3 writing with correct SVA. This was ensured by looking at the results shown by the respondents at the end of the intervention. At the initial stage, the problem was identified and the appropriate intervention was chosen. Next, the right instrument is determined to measure the effectiveness of the intervention. Interventions were carried out in the action stage. Data and results were collected, and finally, observations were made at the observation stage. The researchers analyse the results of the study to determine whether the intervention has successfully brought about change or not. The researchers collect data through observation, interviews, and pre- and post-tests to ensure data triangulation occurs. Finally, the researchers reflect on the effects of the intervention for further planning. A total of 13 pupils, ranging in proficiency from low to average in the English language, were selected to participate in the study. They were chosen from Year Two class, from SJK (T) Tapah. There were two (15%) male respondents and eleven (85%) female respondents. Diagram 1: The Kemmis and McTaggart Action Research Model (1998) 148
4 Stage Procedure Plan At this stage, the researchers made a plan by first identifying the main problem faced by the pupils and looked for a variety of sources to find out the most suitable technique to deal with the problem. Then, the researchers prepared the lesson plan and teaching aids, which were C-M-K, to be used during the implementation of the intervention. Act At this stage, the researcher started to implement the intervention during the lessons for one month. A pre-writing test was carried out before the implementation, and a post-writing test was carried out after going through the implementation with the colour magic slide during the lessons. Observe The researchers observed the pupils’ writing through their work. The researchers also interviewed a few students at the end of the lesson to get their feedback and experience during the implementation of the intervention in the lessons. Reflect The researchers analysed and interpreted the pre- and post-writing tests to identify whether there was any improvement in the pupils’ writing after going through the implementation. The researchers reflected on the effectiveness of the C-M-K. Table 1: The Steps In Implementing Action 4.0 PLANNING In this study, researchers were able to identify the main problem among students based on the research design given in the literature. The colour magic slide and colour-framed picture (Figure 1) were used as teaching tools to help pupils remember the pattern "Subject + Verb + Agreement (SVA) to construct simple sentences. The colour of educational materials is one of the elements of the learning environment that has an impact on learning outcomes (Luis et al.,2019). Besides that, using colour for memory stimulation could increase the capacity of coding, storage, and recognition of environmental stimuli, whereas colours and respective manipulations may influence human memory performance (Zavaruieve et al., 2022). The colour-framed picture was designed as a complement to the C-M-K. The colour-framed picture acts as a reference for constructing simple sentences (SVA). Researchers strongly believed that implementing this strategy would help students write simple sentences. Ultimately, proper planning and implementation are the keys to the success of this action research. Researchers had implemented their research 4 phases based on the action research model, which is plan, act, observe, and reflect. This is further supported by Meyers & VanGronigen (2019), who 149
5 were of the opinion that the quality of a plan’s implementation is related to the quality of the plan and planning process. Figure 1: Colour Coded Stripes and Colour- framed pictures 5.0 INTERVENTION AND OBSERVATION First, researchers taught constructing sentences using the SVA method (Figure 2) before the execution of actions. The subject-verb agreement errors with singular and plural subjects were emphasised throughout the lesson. According to Alahmadi's (2019) statement, students tend to make more errors in subject-verb agreement with singular and plural subjects in their writing. That was why teaching aids such as the col were prepared to overcome the student’s grammatical error. Besides that, a colour-framed picture was created as a reference for constructing simple sentences (SVA). Images are the simplest and most effective way to make sure that the information gets stored in long-term memory. As per Dr.Burmark (2020), our short-term memory processes words and can only retain about seven bits of information. Whereas images are directly processed by our long-term memory. Therefore, colour-framed pictures were used throughout the research to help students construct simple sentences without any subject-verb agreement (SVA) errors. While carrying out this research, students were divided into four groups to maximise the use of the C-M-K. The post-exam was prepared for average and below-average students. Researchers started to implement the C-M-K during the lesson for 3 weeks. A pre-writing test was carried out before the implementation of the CM-K, and a post-writing test was carried out after the implementation of the C-M-K in the lessons. In groups, students were assigned to participate in the activity (Figure 3). Rules and regulations were explained so that students could understand the flow of the activity. 150
