INNOVATION REPORT HELPS TO IMPROVE SVA IN WRITING SENTENCES AMONG PUPILS 1.0 INTRODUCTION 1.1 DESCRIPTION ABOUT THE SCHOOL 1.1 SCHOOL BACKGROUND SJK(T) Barathi was established unofficially by the Persatuan India Sanmarka Sanggam in 1940. It started with only 12 students in a house. Mr. Louis served as the school supervisor. Later, a one-acre piece of land was purchased, and a school building with two classrooms was constructed. In 1946, the school received recognition from the government, and Mr. Louis was appointed as the first Principal. By 1960, the number of students had increased from 86 to 205. To accommodate the growing student population, three more classrooms were built. The foundation stone for the additional building was laid by the Minister of Labour, Tan Sri V. Manikavasagam. In 1983, with assistance from the Prime Minister's Department, United Plantation, and Persatuan India Sanmarka Sangam, two more classrooms were constructed. In 1989, the school was upgraded to Grade B status. In 1992, the number of students further increased to 576. With the cooperation of Sanmarka and the school's ParentTeacher Association, two more classrooms were built. In 1994, the school was upgraded to Grade A status. On December 21, 1995, a ceremony was held to sign an agreement with Changkat Jering Sdn. Bhd. Ipoh for the construction of a new three-story building. The signing was
witnessed by the Minister of Works, Dato' Seri S. Samy Vellu. On February 23, 1996, a foundation stone laying ceremony was held, also attended by the Minister of Works, Dato' Seri S. Samy Vellu. In 1997, a fundraising event was organized for the new building. On January 5, 1998, teaching and learning activities began in the new building. On May 24, 2001, the inauguration of the new building was conducted by the Minister of Works, Dato' Seri S. Samy Vellu. On July 8, 2019, Mr. Gopal a/l Govindaraju began his service as the new headmaster. Since then, various developments have taken place in the school. There were 218 pupils and 23 teachers in the school. In the year of 2020 until now, school has been nominated as champion for each innovation competitions. Other than that, pupils of this school have their best achievements in chess, badminton and English projects. They are well known for their good outcomes. Teachers involvements are really excellent in creating new innovation and projects among pupils. Figure 1 shows our school teachers and students.
Figure 2 shows our innovation booth in our school 1.2 OTHER ADDITIONAL INFORMATION To offer further insights into our school and its achievements, it is worth mentioning that SJK(T) Barathi has consistently strived for excellence in both academics and extracurricular activities. With a dedicated team of educators, state-of-the-art facilities, and a nurturing learning environment, our school has become a hub for holistic development. Our student’s outstanding performance in various competitions and examinations is a testament to their hard work and the unwavering support provided by our committed staff. Moreover, our school takes pride in fostering a strong sense of community and instilling essential values in our students, preparing them not just for academic success, but also for future challenges and opportunities. Notably, SJK(T) Barathi has been the proud recipient of numerous accolades, securing First place in various competitions, especially in the field of Innovation, where our innovative initiatives have been recognized at regional and district levels. Our school, SJK(T) Barathi, proudly participated in the innovation “Kemahiran melalui Reka Bentuk” competition and emerged as the first-place winner. This remarkable achievement is a testament to our dedication and efforts in promoting innovative thinking and design skills among our students. The recognition received in this competition highlights the effectiveness of our creative approach and strategies in nurturing a culture of innovation within our school community. Our success in this competition is attributed to the collective efforts of our dedicated teachers, staff and students. Throughout the
competition, our school implemented various innovative strategies to promote design thinking and engage students in meaningful projects. Our school also participated in the Big Book innovation for remedial students’ competition and won the first place. This outstanding achievement highlights our initiatives aimed at supporting the academic growth of students requiring remedial support by providing innovative learning opportunities. The pictures below depict the award received in recognition of our innovation. Figure 3 shows teachers and pupils’ achievements in innovation for remedial pupils. (Third Place)
Furthermore, Our school also participated in the highly competitive 3-Minute PdP Pitching Competition and emerged as the champion, securing the first-place position. The 3-Minute PdP Pitching Competition is a prestigious event that challenges teachers to showcase their innovative teaching methods by seamlessly incorporating their new ideas into a complete lesson plan. Participants are required to present their novel approach to education within a concise three-minute timeframe, exemplifying their ability to revolutionize the learning experience. Through their remarkable demonstration, our school teachers have not only won the competition but also brought honor and recognition to our esteemed institution. This achievement reflects their dedication to shaping young minds and continuously improving the teaching and learning experience. Figure 4 shows our school teacher holding the certificate after winning the 3- Minute PdP Pitching Competition (Champion) 2.0 INTRODUCTION ABOUT INNOVATION 2.1 AIM OF THE INNOVATION The focus of our innovation was therefore twofold which were to enhance pupils’ writing using SVA using LEGO Colour Coding and to use LEGO Colour Coding to improve teacher’s teaching practices. The pupils in Year 4 were not able to construct sentences using correct SVA even after the teacher explained the rules of subjectverb agreement. The pupils get confused easily and they kept repeating the same mistake again. There are several reasons why the pupils are unable to construct sentences by using correct rule of subject-verb agreement which are usage of direct
translation of their mother tongue, lack of practices and not knowing to apply the verb for singular and plural pronouns or nouns. Koh (2010) stated that a general pattern observed among pupils who are learning English as their second language is that they tend to omit the verb to be before adjectives and the qualifier ‘very’ is used instead and this occurs because the verb to be is absent in Malay, Mandarin and Tamil language. As stated by Siti Hamin Stapa & Mohd Mustafalzahar (2010), the pupils in Malaysia who use Malay, Mandarin and Tamil language as their first language face problems in subject-verb agreement primarily because there are no rules regarding subject-verb agreement in these languages. This is clarified by Parker (2014) as Tamil language uses the same verb for both singular and plural subjects. As a consequence, pupils translated Tamil into English while constructing sentences. As described by Krashen’s theory of Language Acquisition, the tendency of pupils using their first language into second language is high (Santha and Mohd. Dzaki., n.d.). The pupils constructed sentence such as ‘I very excited to play in playground’. At here, it is conspicuous that they completely ignore the verb and replace it with qualifier. Language can only be acquired by associating with environment in which the language is in incessant use. The contributing factors which lead to lack of practices are pupils use their mother tongue to communicate their needs and they are not being exposed to English setting except using it during English lesson. In Malaysia, even though during English lessons, a number of teachers tend to use Direct Translation Method to teach English as they feel it is easy for pupils to understand the lesson taught. Ergo, pupils do not get enough exposure to use English language skill in the classroom setting. In addition, pupils do not know how to use the correct verb for the singular and plural pronouns or nouns. This problem befalls when pupils are unable to differentiate singular and plural pronouns or nouns which leads them to choose the incorrect verb to be allied with. Another problem that pupils face is that they do not know how to write the correct order of a sentence by using subject-verb agreement. Thus, they write the verb to be in the middle or at the end of a sentence. According to Abdul Halim bin Ibrahim et al., (2010), if a systematic strategy is employed, “students will learn that grammar and writing are intricately related which builds sentence structure
