ESL PRACTITIONER JOURNAL 2019

ESL PRACTITIONER

THE JOURNAL OF THE ENGLISH LANGUAGE TEACHING CENTRE

BRIDGING THEORY AND
PRACTICE IN ESL CLASSROOM

ENGLISH LANGUAGE TEACHING CENTRE
Ministry of Education Malaysia
Kompleks Pendidikan Nilai
71760 Bandar Enstek
Negeri Sembilan

ESL Practitioner: The Journal of the English Language Teaching Centre
Bridging Theory and Practice in ESL Classroom

Editor-in-Chief:
Dr Khairul Aini binti Mohamed Jiri
English Language Teaching Centre, Ministry of Education Malaysia

Editorial Officer:
Puan Yusnamariah binti Md Yusop
English Language Teaching Centre, Ministry of Education Malaysia

Peer Review Team:

Dr Khairul Aini binti Mohamed Jiri Dr Othman bin Talib
English Language Teaching Centre, University of Putra Malaysia
Ministry of Education Malaysia Serdang, Selangor

Dr Rashidah binti Rahamat Dr Farah binti Mukhtar @ Mohd Yunos
English Language Teaching Centre, Institut Pendidikan Guru Kampus Raja
Ministry of Education Malaysia Melewar, Negeri Sembilan

Dr Ramiaida binti Darmi Dr Nor Haslynda binti A Rahman
Islamic Science University of Malaysia Institut Pendidikan Guru Kampus Perempuan
Nilai, Negeri Sembilan Melayu Melaka, Melaka

Editorial Assistants:
Puan Hardeep Kaur a/p Darshan Singh
English Language Teaching Centre, Ministry of Education Malaysia

Puan Julyy Rahidayu binti Abdul Jalil
English Language Teaching Centre, Ministry of Education Malaysia

The ESL Practitioner is a publication of the English Language Teaching Centre, Ministry of Education
Malaysia. Its readership includes English Language practitioners and ELT officers from across the Ministry
of Education. The materials published in the ESL Practitioner Journal include ELT based research findings,
viewpoints, innovations on effective ELT practices. The journal also documents impact studies on ELT
initiatives from within the Malaysia Education Blueprint 2013-2025.

Copyright @ 2019
English Language Teaching Centre
Ministry of Education Malaysia

All rights reserved. No part of this production may be produced, stored in any retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior
permission of the copyright holder.

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ESL Practitioner: The Journal of the English Language Teaching Centre
Bridging Theory and Practice in ESL Classroom

ESL PRACTITIONER JOURNAL

Issue 7 Volume 1 November 2019
6


CONTENTS

DIRECTOR’S NOTE

EDITORIAL 7

1. Confidence in Using English Language: The Out-of-Class Impact 10
Rashidah binti Rahamat & Yusnamariah binti Md Yusop 21
35
2. Materials Development for Fun Learning: Insights from Teachers
Nor Izni binti Mohd Hassan & Amarjit Kaur a/p Mokhtar @ Jaila Singh

The Effectiveness of Fun Learning in The Preschool Classroom
3. Training of Trainers Workshop 2019

Nurliyana binti Ismail & Nor Ashikin binti Alawi

The Use of Noticing Strategy to Enhance the Vocabulary Learning of 49
4. ESL Pupils

Fatin Nasuha binti Mohd Noor & Noor Diana binti Suhaimi

Phonic Slide: A Cognitive Strategy to Enhance Remedial Pupils’

5. Ability to Blend Phonemes 63
Muhammad Asyraf bin Khaja Mohideen & Nurul Syifa binti Abdul Rahman

6. Remedial Online Materials as Learning Tools for Struggling Readers 75
Zikri Effandy binti Zainudin

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ESL Practitioner: The Journal of the English Language Teaching Centre
Bridging Theory and Practice in ESL Classroom

DIRECTOR’S NOTE

Congratulations to the editorial team of the ESL Practitioner Journal of English Language Teaching
Centre (ELTC) on the publication of the Issue 7, Volume 1 of the journal for 2019. This annual
publication aims at being one of the sources of reference for research done by English Language
practitioners in Malaysia.

The mission of the English Language Teaching Centre (ELTC) is to impact English language
teaching practices through informed research, quality training and classroom innovations. This
institution is tasked to function as a centre of innovation and research in the teaching and learning
of English in order to enable English teachers to learn and eventually provide high quality of
English language teaching to pupils in schools

The publication of this journal proved the commitment of the Research and Development
Department to continuously improve research activities to a level of excellence in line with the
mission of this institution. I am proud of the commitment shown by the editorial committee in
managing, coordinating and intensifying the publication of this journal with the aim to bring new
discoveries in the English language Teaching (ELT) to all teachers in Malaysia.

I would like to congratulate the editorial committee for its effort and wish the team many more
successful publications ahead and may the team continue to excel in mobilizing the culture of
research among English teachers in Malaysia. My heartfelt thanks to the peer review team for
their time and energy spent in reviewing the articles in this issue. It is my fervent hope that the
journal will continue to impact the research in ELT in Malaysia.

Farah Mardhy binti Aman
Director
English Language Teaching Centre
Ministry of Education Malaysia

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ESL Practitioner: The Journal of the English Language Teaching Centre
Bridging Theory and Practice in ESL Classroom

EDITORIAL

Dear readers,

ESL Practitioner is a journal composed of original research articles on topics significant to those
concerned with the teaching and learning of English Language both in and beyond schools .On
behalf of the English Language Teaching Centre (ELTC) Research and Development team and
my co-editors, I am glad to present the Volume 1 of the ESL Practitioner Journal for 2019. The
journal established in 2013 has now published its 7 issues.

