngui Geok Kim (Ph.D.) Jabatan Penyelidikan dan Inovasi, IPG Kampus Gaya ABSTRACT The ability to construct compound sentences is crucial to mastering the English language, an emphasis in the Malaysian education system. This study investigates the effectiveness of Nearpod, an interactive online learning tool, in enhancing students' understanding and use of basic coordinating conjunctions for constructing compound sentences. Ten Year 5 pupils from a national primary school in Papar, Sabah, participated in this two-cycle action research, following the Kemmis and McTaggart Spiral Action Research model. Data were collected through teacher's reflective journals, interviews, and pupils' work. The findings reveal that Nearpod significantly improved pupils' proficiency in effectively using basic coordinating conjunctions to construct compound sentences in their writing tasks. This research underlines Nearpod's potential as a teaching tool for enhancing students' skills in constructing compound sentences in the context of English language learning. Keywords: Compound sentence, basic coordinating conjunctions, writing skill, Nearpod, English as a second language 256
SEMINAR PENYELIDIKAN PENDIDIKAN SEMINAR PENYELIDIKAN PENDIDIKAN KEMENTERIAN PENDIDIKAN MALAYSIA INSTITUT PENDIDIKAN GURU KAMPUS GAYA OPSYEN TESL (SJKC) 257
SEMINAR PENYELIDIKAN PENDIDIKAN SEMINAR PENYELIDIKAN PENDIDIKAN KEMENTERIAN PENDIDIKAN MALAYSIA INSTITUT PENDIDIKAN GURU KAMPUS GAYA EXPLORING ‘CPRS’ TO ENHANCE READING COMPREHENSION AMONG PRIMARY YEAR 4 PUPILS ANGELINE ONG HUA PISMP Teaching English As Second Language (TESL) June 2020 Intake [email protected] ALVIN AUH MIN HAN (Ph.D) Jabatan Bahasa, IPG Kampus Gaya ABSTRACT This case study aims to investigate the effects of Collaborative Padlet Reading Strategy (CPRS) on the reading comprehension of Primary Year 4 pupils and pupils’ response towards the use of Collaborative Padlet Reading Strategy (CPRS) in reading comprehension activities. It is reported that teachers spend very little time teaching comprehension strategies. Instead, they focus on asking literal questions, assigning workbook pages, and giving directions. Hence, CPRS is a reading strategy that employs four strategies namely Preview, Click and Clunk, Get the Gist and Wrap Up on the Padlet online platform. The CPRS was implemented on 12 Year 4 pupils of a Malaysian primary school. The required data were collected through the use of pre-test and post-test, observation checklist, questionnaire and interview. The quantitative data from the paired t-test of reading comprehension pretest and post-test questionnaire indicated that CPRS had a significant positive impact on the students' reading comprehension abilities. The structured framework and collaborative nature of CPRS results in optimized learning processes and fostered student engagement and interactions. Moreover, CPRS exhibits improved motivation and engagement, active participation and positive response to the technological integration of CPRS. This research underscores the potential of CPRS as an effective tool that enhances learning outcomes but also promotes a collaborative learning environment, fostering peer-driven comprehension. To further enhance the understanding of collaborative reading strategies, future research could delve into comparative studies across different age groups and explore variations in effectiveness based on initial reading proficiency. Keywords: Collaborative Strategic Reading, Padlet, Reading Comprehension, Collaborative Learning, Case study MINTS Method through the “Pyramid” Strategy”: A Learning Strategy In Teaching Capitalization Rules In Writing ANGELYNN LIAU CERN CERN PISMP TESL SJKC June 2020 Intake IPG Kampus Gaya, Kota Kinabalu [email protected] MADAM JULIANA BT JOHARI Jabatan Bahasa, IPG Kampus Gaya ABSTRACT Proper capitalization is a key component of effective written communication, yet it