understanding and promotes awareness, growth and improvement in writing and reading complex, meaningful works”. Furthermore, Brown (2011) stated that writing skill is an indispensable element of language. Effective writing skill helps the pupils to express their ideas and thoughts visibly and proficiently. Robust writing skill also upsurges the students’ chances to be successful in the future. Verbal expression is often unprompted, but written words allow pupils to ponder ideas and express their thoughts precisely. Likewise, writing skill also aids pupils to organize their opinions into well-defined and coherent justifications. Thus, it is pertinent to construct grammatically correct sentences to express the meaning of pupils’ views, opinions and ideas appositely. For that reason, I conducted this study to build a concrete foundation among Year 4 pupils to help them to form grammatically correct simple sentences. On the other hand, a lack of interest and motivation factors in language learning lead to the worsening of the progress made by the pupils in mastering the skill. According to Whiteman (2013), pupil’s interest is central in the development of writing skills. A main challenge in education is in sustaining the learner’s attention, while disseminating the information about the topic. Hence, I conducted an intervention named LEGO Colour Coding to disseminate the knowledge in an interesting and fun way. LEGO blocks have been used by educators across the curricula as they are extremely motivating and engaging and make learning effective (Buckley, 2015). There are some criteria considered in line to the selection of focus which were workability, significance and collaboration. The importance of this research was to improve pupils’ writing skill in construction of sentences using the correct subject-verb agreement. The Primary School Standard Document (Ministry Education of Malaysia, 2013) declared that “by the end of the 6-year primary schooling, pupils must be able to write using appropriate language, form and style for a range of purposes” which emphasizes on the mastery of constructing sentences so as to achieve the stipulated content standard. Therefore, the action which uses scaffolding technique would be vital for pupils to practice constructing sentences using subject-verb agreement. Apart from that, the writing problem that has been identified among these pupils was workable because their problem lies with grammatical errors they make while constructing sentences. This indicates that pupils require scaffolding and drilling activities which allow them to identify the subject-verb agreement order. Additionally, colour coding is practical as we can conduct the intervention during the writing lessons
without interrupting the flow of the lesson or unit which is being taught as the intervention is created in context. This construction of sentences using subject-verb agreement that they will be trying out and practicing was correlated to the unit that is being taught. 2.2 INNOVATION OBJECTIVES The objectives specified were based on our innovation investigation (Goh, 2012). The innovation aims to: i. To investigate the implementation of LEGO Colour Coding to improve SVA in writing sentences among Year 4 pupils. ii. To explore how the implementation of LEGO Colour Coding help in teaching SVA in writing sentences to Year 4 pupils. 2.3 INNOVATION IMPLEMENTATION PROCESS This chapter encompasses the details of the steps of action, data collection method, data analysis method and data triangulation. The steps of action were discussed on the implementation of LEGO Colour Coding in writing lesson. The data collection comprised of three methods which were pre-test and post-test, pupils’ work (worksheet) and written structured interview. Steps of Action The implementation of action was executed for three times. Pupils’ were given a pretest preceding the action on LEGO Colour Coding (LCC). Five pupils were chosen as participants based on the results of pre-test. The post-test was given after the third action on a different day. The action that had been chosen for this research was LEGO Colour Coding (LCC). The action was chosen because colour coding aids to make pupils’ structural mistakes noticeable and helps them with self-correction
across time (Peet, 2016). The steps of carrying out the teaching and learning process using LEGO Colour Coding are shown in the figure below. Throughout implementing each action, verbs and some vocabularies were explained to the pupils by using PowerPoint slides before modelling writing to the pupils. PowerPoint was selected as one of the teaching tools in order to cater visual and auditory pupils for my research. In addition, pupils are attracted easily to vibrant colors, pictures and animation of sound which engaged them during the teaching and learning process. Pupils obtained contextual clues when looking at the pictures. The pictures assist them to understand the verbs and vocabulary better and it acts as a comprehensible input for pupils. Figure 5 Actions of implementing LEGO Colour Coding (LCC) I introduced vocabulary with picture guidance. I explained the rule on complementing subject and verb for singular and plural forms. I introduced LEGO Colour Coding to the pupils. Pupils formed sentences for the pictures shown using the colour-coded blocks with words. Pupils completed the writing worksheet given after each action. I facilitated the pupils throughout the action and provide guidance.
In due course, we had taught the chosen pupils for our innovation on how to complement the subject and the verb. This is to ensure the pupils are able to use the correct singular and plural subject agreeing with the singular and plural verb. LEGO Colour Coding was introduced to the pupils through demonstration method so that pupils comprehend the implementation of the action. We explained the procedure of the action one by one to the pupils through several steps in the first lesson. We introduced the LCC and asked the pupils to identify first colour-coded block, the second colour-coded block and followed by the third colour-coded block. We used four different colour-coded LEGO blocks to indicate the subject, verbs and phrase of a sentence. For instance, blue represented pronouns and nouns, yellow represented singular verbs, green represented plural verbs and red represented phrase. We explained the order of the colour-coded LEGO blocks so that the pupils know how to place the blocks according to the order of the subject-verb agreement. The only challenge in this action was the pupils need to choose either the yellow block (singular verb) or the green block (plural verb) according to the subject in the picture shown to them. Then, we explained to them about the colour code on the blocks. Blue is the colour code for subject which should be placed as the first block. Then, yellow or green colour-coded block with verb on it should be placed next to the blue block. Meanwhile, red colour-coded block with phrase on it should be placed as third block (indicating end of a sentence). Hence, we showed several examples of sample sentences formed using the colour-coded LEGO blocks with items of subject, verb and phrase on it. This was to contextualize the subject-verb agreement in sentences so as to give pupils clearer view on constructing sentences with complementing the subject and verb correctly. We have applied scaffolding by providing guidance to the pupils chosen before they use the action. We showed a picture in PowerPoint slides. Word guidance is pasted on the LEGO blocks related to the picture shown. We elicited response from the pupils to state the subject based on the picture shown and we picked the blue colour-coded block with the subject mentioned by the pupils. Afterwards, we asked them to choose the correct verb whether singular or plural verb by looking at the subject in the picture. Once they said the correct verb, I picked either green or yellow
colour-coded block according to the verb mentioned by the pupils because the green represented plural verb while the yellow represented singular verb. To complete the sentence, we asked the pupils to choose the correct phrase according to the picture shown. Once they answered it, we picked the red colour-coded block which had the phrase mentioned by the pupils. All the words related to the subjects, verbs and phrases were pasted on the LEGO blocks according to the respective colors. Next, the pupils were given the LEGO Colour Coding blocks where they had to construct sentences with the aid of the picture shown in PowerPoint slides. At the end of each action, a writing worksheet was given to the pupils to check their progress in writing correct sentences using SVA. The pupils’ sentence structure complementing the form of subject and verb correctly was considered in marking their worksheet meanwhile spelling mistakes and lack of vocabulary elements were disregarded.