6 Cooperative learning is useful in addressing a lack of motivation for learning among students, and it is viewed as a positive approach for students to complete their academic work (Cecchini et al., 2021; Liu and Lipowski, 2021). Therefore, group tasks were given by the researchers to the students to enhance their participation and boost their confidence level while constructing the sentences. Each group was given a set of C-M-Ks and a worksheet to work on sentence building. First, students slide the C-M-K into 3 categories, such as subject, verb and agreement, based on the colour-framed picture. Then, students write down the sentences they built on the worksheet (Figure 4). Students in groups presented their work in front of the class. Figure 2 : Teaching process of SVA before the implementation Figure 3: Group activities using C-M-K 151
7 Figure 4: Students built sentences based on C-M-K At last, researchers observed the students’ writing through their worksheets. Researchers also asked students for feedbacks during the interview. Besides that, students’ behaviour during the implementation of the C-M-K in the lesson was observed. In addition, a post-test was provided after the implementation of the C-M-K to determine whether the sentence pattern was acknowledged among the students. Researchers analysed and interpreted the pre-test and post-test to identify whether there was any improvement in the students writing after going through the implementation of the C-M-K in the lessons. Researchers reflected on the effectiveness of the C-M-K during this phase. 6.0 CONCLUSION AND EFFECT According to Goh (2012), data triangulation can be defined as a type of practise that involves various types of data resources that help to prove the validity and credibility of the research findings. The researchers used pre-writing tests and post-writing tests, pupils’ work, as well as interviews, in data triangulation. The pre-writing test and post-writing test were the same, and they consisted of eight items in which pictures and guiding words were given to the pupils to write correct sentences. Two worksheets were designed, and the items were written in a range from easy to difficult. The interview was carried out with selected participants to get their feedback and experience throughout this intervention. The data collected using tests and pupils’ work were analysed quantitatively, while the students’ interviews were analysed qualitatively. Their results are discussed below: 152
8 31 85 0 10 20 30 40 50 60 70 80 90 Mean Score % The comparison of mean scores revealed that the post-writing test (85%) was higher than the first test (31%). The bar graph below shows the results of the mean scores for the two tests. Diagram 2: Mean scores of pre test and post test Diagram 2 indicates an increase of 54% between the two tests. Based on the analysis, it can be concluded that all the participants had improved in writing sentences with correct SVA. The statistical results strongly indicated that the participants had experienced a positive improvement before and after the implementation of the C-M-K. Rating of pupils’ work can be defined as the rating or evaluations being made on the pupils’ work, such as worksheets, during the teaching and learning process in the classroom to show strong evidence for improvement regarding the targeted feature (Goh, 2012). Two worksheets were provided for the pupils to do after the implementation of the C-M-K at the end of the lesson. The levels of the questions in the worksheets ranged from easy to difficult. For example, for the easy level, the pupils were required to circle the correct verbs in the sentences. For average pupils, they were required to write a few simple sentences with the correct SVA based on the pictures given. The data collected from the pupils’ work was first analysed quantitatively. Marks were given to the pupils’ work as the ratings or evaluations were a quantitative way of analysing it. For example, 100% was given to the participants’ performance on the worksheets without mistakes. The marks were analysed based on the use of SVA in writing the simple sentences. Table 2 shows the percentage results of students. Score Classification: Pre Test e test Post test 153
9 Level of Ability Frequency of Pupils Percentage Excellent (8/8) 5 38.46% Good (6/8) 6 46.16% Poor (2/8) 2 15.38% Total 13 100% Table 2: The Percentage Result of Students’ Score Classification The table above shows that the majority of students` ability to use subject-verb agreement in building simple sentences fell into the good category (46%), followed by the excellent category, which has an average percentage (38%). The poor category is the next one, with 2 (15%) students in this place. Last but not least, the researchers analysed the students’ interviews and sorted the information into different themes. To further explain, the researcher highlighted the phrases and sentences that showed importance to analyse in accordance with four themes, which were pupils’ reactions and emotions, the effectiveness of the lesson, and how the intervention had improved the use of SVA in sentence construction. The data were further tabulated according to the themes identified. The pupils enjoyed the lesson, as portrayed by the smiles on their faces while making sentences with C-M-K. The pupils were also excited to follow the lesson, indicating that they loved the technique of making sentences using C-M-K. Other than that, the implemented action was successful in motivating pupils to