can be challenging due to its nuanced and context-dependent nature. The implementation of MINTS Method through the “Pyramid” Strategy is aimed to improve the student’s knowledge in utilizing the correct capitalization rules. This action research aims to examine how the MINTS method affects the students’ ability in utilizing capitalization rules in a sentence and the strength and weaknesses in using the MINTS Method to enhance the student’s sentence writing. The sample derived from 8 mixed-ability students. Data collected from observation checklist, interview, reflections, lesson plan, student’s work, and photographs. This action research is based on the Kemmis and McTaggart’s 2-cycled model that includes 4 steps: Plan, Action, Observe, Reflect. The initial survey reveals that capitalization errors commonly be found in students on. This initial survey reveals that lack of preparation in the lesson planning, ineffective teaching method, and poor clarity of instructions were the causes of the problems. In Cycle 1, the students were exposed to the MINTS Method using the roundtable strategy. Here, students were able to utilize the capitalization rules but not stressed enough on personalized learning experience. Thus, Cycle 2 that involves the “Pyramid” Strategy allows the students to be more indulged in using the method. The findings show that significant improvement in students’ performance produces good results, but need careful guidance in teaching the method. For future suggestions, it is advised that detailed guidance, improvised the “Pyramid” Strategy, and more reading materials should be imparted throughout the process. Keywords: capitalization rules, ESL learners, writing, errors, learning method 258
SEMINAR PENYELIDIKAN PENDIDIKAN SEMINAR PENYELIDIKAN PENDIDIKAN KEMENTERIAN PENDIDIKAN MALAYSIA INSTITUT PENDIDIKAN GURU KAMPUS GAYA THE USE OF QUIZLET TO ENHANCE THE LEARNING OF VOCABULARY AMONG PRIMARY ESL LEARNERS BRENDA LAI YEN YEN PISMP, Pengajian Bahasa Inggeris Sebagai Bahasa Kedua, IPG Kampus Gaya, Email: [email protected] ALVIN AUH MIN HAN (Ph.D) Jabatan Bahasa, IPG Kampus Gaya ABSTRACT This case study explores the use of Quizlet to enhance the learning of vocabulary among primary ESL learners. In the process of acquiring a second language, vocabulary stands out as a key component as it serves as the basis of language skills. Primary ESL students often face challenges due to limited vocabulary, impacting their communication and academic understanding, thereby hindering their overall language proficiency growth. It is essential to explore diverse teaching methods, including the use of various learning platforms and technology, to enhance vocabulary acquisition. This study focuses on teacher trainees' perspectives regarding Quizlet's potential in enhancing vocabulary acquisition, their perceptions of Quizlet's alignment with the Cognitive Load Theory and SAMR Model, and the challenges faced during its implementation. Data collection involved a mixed-methods approach, including interviews and surveys. The findings indicate that teacher trainees have a positive view of Quizlet as an educational tool for vocabulary learning. The study also highlights the connections between Quizlet and cognitive load theory and the SAMR model, emphasising its potential to reduce cognitive load and enhance the learning experience. However, the research identified challenges related to internet connectivity, student demotivation, and the autonomy of students in selecting appropriate materials. Keywords: English as Second Language (ESL), Quizlet, Cognitive Load Theory, SAMR Model The Use of The Train Structure In Constructing Simple Sentence Among Primary ESL Learners IVY SIEW SIEW UNG PISMP, Teaching English As A Second Language (TESL), IPG Kampus Gaya, Email: [email protected] DR. ALVIN AUH MIN HAN Jabatan Bahasa, IPG Kampus Gaya ABSTRACT This study examines the use