Figure 6. Implementation of LEGO Colour Coding The worksheets were given back to the pupils before the next action took place on another day as pupils could look at their mistakes and improve their writing in the proceeding action. We facilitated throughout the process of action and construction of subject-verb agreement sentences. We provided guidance to the weaker pupils by utilizing the Vygotsky’s ZPD. We scaffold those pupils by looking on how they complement the form of singular or plural subject to the correct singular or plural verb. Besides, we reminded the pupils to self-check on the sentences they had formed to ensure they had used correct sentences using the structure of SVA before submitting their work.
2.4 PERIOD OF IMPLEMENTATION Week Action Plan Remarks Week 1 Day 1 ✓ Getting the permission letter from the school headmaster. ✓ Interview the English teacher of Year 4. ➢ To know pupils’ proficiency level Week 1 Day 2 ✓ Implementing pre-test. ✓ Marking the pre-test given. ✓ Analyzing the pre-test data. ➢ To choose participants for the research Week 1 Day 3 ✓ Choosing the participants for the research. ✓ Introducing the intervention and explaining on how to use it to the participants. ✓ Implementing the intervention planned (first action). ✓ Giving a worksheet to the participants after the intervention. ✓ Marking the worksheet. ➢ Intervention Implementing Process
➢ Data collection method (pupils’ work) Week 2 ✓ Implementing the intervention planned (second action). ✓ Giving the second worksheet to the participants after the action. ✓ Mark the worksheet. ➢ To test pupils’ understanding and progress. Week 3 Day 1 ✓ Implementing the intervention planned (third action). ✓ Giving third worksheet to the participants after the action. ✓ Marking the worksheet. ➢ To test pupils’ understanding and progress. Week 3 Day 2 ✓ Analyzing the data from the worksheets given. ✓ Interpreting the data collected from the worksheets. ➢ Data Analysis Process Week 4 Day 1 ✓ Conducting the written structured interview with the participants. ✓ Implementing post-test. ✓ Marking the post-test given. ✓ Analyzing the post-test data. ➢ Final Data Collection Process Week 4 Day 2 ✓ Analyzing all the data collected and discussion. ➢ Final Data Analysis Process
Week 4 Day 3 ✓ Writing a report. ➢ To answer the research questions 2.5 IMPLEMENTATION STAGES We used quantitative and qualitative data collection methods to strengthen the validity of my findings. Thus, we used three types of instruments as data collection methods such as pre-test and post-test, pupils’ work and written structured interview to gather the information needed for the research. These instruments were used by us to gather related and imperative information about the construction of sentences using SVA among Year 4 pupils. It also helped me to identify the strengths and weaknesses of the intervention. 1.0. Pre-test and Post-test The first data collection method was the pre-test and post-test. This instrument aids us in identifying the efficacy of the intervention created and the progress made by the pupils. According to Goh (2012), pre-test and post-test play a crucial role in data collection method. Krumwiede (2010) also stated that the purpose of the pre-test is to provide “knowledge of the current status of an individual that may provide guidance for the basis of comparison for post-test results”. The reason of implementing both the tests was to identify the improvement among participants in writing the correct sentences using SVA (refer Appendix D). We set the same question for both pre-test and post-test with picture and work guidance which required the participants to construct ten sentences using correct SVA. The picture and vocabulary taken were based on the topics in pupils’ textbook which they had learned. Both pre-test and post-test were administered for 30 minutes each. The post-test was administered on the fourth week after the action had taken place after four times. The result of the post-test was analyzed and compared with the pre-test
to determine whether the participants have shown any progress after the execution of the intervention. 1.1.1 Pupils’ Work (Worksheets) The next instrument was pupils’ work. Pupils’ work plays a role in showing reliable evidence on the improvement of pupils related to the topic that is being researched (Goh, 2012). We gave the participants a worksheet (refer Appendix E, Appendix F and Appendix J) to complete after completing each action of LCC to improve their knowledge on SVA. The worksheets that were given to the pupils differed for each action. The level of difficulty of each worksheet given ranged from easy to difficult. 1.1.2 Written Structured Interview The third instrument which we used was written structured interview. Written structured interview was a qualitative method for me to identify pupils’ experiences throughout the process while the research was conducted. We distributed the interview questionnaires (refer Appendix H) to all the participants to reflect themselves on learning SVA in writing sentences. There were 3 close-ended questions and 4 open-ended questions in the interview questionnaire. 1.2 Data Analysis We used design of mixed methods which involves qualitative and quantitative data collection techniques to analyse the data we obtained. Qualitative data ultimately consists of vast amount of words, meanwhile, quantitative data is full of numeric values. We used quantitative technique for the pre-test, post-test and pupils’ work meanwhile qualitative technique was used to analyse pupils’ work. We also used qualitative technique for written structured interview by coding into themes.
1.2.1 Pupils’ Work (Worksheets) In this action research, participants’ progress was examined by the use of worksheets during the four interventions. We analyzed the pupils’ work by using qualitative and quantitative data. Wyels (2016) describes that worksheets are effective tools in ongoing efforts engaging pupils to engage their brain during class. This shows worksheets are vital to facilitate pupils’ understanding on the topic taught. As claimed by Ellison (2010), the use of pupils’ work in terms of worksheets elicits pupil-generated sentences, opinions and ideas that could not be shared orally. Besides, it will enable to rectify the errors made by participants and improve teaching strategies wisely. In this case, when We collect subsequent writing samples, We checked if the participants were making the same mistakes. If some of them still were, We did a few things to keep it on their personal radars, such as providing scaffolding prior to a writing activity, pointing out the errors and focus during completion of worksheets given. Moreover, the pupils’ work showed the participants understood the SVA rule which complementing the subject and verb for singular and plural form. All the participants improved drastically throughout the four weeks of action conducted. This could be seen through the construction of sentence using SVA.
1.3 Written structured interview Table . Analysis of close-ended question in written structured interview QUESTION Coding Number of participants who says yes Number of participants who says no Do you like LEGO Colour Coding? Like 30 0 Was LEGO Colour Coding fun? Fun 30 0 Was it easy for you to write sentences? Easy 30 0 Do you want the teacher to use LEGO Colour Coding to teach you? Usable 30 0 Analyzing the interview which was carried out, all the participants agreed that they liked the intervention, which is LEGO Colour Coding. This is because they could play using the LEGO blocks. This was further proven by the participants’ responses to the Question 1 in Table 9 as they mentioned that they like LCC as it was fun, interesting and easy to play. All 30 participants also said that LCC was fun and it is proved whereby they said ‘Yes’ to the Question 2 in Table 8. Based on my observation, it reflects that the participants enjoyed learning sentences using the LEGO blocks.