learn, as they were very keen to write whenever we gave them a writing activity using colourful slides. From the interview, the researchers were able to identify the effectiveness of C-M-K on students. To further explain, there were several words that the pupils were able to write correctly based on the subject, such as he, she, and it, where singular subject agrees with singular verb, and "they, we, Ali, and Ramu, where plural subject comes with plural verb, such as play, dance, and so on. Lastly, some pupils were able to write sentences at an individual level successfully. This was totally different from the group task, which some pupils could take advantage of. As can be inferred from the students’ interviews, pupils improved in SVA in sentence writing by picking up the correct verb for the subject, learning to use correct subjectverb agreement, and understanding parts of sentences that constituted a sentence. These aspects were essential to sentence construction and contributed to pupils’ improvement in sentence writing with correct SVA. The C-M-K had impacted pupils in terms of their ability to 154
10 remember the SVA rules and construct correct simple sentences. It was an enjoyable activity for the pupils, and it gave them confidence in writing. The pupils also agreed that the activity helped boost their level of confidence in writing. Based on the analysis, the use of the C-M-K was able to help the participants write the sentences with the correct SVA. In Adewusi's study (2021), a perfect sentence is described as a collection of words that do not have grammatical errors. From the analysis of the pre-writing test and post-writing test, we could see tremendous improvement in the mean scores between the pre-writing test and post-writing test. In the mean score of the pre-writing test, 31% increased to 85% in the post-writing test. The data from the pupils’ worksheets also showed the participants’ improvement in writing sentences with the correct SVA. This proved that the C-M-K worked effectively in helping the participants overcome their problems. Hence, after differentiating the subjects and verbs in the sentences, the participants were able to know when to put the correct form of verbs after the singular form or plural form of subjects in writing the sentences. According to Yemez and Dikilitaş (2022), a typical simple example of an incorrect sentence is when a sentence has no correct verb for the subject. The result of this research showed that the SVA abilities of the Year Two students using C-M-K were better than those of those who learned without using colour coordination. This finding indicates that a lesson using colour coordination for teaching SVA could improve students’ ability in sentence building. Colours can help the writer make the learning process more interesting. It can also motivate students more and help them create ideas and feelings because they know the correct SVA for the subject. Based on the analysis from the students’ interviews, the implementation of the C-M-K had increased the pupils’ attention and participation as well as promoted cooperative learning among them. In terms of getting pupils’ attention and participation, the kit was done with colourful and attractive cards during the implementation. According to Remer and Tzuriel (2015), colourful and tangible features were able to attract the attention of pupils easily. As a result, the pupils who had a short attention span and strong visual ability were able to pay more attention during the lesson, and thus they participated actively in the activities and listened attentively to the instructions. According to A. Shahmi (2013), the rules of SVA should be practised intensively by the learners by means of different activities such as group work, pair work, role-play, self-study, and practise. The C-M-K was able to engage the pupils in group activity during the lesson, which required each group of participants to cooperate with each other to write five simple sentences with the correct SVA. As a result, cooperative values were instilled among the participants in the lesson. Besides, the researchers also find that the 155
11 implementation of the colour coordination technique with the C-M-K got positive responses from students in their teaching-learning process of SVA. They like the technique because it makes them better at memorising and have some fun in learning; it does not make them stressed and bored during teaching and learning activities. Grammar is a crucial component that students have to master, and the researchers want to improve the teaching of subject-verb agreement through colour coordination with C-M-K to improve students’ SVA mastery. This is based on the problems that students faced in the field, which were that students had trouble using singular subject with singular verb and plural subject with plural verb, and in this case, teachers were required to create a learning process that was more attractive, and it had really been proved by the result of the research, which was that C-M-K can improve students’ SVA in making simple sentences. Finally, the researchers hope that this research will give a contribution to the readers in order to use the strategy that is appropriate in teaching SVA in a simple sentence and can be an additional reference for those who are interested in learning more about the strategy of teaching SVA and also in making further studies on similar topics. 156
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