of The Train Structure in constructing simple sentences among primary ESL learners as the issue of deteriorating writing capabilities of students had been identified from the past teaching experiences due to a paucity of ideas for composition, diminished enthusiasm for writing and the impact of the students' mother tongue. In an attempt to better resolve this conundrum, a case study was carried out to investigate if the intervention introduced can assist students’ to write longer simple sentence, construct simple sentence in correct order, together with both teachers and students’ perceptions towards the suggested instructional pedagogy. The main data elicitation tools were questionnaires, students’ work and interviews. The collected data was interpreted through descriptive statistics and thematic analysis in the frequency and percentage distributions, average score and theme coding. The data was represented in the form of a graph, pie chart and table. The overall findings had revealed a pragmatic enhancement in writing skills of students and indicated favourable response from teachers and students to embrace this teaching instrument in writing. However, the primary impediments to the successful implementation of The Train Structure were the deficiencies in both grammar and vocabulary among students. Keywords: The Train Structure, writing, simple sentence, longer, correct word order, perceptions 259
SEMINAR PENYELIDIKAN PENDIDIKAN SEMINAR PENYELIDIKAN PENDIDIKAN KEMENTERIAN PENDIDIKAN MALAYSIA INSTITUT PENDIDIKAN GURU KAMPUS GAYA INTERACTIVE READING THROUGH LOCAL STORIES TO IMPROVE READING COMPREHENSION AMONG RURAL PRIMARY SCHOOL ESL LEARNERS JESSICA NEO AK THOMAH PISMP TESL SJKC June 2020 Intake Institute of Teacher Education Gaya Campus, Kota Kinabalu Email: [email protected] ALVIN AUH MIN HAN (Ph.D) Jabatan Bahasa, IPG Kampus Gaya ABSTRACT This action research study delves into the challenges faced by ESL (English as a Second Language) learners in rural primary schools in Malaysia, particularly concerning reading comprehension. Reading comprehension involves understanding and interpreting written text which is a crucial skill in language. Standardised textbooks, despite their diversity, often do not align with the specific needs and cultural backgrounds of pupils which affects reading engagement that signifies pupils’ motivation to read and actively participate in reading tasks with the goal of enhancing their comprehension of textual content. To address this issue, this research introduces the approach of interactive reading through local stories that resonate with pupils' daily experiences and cultural identity. The data for this study were obtained from 7 Year 4 pupils enrolled in a low-enrolment rural primary school in Papar, Sabah. These data were gathered through the lens of pupils’ and current English teacher’s interview, pupils’ work and observation checklist. A combination of quantitative and qualitative methodologies was employed to analyse the data over two cycles. The findings of this research demonstrate the utilisation of interactive reading through local stories contributes to a better reading comprehension. The results indicate improvements in terms of the ability in responding to reading comprehension questions and pupils’ attitude during reading sessions. For future exploration, it is recommended that interactive reading can be adapted to encompass various reading materials, rather than solely concentrating on textbooks. This adaptation is particularly significant for primary school learners, as reading plays a critical role in their English language learning. Keywords: reading comprehension, rural, standardised textbook, interactive reading, local stories EXPLORING THE EFFICACY OF WORD SEARCH PUZZLES AS A TOOL FOR ENHANCING VOCABULARY ACQUISITION ONG TZE CHUN PISMP Teaching English as Second Language, IPG Campus Gaya Email: [email