Pre-test and Post-test Semi-structured Interview Pupils' Work (Worksheets) 1.3 Data Triangulation Data triangulation is the practice of using multiple methodologies or data sources to verify the findings of an investigation and prove its credibility (Goh, 2016). Pre and post-tests, pupils’ work (worksheets) and written structured interview were used as my data triangulation method where the results of each data analyzed supported each other to increase the validity of my research. For our innovation, we used the methodological triangulation. Methodological triangulation refers to the use of qualitative and quantitative data collection method, analysis and interpretation (Goh, 2013). We used methodological triangulation data analysis to “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, we able to “look for a common denominator as evidence” as it provided an accurate measurement of the scale in the performance of the pupils. It also assisted me to illustrate on how the intervention has helped them in improving the use of SVA among the participants. Figure below shows the data triangulation method used in this action research.
2.6 FINANCIAL IMPLICATION A low cost is required for producing this material. This is because the colour lego set is used for creating LECOCO. In fact, lego sets are cheap and attractive playing materials. All teachers are able to prepare these materials quickly. Easily obtainable materials are used in developing this material. 2.7 IDEA GENERATING METHODS 2.7.1 SCHOOL MANAGEMENT Ideas are the key to innovation. It's obvious that ideas alone won't make innovation happen, as you need to be able to build a systematic process in teaching and learning. In education, idea of innovation can appear as a new pedagogic theory, methodological approach, teaching technique, instructional tool, learning process, or institutional structure that, when implemented, produces a significant change in teaching and learning, which leads to better student learning. Thus, innovation and creativity are clearly highlighted in the Malaysia Education Blueprint 2015-2025 which is to facilitate the development of innovation ecosystems in selected strategic areas that are critical to the nation’s economic growth. Innovation is required not only in the business process to aid in more efficient ways of conducting the business, but also in the teaching and learning method. At Malaysian primary schools, innovative teaching methodologies are also encouraged among the educators. Hence, school management encouraging all educators to be innovative as they teach new skills as well as to equip students to be able to face the global challenges of the 21st century. It is because some teachers are also still abiding by the old-fashioned methods on drilling method where students jot down the information into books and just focusing on memorizing. In relation to that, school management of SJKT Barathi emphasis all English teachers to create an innovation in teaching and learning. We discussed all the issue that cause students not to achieve high marks in the assessment especially in English subject.
The picture 7 showing discussion during English Committee meeting at school 2.7.2 SCHOOL MANAGEMENT AND PUPILS We identified that weak students in year 4 faced difficulties in constructing sentences as they did not know how to use the correct verb to match the subject. We find out that they always forgot the rules of subject- verb agreement when constructing sentences. They displayed poor knowledge of accurate sentence structure in both oral and written production of language. On the other hand, a lack of interest and motivation factors in language learning lead to the worsening of the progress made by the pupils in mastering the skill. As an outcome of our English Committee discussion, we planned to create an innovation for weak students who still weak and unable to create simple sentences. We find the right and appropriate intervention for them. The school also helped us in terms of time, facilities and cost in trying to carry out this innovation idea successfully. Beside school management, pupils also played their vital role in create an innovation in teaching and learning. We have discussed with weak students individually to find out their problems and to get deeper understanding. We get to know that mostly they confused with use of rules of subject- verb agreement. They had very limited vocabulary and little knowledge in grammar as the use of English among them was minimal. For that reason, we conducted this study to build a concrete foundation among
year 4 weak pupils to help them to form grammatically correct simple sentences. We designed an intervention called “LEGO Colour Coding” to enhance pupils’ writing sentences using subject-verb agreement in an interesting and fun way. The students also participate in the process of building Lego Color Coding. We had taught the chosen pupils on how to complement the subject and the verb. This is to ensure the pupils can use the correct singular and plural subject agreeing with the singular and plural verb. LEGO Colour Coding was introduced to the pupils through demonstration method so that pupils comprehend the implementation of the action. We explained the procedure of the action one by one to the pupils through several steps. We introduced the LCC and asked the pupils to identify first colour-coded block, the second colour-coded block and followed by the third colour-coded block. We used four different colour-coded LEGO blocks to indicate the subject, verbs and phrase of a sentence. For instance, blue represented pronouns and nouns, yellow represented singular verbs, green represented plural verbs and red represented phrase. I explained the order of the colour-coded LEGO blocks so that the pupils know how to place the blocks according to the order of the subject-verb agreement. Then, we explained to them about the colour code on the blocks. Blue is the colour code for subject which should be placed as the first block. Then, yellow or green colour-coded block with verb on it should be placed next to the blue block. Meanwhile, red colour-coded block with phrase on it should be placed as third block (indicating end of a sentence). Hence, we showed several examples of sample sentences formed using the colour-coded LEGO blocks with items of subject, verb and phrase on it. The picture 8 showing students building Lego Color Coding
Next, the pupils were given the LEGO Colour Coding blocks where they had to construct sentences with the aid of the picture shown in PowerPoint slides. At the end of each action, a writing worksheet was given to the pupils to check their progress in writing correct sentences using SVA. The pupils’ sentence structure complementing the form of subject and verb correctly was considered in marking their worksheet meanwhile spelling mistakes and lack of vocabulary elements were disregarded. The picture 9 showing students with their Lego Color Coding The worksheets were given back to the pupils before the next action took place on another day as pupils could look at their mistakes and improve their writing in the proceeding action. Weak students are given simple sentence construction exercises while excellent students are given complex sentence construction exercises using LCC. We facilitated throughout the process of action and construction of subject-verb agreement.
The picture 10 showing students doing their sentences making worksheet. 2.8 COLLABORATION ELEMENTS Teamwork is essential to getting things done. Collaboration is working together (relationship) toward (process) something in common (outcomes). One of the key factors for collaboration is to involve the right people in the innovation process. This means selecting a diverse and representative group of people who have the relevant knowledge, skills, experience, and interest in the problem. When individuals or organizations work together, they can leverage their diverse perspectives, skills, and resources to create more impactful and groundbreaking solutions.
Another important factor for collaboration is to encourage openness and feedback in the innovation. This means creating a safe and supportive environment where people can share their opinions, suggestions, questions, and concerns without fear of judgment, criticism, or rejection. The feedback helps us to improve ideas, identify gaps, and resolve issues. Collaboration among school English teachers in district level can be incredibly beneficial, fostering a supportive and innovative environment for both educators and students as it can lead to the development of interdisciplinary projects that enrich students' learning experiences. There are some key elements of collaboration in innovation. Shared vision and goals, open communication, flexibility and adaptability, empathy and understanding, resource sharing, clear roles and responsibility, leadership, recognitions and intellectual property management are some of the elements in collaboration. By integrating these elements, collaborations in innovation can leverage the power of collective thinking and drive significant advancements in education. Therefore, during English Committee district level meeting, we had discussion with other school English teachers about difficulties in constructing sentences among weak students in their school because it allows us to create a cohesive and comprehensive pedagogy that builds on students' skills and knowledge as they progress through different grade levels. This discussion provided a space for English teachers to discuss challenges they faced in the classroom and brainstorm solutions collectively. Collaborating with other school English teachers help in our professional growth. We shared our best practices and pooled our resources, including lesson plans, worksheets, reading materials, and multimedia content, saving time and effort in creating materials from scratch. All teachers collaborate as culture of innovation, as teachers can bounce ideas off one another and experiment with new teaching methods.
The picture 11 showing the discussion among English teachers in district level. We believe that collaboration is a dynamic process, and it's essential to be flexible and open to feedback. By working together, English teachers can enhance their teaching practices and provide a more enriching learning experience for their students. 2.9 INNOVATION CATEGORY ANUGERAH INOVASI SEKOLAH RENDAH (AISR) 2.10 INNOVATION INDICATOR In the context of education and teaching, the "Innovation" category refers to the implementation of novel and creative approaches to enhance the teaching and learning process. Innovation in education can encompass various aspects, including teaching
methods, learning environments, technology integration, and curriculum design. Some category where innovation is commonly observed in education such as blended learning, project based learning (PBL), flipped classroom, gamification, inquiry based learning and many more. Innovation in education is essential to keep pace with the evolving needs of students and prepare them for a rapidly changing world. It encourages educators to explore new ideas, experiment with different approaches, and continuously improve their teaching practices. By embracing innovation, teachers can create more engaging and effective learning experiences that empower students to become lifelong learners and critical thinkers. Olurinola and Tayo (2015) stated that colour is one of the variables to retain information. According to them, colour can lead to a better memory performance by increasing attention level. This is also advocated by Cervantes (2010) who stated that colour codes in this action acts as visual reinforcement through the use of various colors to differentiate subject, verb and phrase. Looking on Alison Bryan’s colourful semantics (1997), colour coding is a way to recognize items according to the colors assigned. Devine (2014) pointed out the colour codes were used to break down sentence structures and to teach abstract parts of a sentence. Colour coding aids to make pupils’ structural mistakes noticeable and helps them with self-correction across time (Peet, 2016). As we mentioned, this innovation specially produced for students who are weak in mastering the skills of constructing sentences. We use LEGO Colour Coding to improve SVA in writing sentences among Year 4 weak students in an interesting and fun way. LEGO color coding introduced hands-on learning experiences for students in the classroom. Students assembled LEGO color coding following the detailed instructions provided in the manual.
2.11 PUPILS INPUT 2.11.1 FINAL STAGE As shown in the graph below, the participants showed increase in scores between pre-test and post-test. During the pre-test, the students in average scored only 10%. However, this drastically increased to an average of 100% during the post test, which indicates all the pupils scored well after the implementation of LCC. Participants’ pre-test and post-test results 2.11.2 MIDDLE STAGE 2.11.3 EARLY STAGE the progress of the participants. In the first action, Participant 5 who was very weak was not able to construct sentence by complementing singular and plural form of subject and verb. Participant 5 wrote ‘She s water plants in the evening.’ The example shown in Figure below. 0 20 40 60 80 100 120 Participants' pre-test and post-test results Pre-test Post-test
This signified that Participant 5 knew how to construct sentence although she made grammatical mistake. However, she did not know how to apply the singular verb to the singular subject according to the SVA rule of person. Instead of adding ‘s’ to the verb to become ‘waters’, she added ‘s’ at the subject which becomes ‘She s’. Figure 12. Sample of sentence from Worksheet 1 of Participant 5 Participant 5 showed improvement during her second worksheet as she was able to construct sentences using SVA where subject and verb complement each other in the sentence. She wrote “Hari drinks milk at night.” in which the subject agrees with the verb in the sentence. From this sentence, it is seen clearly that Participant 5 demonstrated understanding of the SVA of number as he was able to complement the number of subjects in the picture with correct verb which is plural. Figure.13 Sample of sentence from Worksheet 2 of Participant 5 In the third worksheet, Participant 3 managed to construct sentence using the correct SVA. One of his sentence was “They wait for the bus.” Thus, his understanding was strengthened as he was able to construct sentences using correct SVA.
Figure 14 Sample of sentence from Worksheet 3 of Participant 3 Other than that, all the other participants also showed improvement from Worksheet 3 as compared to their sentences in the worksheet 1. However, only Participant 4 managed to construct all the sentences correctly in the Worksheet 1. This indicates that Participant 4 understood clearly on how to apply the SVA in the sentences once he was exposed to the LCC in the first action itself. I was excited to see that there was steady improvement among all the participants based on the worksheets given. Most managed to form four sentences correctly. Their ability to form these sentences reflected that the participants were able to grasp the grammar knowledge (SVA) taught using the LCC.
2.11.4 ALL STAGES Table . Analysis of close-ended question in written structured interview QUESTION Coding Number of participants who says yes Number of participants who says no Do you like LEGO Colour Coding? Like 30 0 Was LEGO Colour Coding fun? Fun 30 0 Was it easy for you to write sentences? Easy 30 0 Do you want the teacher to use LEGO Colour Coding to teach you? Usable 30 0
Frequency of each coding in open-ended questions in written structured interview Questions Coding formed using responses from the participants Frequency Why do you like the LEGO Colour Coding? Fun /////////// Interesting ////////// Easy ////////// How do you learn to make sentences using LEGO Colour Coding? Practice /////////////// Easy /////////////// Why do you find LEGO Colour Coding interesting? Colourful ///////////////////////// Playable ///// Sentence construction ////////// Friends /////////////// Analyzing the interview which was carried out, all the participants agreed that they liked the intervention, which is LEGO Colour Coding. This is because they could play using the LEGO blocks. This was further proven by the participants’ responses to the Question 1 in the first table as they mentioned that they like LCC as it was fun, interesting and easy to play. Based on our observation, it reflects that the participants enjoyed learning sentences using the LEGO blocks. This aspect is further supported when some participants agreed that LCC is interesting and easy to use. Most the participants said that it was easy to write sentences when they were trained using LCC. This is proved based on Question 3 in table above. Most of them also said that they could write sentences easily when they practiced more than once using LCC which is evidenced in Question 2 in Table above. This shows that LCC really helped pupils in improving their ability in constructing sentences with SVA.