protected] ALVIN AUH MIN HAN (Ph.D) Jabatan Bahasa, IPG Kampus Gaya ABSTRACT This study explores the effectiveness of using word search puzzles as a tool to enhance vocabulary acquisition in an era of evolving educational methods. While approaches aim to improve vocabulary, this research investigates the potential role of word search puzzles. Participants of varying language proficiency engaged with customized puzzles targeting vocabulary relevant to their studies or learning goals. The research used various methods, including pre-and post-assessments, surveys, and interviews, to assess the impact of word search puzzles on vocabulary growth. The findings suggest that word search puzzles hold promise in enhancing vocabulary. Participants demonstrated improved retention, recall, spelling, and comprehension skills. They reported high levels of engagement and enjoyment, making word search puzzles a valuable tool for vocabulary learning. This study emphasizes the potential of word search puzzles to boost interest and motivation among learners, creating a positive learning experience. This research encourages educators to consider incorporating word search puzzles into their vocabulary instruction, providing an engaging and interactive approach to language learning. Further studies are needed to understand the cognitive processes behind this enhanced vocabulary acquisition, but this study lays the groundwork for exploring this promising educational tool. Keywords: Word Search Puzzles, enhance, vocabulary, language acquisition 260
SEMINAR PENYELIDIKAN PENDIDIKAN SEMINAR PENYELIDIKAN PENDIDIKAN KEMENTERIAN PENDIDIKAN MALAYSIA INSTITUT PENDIDIKAN GURU KAMPUS GAYA EXPLORING TEACHER TRAINEES’ STANCES ON TECHNOLOGY INTEGRATION FOR TEACHING WRITING IN PRIMARY ESL CLASSROOM SARAH SHARMILA BINTI JAFREE PISMP, Pengajian Bahasa Inggeris Sebagai Bahasa Kedua, IPG Kampus Gaya, Email: [email protected] ONG WEI ANN @ HAROLD (Ph.D) Jabatan Bahasa, IPG Kampus Gaya ABSTRACT This study explores the stances of English as a Second Language (ESL) teacher trainees from a teacher training college in Kota Kinabalu on technology integration for teaching writing within a primary ESL classroom. The incorporation of technology is ubiquitous in the 21st Century. Therefore, it is important for 21st century teachers to equip themselves with technological skills to prepare the future generation. Teachers must navigate autonomously since there is no standardised modus operandi except for popular models such as Substitution, Augmentation, Modification and Redefinition (SAMR) model on the level of technology integration in the classroom. Hence, this paper investigates ESL teacher trainees' perception of technology integration in teaching writing, to ascertain teacher trainees’ familiarity with the SAMR model and explore possible challenges faced when implementing technology in a primary ESL classroom. Surveys and interviews are employed to collect data from ESL teacher trainees. Results show that ESL teacher trainees believe that technology is a necessity in the current age and it is a great tool to engage students in Teaching & Learning sessions. Next, while the majority of the ESL teacher trainees are unfamiliar and have limited exposure with the SAMR model, they are confident in using technology in the classroom. Lastly, this research also finds that adequacy of facilities, Internet access and policy on technology integration in education contribute to challenges that teachers face during the implementation of technology. While teacher trainees have a positive attitude towards technology, they believe that the SAMR model should be taught during the foundational years of the teacher training curriculum. Keywords: technology, SAMR model, teacher trainees, implementation of technology USING SPINNING WHEEL TO TEACH SIMPLE SENTENCES IN A MALAYSIAN-CONTEXT CLASSROOM SIE CHUNG KIAK PISMP, Pengajian