Several participants agreed that LCC seemed to be very interesting as it was colourful. Colors surely play a vital role in making the learning process meaningful. In this context, collaborative learning is also one of the key elements in the current teaching and learning pedagogy. Collaborating with their peers in constructing sentences makes the process of learning enjoyable. This was also written by the participants during the interview. Participants actually compete and played using LCC to form more correct sentences. This is undoubtedly another reason the participants found LCC interesting. With those reasons, the participants wanted their teacher to use this LCC in the teaching and learning process. Based on the responses given by the participants in Question 4 in Table above, it is relevant to say that if a teacher uses LCC in the class, it would develop and improve the SVA among the pupils. From the written structured interview, almost all 5 participants informed that if the LCC was used by the teacher, the writing lesson would be fun and interesting. 2.12 CUSTOMER FEEDBACK MECHANISM Customer input in innovation is equally important as it helps to create student-centered and effective learning experiences. In the context of education, "customers" primarily refer to students, parents, and educators. Gathering feedback from students allows educators to understand their individual needs, learning preferences, and challenges. This information helps in designing personalized learning experiences that cater to diverse student abilities and interests. Students' feedback on the classroom environment and learning spaces can lead to improvements in physical infrastructure and the creation of conducive learning environments. Input from students and educators can influence education policies and decisionmaking at the institutional and governmental levels, shaping the direction of educational system. To collect customer input in education, institutions can use surveys, focus groups, interviews, suggestion boxes, and online feedback mechanisms. By valuing customer input, educational institutions can better meet the evolving needs of their learners and enhance the overall learning experience. Therefore, we used three methods used to gather costumer input which were pre and post-test, pupils’ work (worksheets) and written structured interview using jotform.
According to the data collected from the pupils’ work (worksheets) and written structured interview, the findings were the evidence that LEGO Colour Coding (LCC) helped in teaching subject-verb agreement. The pupils progressed in their work as it can be seen from their ability in constructing sentences using correct SVA. The pupils’ work showed the participants understood the SVA rule which complementing the subject and verb for singular and plural form. We used jotform to get written response from students and other teachers as well.
Figure 15 showing the jotform used to receive the feedbacks. Analyzing the interview, which was carried out, all the participants agreed that they liked the intervention, which is LEGO Colour Coding. This is because they could play using the LEGO blocks. This aspect is further supported when some participants agreed that LCC is interesting and easy to use. All the participants said that it was easy to write sentences when they were trained using LCC. Most of them also said that they could write sentences easily when they practiced more than once using LCC. In this context, collaborative learning is also one of the key elements in the current teaching and learning pedagogy. Collaborating with their peers in constructing sentences makes the process of learning enjoyable. This was also written by the participants during the interview. Participants compete and played using LCC to form more correct sentences. This is undoubtedly another reason the participants found LCC interesting. With those reasons, the participants wanted their teacher to use this LCC in the teaching and learning process. From the written structured interview, almost all 4 participants informed that if the LCC was used by the teacher, the writing lesson would be fun and interesting. Besides, teachers from other schools also gave a positive response to the use of LEGO Colour Coding. They mentioned that LCC helped in improving the pupils’ ability in constructing correct sentences using SVA as compared to before they began using the intervention and required a kind of drilling activity which allowed them to differentiate between the subject, verb and phrase and ways of mixing them to make a full sentence to beat their problem in writing. Construction of correct sentences using SVA. Some teachers said usage of LCC turned the classroom into pupil-centred classroom and teacher acted as a facilitator. Pupils were able to use LCC by their own once they get the exposure on how to use it from the teacher. Input from other teachers can influence education policies and decision-making at the institutional and school and district levels, shaping the direction of pedagogy. Input from educators helps in refining teaching methodologies and instructional strategies that resonate with students and promote engagement and active learning.
3.0 IMPACT BEFORE AND AFTER THE INNOVATION IS PRODUCED Pupils can master KBAT and solve problems in various forms, i.e. constructing sentences and generate new ideas, i.e., designing PBL in the shape of a colour lego according to creativity due to the existence of innovative thinking. Pupils can recognize the preparation and use of animation applications and interactive games (gamification). This student-centered material allows students to recognize data and the steps to analyze data using the colour lego. Pupils will conclude the achievement results based on the online graph obtained. In addition, students can also learn the steps to creating notes, games, and assessments by using applications that can be disseminated through social media such as Anyflip and YouTube. This Lecoco innovation material has several impacts on teachers and students. From the teacher's point of view, it can be a catalyst towards the new norm, PdPc. In addition, the teacher can modify this material according to the needs of the subject and the difference in the level of individual mastery. Teachers can use it in other subjects such as Malay. From the student's perspective, it can strengthen reading, reasoning, and writing skills. In addition, it is an incentive for students to interact in English. Pupils have fun and are more active throughout the PdPc session. In addition, students can master aspects of English vocabulary and grammar. From the aspect of attitude change, students show interest in PdPc. Pupils perform the tasks given faster than before. Meanwhile, students are more active in learning activities. Students successfully implement peer coaching to help weak students. From the aspect of social skills, students can work together with other students in the implementation of this innovation, i.e., students can launch games for other students. Students are also confident in interacting with students of different mastery levels. For example, students present Lecoco as Team Word Web. Students can share innovative materials with other students. Teaching with Di-PhoBo materials is a strategy where students help each other in small groups. This teaching happens when students work in groups, share ideas, help each other solve problems, and ensure that all group members master the content of the lesson without asking for help from the teacher. In addition, this
group teaching can improve social skills as well as foster enthusiasm for positive values such as cooperation, tolerance, responsibility, and leadership. 4.0 INNOVATION IMPACT 4.1 SCHOOL 21st-century learning builds upon the traditional student-centered approach, incorporating contemporary advancements and needs of education in the 21st century. Based on this, implementing innovative and engaging teaching techniques like LEGO Colour Coding can contribute to a positive school environment. It demonstrates a commitment to creative and student-centered learning, which can impact overall morale and academic performance. Student-centered learning prioritizes pupils' needs, interests, and individuality, allowing them to take an active role in their education. This technique enables educators to address the diverse needs of their pupils, supporting those who may struggle with traditional writing methods. By using color coding, teachers can help pupils visually understand and internalize grammar and sentence structure concepts, such as subject-verb agreement. This visual representation may aid pupils in recognizing errors and improving their writing skills. The use of LEGO Colour Coding provides teachers with a clear visual representation of pupils' writing organization and grammar usage. This can help teachers offer targeted feedback, allowing them to identify specific areas of improvement and provide focused support. In short, implementing innovative and engaging techniques like LEGO Colour Coding can strengthen teacher-student relationships. Teachers who utilize creative approaches often foster positive rapport with their pupils, leading to more open communication and better learning outcomes. Color-coded sentence writing techniques can assist teachers in evaluating pupils' work quickly. Visual cues can help identify strengths and weaknesses in writing, allowing for targeted feedback and support. 4.2 PUPILS Besides that, integrating LEGO Colour Coding as a writing technique which can potentially lead to improved writing skills among year 4 pupils. By engaging with visual and tactile elements, pupils may find it easier to understand sentence structures, organize
their thoughts, and create coherent narratives. Incorporating LEGO and colour coding can make the learning process more enjoyable and interactive. By physically manipulating LEGO blocks and using colours to represent different elements of writing, pupils actively engage with the material, which can enhance their understanding and retention of writing concepts. This visual aid helps Year 4 pupils grasp complex grammar rules and writing structures more easily, making writing concepts more accessible and tangible. LEGO Colour Coding incorporates multiple senses, such as sight and touch. This multi-sensory experience can reinforce learning and create stronger neural connections, leading to a more holistic understanding of writing skills. Pupils actively participate in the writing process through LEGO Colour Coding, making them more engaged and invested in their work. This can lead to increased motivation and a sense of ownership over their writing tasks. When pupils grasp writing skills more effectively, they become more productive in applying these skills to their writing. The technique fosters creativity and imagination in writing. As pupils become more comfortable with expressing their ideas using LEGO blocks, they can transfer this creativity to their written compositions, resulting in more productive and original writing. LEGO blocks, when used as a writing tool, can stimulate creativity and imaginative thinking among Year 4 pupils. This heightened engagement could lead to increased motivation and enthusiasm for writing tasks among pupils. LEGO Colour Coding allows for differentiated instruction, accommodating various learning styles and abilities. It provides an alternative approach to traditional writing instruction, catering to pupils who may struggle with conventional methods. The use of colour coding can help pupils visually comprehend grammatical concepts, such as subject-verb agreement. This visual representation may assist pupils in identifying errors and improving their sentence writing skills more effectively. Moreover, by using color-coded elements, pupils can gain a clearer understanding of their writing's structure and identify areas where improvements are needed. This can lead to better organization and coherence in their sentence constructions. Collaborative writing exercises involving LEGO colour coding can promote teamwork and communication among pupils. Working together on a shared writing project can develop social skills and encourage the exchange of ideas.
Other than that, teachers may observe a higher level of engagement among Year 4 pupils when using LEGO Colour Coding as a writing technique in constructing sentences. The hands-on and interactive nature of the activity can capture pupils' interest, making writing lessons more enjoyable. LEGO Colour Coding allows teachers to implement differentiated instruction, catering to various learning styles and abilities. 4.3 BUSINESS This LECOCO can be published as a manual guide for teachers. Teachers can use it to create their own Lecoco set which will be useful for pupils. 4.4 TARGET GROUP This LECOCO innovation material has several impacts on teachers and students. From the teacher's point of view, it can be a catalyst towards the new norm, PdPc. In addition, the teacher can modify this material according to the needs of the subject and the difference in the level of individual mastery. Teachers can use it in other subjects such as Malay. From the student's perspective, it can strengthen reading, reasoning, and writing skills. In addition, it is an incentive for students to interact in English. Pupils have fun and are more active throughout the PdPc session. In addition, students can master aspects of English vocabulary and grammar. A drastic change in attitude and improvement in social skills are seen among students. From the aspect of attitude change, students show interest in PdPc. Pupils perform the tasks given faster than before. Meanwhile, students are more active in learning activities. Students successfully implement peer coaching to help weak students. From the aspect of social skills, students can work together with other students in the implementation of this innovation, i.e., students can create their own LECOCO for group activities and school level English exhibiton. Students are also confident in interacting with students of different mastery levels. For example, students present LECOCO as Team Word Web.
5.0 INNOVATION ELEMENTS 5.1 INNOVATIVE/CREATIVE Other than that, LEGO activities involve hands-on learning, which can be much more enjoyable for pupils compared to traditional pen-and-paper writing exercises. Manipulating and building with LEGO bricks add a sense of fun and excitement to the writing process, encouraging students to actively participate and enjoy the activity. LEGO colour coding allows pupils to unleash their creativity and imagination. They can even construct difficult sentences using the bricks, which sparks their creative thinking and makes the writing process more enjoyable as they explore new and unique ideas. LEGO bricks provide a visual and tactile experience that traditional writing exercises may lack. When pupils have physical objects they can manipulate and connect, it stimulates different parts of the brain, potentially leading to more imaginative thinking and idea generation. For some pupils, writing can be intimidating and cause anxiety. Using LEGO bricks to brainstorm and plan their writing can help alleviate this pressure. By starting with a hands-on and visual approach, pupils may feel more at ease and confident to transfer their ideas into written form, leading to increased enjoyment in the writing process. LEGO colour coding introduces gamification elements to the writing process. The use of bricks, different colours, and creative challenges turns writing into a playful and enjoyable gamelike activity, which can boost pupil’s enthusiasm for writing. The hands-on and interactive nature of LEGO Colour Coding can capture pupils' attention more effectively. When pupils are engaged and focused on the writing tasks, they are likely to complete them more efficiently. The visual cues provided by colourcoded LEGO bricks make it easier for pupils to understand writing concepts quickly. This clarity can accelerate the learning process, reducing the time needed for explanations and demonstrations. The playful and interactive nature of LEGO colour coding creates a positive learning experience, which can boost pupil’s motivation to write and improve their overall writing skills. It encourages creative thinking and problem-solving, allowing pupils to explore different solutions and ideas. LEGO bricks add a playful and interactive element to the writing process. Pupils get to physically engage with the colourful bricks, making writing feel like a game or creative playtime rather than a daunting task. As pupils experience success and enjoyment while using LEGO colour coding, they receive positive reinforcement, leading to increased motivation and a more positive attitude
towards writing. When pupils are engaged and enjoying themselves, they are more likely to remember and retain the information they learn. Pupils who experience fun learning are more likely to develop a positive attitude towards education and become lifelong learners. In short, using LEGO colour coding among Year 4 pupils to construct sentences and writing activities makes the learning process more interactive and engaging. 5.2 EFFECTIVENESS The use of LEGO Colour Coding among Year 4 pupils encourages collaboration and peer-to-peer interaction during constructing sentences. Collaborative learning can lead to a more productive exchange of ideas and a deeper understanding of writing concepts. As pupils gain confidence in their writing abilities through LEGO Colour Coding, they may become more self-directed learners. This autonomy can lead to increased productivity as pupils take ownership of their writing tasks. When students are actively involved in constructing and sharing their ideas using LEGO bricks, it naturally leads to discussions and collaboration. They can exchange ideas, build on each other's contributions, and work together to construct sentences. They communicate effectively, listen to each other's ideas, and find ways to integrate different contributions into a cohesive narrative. This team-building aspect enhances social skills and fosters a positive group dynamic. As students work collaboratively to build a sentence using LEGO bricks, they encounter challenges and obstacles that require critical thinking. They make decisions together, and find creative solutions to keep construct sentences. This collaborative problem-solving strengthens their teamwork skills This LECOCO material is easy to distribute since it is in the form of a manual book. The cost of printing is also cheap and affordable for all groups of students. Furthermore, the small size of the material makes it portable. This material can be sold in bookstores because it is in the form of reading material. This material can also be widely distributed online. Applications such as AnyFlip, WhatsApp, and Telegram can be used for sharing purposes.