Bahasa Inggeris Sebagai Bahasa Kedua, IPG Kampus Gaya, Email: [email protected] ONG WEI ANN @ HAROLD (Ph.D) Jabatan Bahasa, IPG Kampus Gaya ABSTRACT This study explores the effectiveness of using word search puzzles as a tool to enhance vocabulary acquisition in an era of evolving educational methods. While approaches aim to improve vocabulary, this research investigates the potential role of word search puzzles. Participants of varying language proficiency engaged with customized puzzles targeting vocabulary relevant to their studies or learning goals. The research used various methods, including pre-and post-assessments, surveys, and interviews, to assess the impact of word search puzzles on vocabulary growth. The findings suggest that word search puzzles hold promise in enhancing vocabulary. Participants demonstrated improved retention, recall, spelling, and comprehension skills. They reported high levels of engagement and enjoyment, making word search puzzles a valuable tool for vocabulary learning. This study emphasizes the potential of word search puzzles to boost interest and motivation among learners, creating a positive learning experience. This research encourages educators to consider incorporating word search puzzles into their vocabulary instruction, providing an engaging and interactive approach to language learning. Further studies are needed to understand the cognitive processes behind this enhanced vocabulary acquisition, but this study lays the groundwork for exploring this promising educational tool. Keywords: Word Search Puzzles, enhance, vocabulary, language acquisition 261
SEMINAR PENYELIDIKAN PENDIDIKAN SEMINAR PENYELIDIKAN PENDIDIKAN KEMENTERIAN PENDIDIKAN MALAYSIA INSTITUT PENDIDIKAN GURU KAMPUS GAYA The Use Of Powtoon In Enhancing Descriptive Writing Among Year 5 Pupils TIONG CHING PISMP Bahasa Inggeris, IPG Kampus Gaya Email: [email protected] ONG WEI ANN @ HAROLD (Ph.D.) Jabatan Bahasa, IPG Kampus Gaya ABSTRACT The purpose of this study was to investigate the effectiveness of Powtoon in enhancing descriptive writing among Year 5 pupils who learn English as a second language. A Powtoon animation video was created as an English teaching and learning medium for Year 5 pupils in a primary ESL classroom, specifically to teach more engaging descriptive writing. The teacher and Year 5 pupils of SJK(C) Lok Yuk Likas were the focus of this study. For data collection, the researcher conducted interviews, a survey questionnaire, and an analysis of pupils' work. This study utilized a qualitative research method. The results of the Wilcoxon signed-rank test show a significant difference between the pre-test scores and post-test scores of the participants. As a result, this study has found that the use of Powtoon animated videos can improve pupils' descriptive writing through enhanced idea generation, text organization, vocabulary, and motivation, gaining positive responses from both the pupils and the teacher. The implication of the study shows that Powtoon can be applied by primary school English second language teachers to improve Year 5 pupils' ability in composing descriptive text. Keywords: Descriptive Text, PowToon, Teaching and Learning Media. The Impact Of Google Translate Intervention (GTI) On Upper Primary ESL Pupils' English Essay Writing WISTARIA THAM PISMP, Pengajian Bahasa Inggeris Sebagai Bahasa Kedua, IPG Kampus Gaya, Email: [email protected] ONG WEI ANN @ HAROLD (Ph.D) Jabatan Bahasa, IPG Kampus Gaya ABSTRACT This study explores the impacts of Google Translate Intervention (GTI) on upper primary ESL pupils’ English essay writing. Pupils were given an hour and a topic to self-write an essay in English (Step 1), then pupils were given another topic and an hour to write while using GT (Step 2), and finally the result of their self-written (SW) writing from step one and GT version writing from step two were compared. Both English drafts were analysed using a type of computational assessments to compare and evaluate the content production and vocabulary quality of the pupils’ writings. Results showed that when using GT students wrote significantly more words. They wrote longer sentences with more words and the vocabulary profile of their writing improved. We believe that GT can be a useful tool for ESL pupils provided they are able to critically assess and correct the output. Keywords: English as Second Language (ESL); Google Translate; writing; computerised writing assessment 262