5.3 SIGNIFICANT Moreover, LEGO colour coding can be seamlessly integrated with various writing prompts. Pupils can even use LEGO bricks to brainstorm and storyboard their ideas. Each colour represents a different element of the story, helping students visualize the sequence of events and characters. Instead of traditional outlining methods, pupils can use LEGO colour coding to create visual outlines of their essays or stories. This provides a concrete representation of the structure and helps pupils to organize their thoughts before writing. The technique is highly adaptable to different age groups and writing levels. It can be employed with younger children for creative storytelling or with older students for more complex writing assignments. Teachers can design prompts that align with the color-coding system and encourage pupils to use LEGO bricks to plan their responses. Implementing LEGO colour coding does not require extensive training or expertise. Teachers can quickly introduce the technique to their pupils and start incorporating it into writing activities. For instance, as a teacher, you can use LEGO colour coding to visually represent various writing concepts and elements during lessons. For example, you can use LEGO bricks to demonstrate story structures, character development, and plot mapping. Overall, LEGO colour coding can be a valuable tool for teachers to make writing instruction more enjoyable and effective while fostering essential writing skills in their pupils. 5.4 RELEVANT LEGO colour coding improves pupils writing skills, can be relatively easy to implement, among Year 4 pupils especially remedial students. The Lego colour coding system is simple and straightforward which may help remedial students to construct easy sentences and even Year 3 pupils can use this technique to grasp and apply in constructing sentences. For instance, writing can be a challenging skill for many students, and it may take time for remedial students to fully grasp and utilize the LEGO colour coding approach effectively. LEGO bricks can be an initial investment, they are durable and reusable, making them a cost-effective resource over time. With proper care and storage, LEGO sets can last for years, benefiting multiple batches of pupils. Regular maintenance of the LEGO sets and organization of the bricks are essential to maximize
their usability and longevity. Proper storage and handling can prevent unnecessary replacements and additional costs. 6.0 RECOGNITIONS RECEIVED 6.1 SCHOOL/ DISTRICT LEVEL Our innovation has garnered significant recognition and acclaim, not only within our school but also at the district level. We initially presented this innovation during our school's English panel meeting. We took the opportunity to share our ideas and findings with our fellow teachers, and the response we received was very positive and encouraging. "In addition to the appreciation and accolades received from our school community, our innovations have also been commended by educational authorities at the district level for their impact and effectiveness." This innovation has also been presented during the Bagan Datuk district level English Panel meeting and received a great response from the other educators in the district. This innovation has been presented as an intervention for the remedial students haven’t achieve the minimal band for the classroom based assessment. We have recommended our innovation as a solution for the SVA issues arise among the students in the schools around the Bagan Datuk district. The English teachers who attended the meeting aforementioned accepted our innovation presented as an impactful intervention to resolve the issue faced by the remedial pupils in their schools as well. This a testament to our dedication and efforts in enhancing writing skills among our students.
Figure 16 shows teacher’s presentation during the English panel meeting in school
Figure 17 shows teacher’s presentation during the English panel meeting at PPD (Remedial Instructions) Our unique innovation has been successfully tested and adopted by numerous schools across our state. The impact of implementing LEGO Colour Coding has been positive and significant. Students have shown improved understanding of subject-verb agreement, resulting in more accurate and grammatically correct sentence construction. The visual and hands-on nature of the method has proven effective in engaging students and enhancing their learning experience. The success of this innovation has been widely recognized and acknowledged during the meeting at PPD Bagan Datuk, where educators expressed enthusiasm and interest in adopting the LEGO Colour Coding method in their respective schools. Furthermore, the method has been successfully implemented and tested by numerous schools across our state, further validating its effectiveness in improving subject-verb agreement skills among students.The following pictures were captured during the presentation at the meeting.
Figure 18 shows certificate receives from PPD officers for the best practice sharing. The implementation of LEGO Colour Coding to improve subject-verb agreement in writing sentences has been a significant and successful innovation at our school, SJK(T) Barathi. This unique approach has been meticulously designed to address the challenges students face in grasping subject-verb agreement rules accurately, leading to enhanced language proficiency and writing skills. During its initial stages, the LEGO Colour Coding method was first introduced and piloted within our school's English panel meeting. The presentation aimed to showcase the innovative concept and its potential impact on students' language development. The response from our fellow teachers was overwhelmingly positive and encouraging, as they recognized the potential of this creative approach in enhancing students' grammatical understanding and writing abilities. Moreover, our innovation was further presented during a meeting for "Guru-Guru Cemerlang," which gathered distinguished educators from various schools within the PPD Bagan Datuk district. The presentation was met with great enthusiasm and interest, with many educators expressing their eagerness to adopt this method in their own classrooms. The positive reception from such esteemed professionals underscores the effectiveness and relevance of the LEGO Colour Coding approach in the context of language education.
Figure 19 shows teachers presentation during the meeting for guru Cemerlang (GC) 7.0 CONCLUSION In conclusion, the implementation of LEGO Colour Coding to improve subject-verb agreement in writing sentences has been a successful and well-received innovation. Through its visual and interactive approach, students have shown significant improvement in understanding and applying subject-verb agreement rules in their writing. The positive feedback received during the meeting at PPD Bagan Datuk and the widespread adoption of this method by schools in our state demonstrate its potential to enhance language skills and promote effective writing among students. We remain committed to further refining and expanding the use of LEGO Colour Coding in our school and collaborating with other educators to promote innovative approaches to language learning. The use of LEGO Colour Coding has resulted in improved understanding and application of subject-verb agreement rules among students. By visually representing subjects and verbs with specific LEGO colours, students are able to easily identify and match them correctly, leading to more accurate and grammatically correct sentence construction. The hands-on and interactive nature of LEGO Colour Coding has engaged students in the learning process. The use of LEGO bricks and the opportunity to construct sentences collaboratively has made the learning experience enjoyable and meaningful for students, enhancing their motivation and participation in language activities.
In a nutshell, the implementation of LEGO Colour Coding as an innovative approach to improving subject-verb agreement in writing sentences has proven to be highly effective and beneficial in enhancing students' language skills and promoting accurate sentence construction. This innovation holds great potential for improving language learning outcomes and can be further explored and adapted to other areas of grammar and writing instruction. It is a valuable tool for educators seeking engaging and effective strategies to support students in mastering language skills. The success of LEGO Colour Coding suggests its potential for further development and expansion. Ongoing collaboration and sharing of best practices among schools and educators can enhance the implementation of this innovation, leading to continuous improvement in students' language skills.