SEMINAR PENYELIDIKAN PENDIDIKAN SEMINAR PENYELIDIKAN PENDIDIKAN KEMENTERIAN PENDIDIKAN MALAYSIA INSTITUT PENDIDIKAN GURU KAMPUS GAYA AHLI JAWATANKUASA PELAKSANA (PENSYARAH) BUKU PROGRAM SEMINAR (ABSTRAK DAN JADUAL PEMBENTANGAN) DR. SHUKIMAN SUKARDI PN. MAILI LAMSIN PN. HAMIDAH USMAN DR. ROZITA BUYOH DR. ALVIN AUH MIN HAN PENDAFTARAN PESERTA DR. RAHMAH ABDUL GHANI BUKU ATURCARA & POSTER/GEGANTUNG/IKLAN PN. CAROLE ANNE JUSTIN TEKS UCAPAN EN. OTHMAN ABD AZIZ PROTOKOL EN. AG. AHMAD AG. SIRING SURAT/JEMPUTAN DR. RAHMAH ABDUL GHANI PENGACARA MAJLIS DR. HAFIFI HAFIDZ HORACE BACAAN DOA EN. MOHD ASRI BIN DAUD 263
SEMINAR PENYELIDIKAN PENDIDIKAN SEMINAR PENYELIDIKAN PENDIDIKAN KEMENTERIAN PENDIDIKAN MALAYSIA INSTITUT PENDIDIKAN GURU KAMPUS GAYA AHLI JAWATANKUASA PELAKSANA (PENSYARAH) SIJIL EN. NADARAJAN A/L MARIMUTHU CIK SYNDIE LAICHIN EN. GLEN DENVER MENSULIUS PN. DAYANG BAHIYAH SUHAIBUN CENDERAHATI DR. NGUI GEOK KIM PELAPORAN RESOLUSI EN. MOHD ASRI BIN DAUD EN. NOR AMIN LAWISAU PN. DAYANG BAHIYAH SUHAIBUN DR. ONG WEI ANN@HAROLD PN. CONNIE C AH GANG@CHRISTINE TEKNIKAL & BILIK PEMBENTANGAN DR. HENRY GOH CIK. CHRISTYE MAJUDDIN DR. NORIN FARIZAH MOHD NIUN JAMUAN PN. HAJAH NOR ANNISA KADRI PN. JACQUELINE TEO FUEY PHEAN PERSIAPAN DEWAN DR. HENRY GOH EN. DZULKIFLI MOHD ASPAH BUKU PROSIDING DR. NGUI GEOK KIM CIK CHONG YIN SHEUN (JB)- KETUA PN. WONG LIND SAY PN. NUR AQEELA ALIA AHMAD (JPM) - KETUA PN. ARBIAH MADDAHIRI EN. NOR AMIN LAWISAU (SEJ) - KETUA PN. MAILI LAMSIN PN. HAMIDAH USMAN (PAI) - KETUA PN. DAYANG BAHIYAH SUHAIBUN 264
SEMINAR PENYELIDIKAN PENDIDIKAN SEMINAR PENYELIDIKAN PENDIDIKAN KEMENTERIAN PENDIDIKAN MALAYSIA INSTITUT PENDIDIKAN GURU KAMPUS GAYA AHLI JAWATANKUASA PELAKSANA (PELAJAR) PENASIHAT DR. SHUKIMAN BIN SUKARDI PENGERUSI DEXTER JOHN VICTOR TIMBALAN PENGERUSI RENZIELY THRESHEY JEFFERY BUKU PROGRAM SEMINAR (ABSTRAK DAN JADUAL PEMBENTANGAN) FLAVIA ANGEL MALANJUN (K) NUR SHAFIQA AQILA BINTI MAT SANI PENDAFTARAN PESERTA LEONARACHEL ANAK PETRUS (K) TIONG CHING SITI SAFIAH BINTI MOHAMED IZHAM BUKU ATURCARA & POSTER/GEGANTUNG/IKLAN SHEKINAH LEONG LEE HUA (K) NUR HAFIZAH BINTI JULAIMI NUR AMIRAH FARHANAH BINTI LAPIRIN TEKS UCAPAN FRESCILLA ANDREA FELIX PROTOKOL NORMI BINTI ASMIN (K) SITI SALINA BINTI AB HAJIS SURAT/JEMPUTAN NURAISYAH BINTI IBRAHIM (K) ONG TZE CHUN 265
SEMINAR PENYELIDIKAN PENDIDIKAN SEMINAR PENYELIDIKAN PENDIDIKAN KEMENTERIAN PENDIDIKAN MALAYSIA INSTITUT PENDIDIKAN GURU KAMPUS GAYA AHLI JAWATANKUASA PELAKSANA (PELAJAR) PENGACARA MAJLIS FATIN NUR HIJJAZMIN BINTI HAZMI BACAAN DOA MUHAMMAD SUFFI BIN EKIN SIJIL DAN CENDERAHATI MOHD ADLI HAIKAL BIN MOHD FAUZI (K) LIM WEI JIE PELAPORAN RESOLUSI EZZA WAZNAH SUTACNO (K) DAYANG NURUL JANNAH DATU KAMARUDDIN TEKNIKAL DAN BILIK PEMBENTANGAN SELARI MUHAMMAD IZHAR BIN HERMAN (K) NOR SHAHIRAH BINTI ABDUL LAM AIMAN HARRIZ BIN ABDUL LATIFF JAMUAN MUHAMAD NAZIM BIN ABD RAHMAN (K) NUR SAKINAH MAWADDAH BINTI MOHD DANIAL PERSIAPAN DEWAN CYRIL JAITON@JAMES (K) LEE JIA EN AHMAD HASBULLAH ZAKI BIN ARIFFIN BUKU PROSIDING NUR NADHIRAH BINTI MOHAMMAD WEDDAN (K) IRA RICHEL BENEDICT 266
SEMINAR PENYELIDIKAN PENDIDIKAN SEMINAR PENYELIDIKAN PENDIDIKAN KEMENTERIAN PENDIDIKAN MALAYSIA INSTITUT PENDIDIKAN GURU KAMPUS GAYA CATATAN 267
SEMINAR PENYELIDIKAN PENDIDIKAN SEMINAR PENYELIDIKAN PENDIDIKAN KEMENTERIAN PENDIDIKAN MALAYSIA INSTITUT PENDIDIKAN GURU KAMPUS GAYA