One of the objectives of this journal is to encourage publication from teachers and lecturers
to further enrich the discourse of English Language Teaching (ELT) and learning. This issue
aims at how practitioners can bridge theory and practice in order to help them to become better
English teachers. The process of bridging the theory and practice in ESL classroom is not easy
as research is seen as a process that only happened at the ivory tower and not in the classrooms
in schools. This aspect is addressed in detail in this issue where authors discussed how learning
theories help them to enhance their practices in classrooms. Readers will have the opportunity to
explore the different streams of research done on ELT and ESL by authors throughout Malaysia.
The articles address some thorny aspects in ELT such as the aspects of confidence in ESL and
remedial instruction in the English Language classrooms. The robust intellectual expressed in the
articles help to enrich and diversify our perspectives at looking at the ELT in Malaysia

I would like to take opportunity to thank authors who had submitted their works to this journal. My
heartfelt gratitude also goes to our reviewers and editorial board members, who have taken time
out of their busy lives to give thoughtful feedback on manuscripts submitted to ESL Practitioner.
We could never reach this stage without the constant support of the ELTC and the intellectual
generosity of these contributors (authors and reviewers). I hope all will benefit from this journal
and we welcome comments and suggestions to ensure quality in our publication.

“Research is what I’m doing when I don’t know what I’m doing” - Wernher von Braun

Khairul Aini Binti Mohamed Jiri, PhD
Editor-in-Chief
ESL Practitioner Journal
English Language Teaching Centre, Ministry of Education, Malaysia

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ESL Practitioner: The Journal of the English Language Teaching Centre
Bridging Theory and Practice in ESL Classroom

BIODATA OF AUTHORS

Rashidah binti Rahamat, PhD, is currently an academic lecturer in the English Language
Teaching Centre, MoE. Her career as an educator developed for 18 years in schools, before
embarking on a new path: training the in-service teachers. Her main interests of research are on
mobile learning, e-learning, Web2.0, CLIL (Content and Language Integrated Learning) as well
as integrating the use of technology in training for adult learners.

Yusnamariah binti Md Yusop began her academic career as language teacher in 2007. She has
taught three primary schools; SK Ulu Poi, Kanowit, Sarawak, SK Taman Dusun Nyior, Seremban,
Negeri Sembilan and SK Palong 4 (F), Gemas, Negeri Sembilan. She has also been an English
Language FasiLINUS Officer in Jempol and Jelebu District Office. She obtained her M.Ed of
English as a Second Language (UKM) in 2013. Currently, she is working as lecturer in the English
Language Teaching Centre (ELTC), Ministry of Education Malaysia.

Nor Izni binti Mohd Hassan is a lecturer at the English Language Teaching Centre (ELTC),
Ministry of Education Malaysia. Her current placement in the Language and Literacy department
has blossomed her interests in early language and literacy development in young leaners. She is
also concerned with the expansion of teacher knowledge and expertise in the teaching of English
language in preschool classrooms.

Amarjit Kaur a/p Mokhtar Singh @ Jaila Singh is a dedicated, ambitious and goal-driven
educator with 22 years of progressive experience in school. She holds a degree in TESL from
UPM and a master’s degree in Human Resource and Management from OUM. Her interest lies
in motivating teachers to integrate creativity and effective communication into their classroom
pedagogy.

Nurliyana binti Ismail is a lecturer in English Language Teaching Centre, Ministry of Education
Malaysia. She has 10 years of experience in English Language teaching. Her research interests
include early childhood learning, reading, teaching of literature, second language acquisition as
well as language learning strategies.

Nor Ashikin binti Alawi, the Head of Unit of Language & Literacy Department, English
Language Teaching Centre, Ministry of Education Malaysia with 23 years of experience in English
Language teaching. Her fields of interests include learner and teacher autonomy, the teaching of
literature, second language acquisition and teaching/learning resources. 

Fatin Nasuha Mohd Nor is currently teaching English in Sekolah Kebangsaan Palong 8 (F),
Jempol, Negeri Sembilan. She had obtained her B. Ed in Teaching English to Speakers of Other
Languages (TESOL) from University of Auckland, New Zealand in 2013. Her areas of interest are
language awareness and vocabulary acquisition.

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ESL Practitioner: The Journal of the English Language Teaching Centre
Bridging Theory and Practice in ESL Classroom

Noor Diana Suhaimi completed her M. Ed TESL from Universiti Kebangsaan Malaysia (UKM).
She has been teaching English to primary school pupils for the past six years. She is currently
a teacher at Sekolah Kebangsaan PULAPAH, Jempol, Negeri Sembilan. She is intrigued in
exploring the implementation of mobile learning and digital media literacy in her teaching.
Muhammad Asyraf bin Khaja Mohideen is a teacher from a suburban area in the district of
Jempol, Negeri Sembilan. He has been teaching English as Second Language since 2016. He
loves using technology, music and fun and interactive tools to help his pupils learn English. He
wishes to be one of the pioneer researchers on Phenomenon Based Learning in Malaysia.
Nurul Syifa binti Abdul Rahman is a graduate student in the Faculty of Education, Universiti
Kebangsaan Malaysia. She is also currently an educator in a Chinese-vernacular primary school.
Her research interest includes language assessment, Teaching English as Second Language and
educational policy development
Zikri Effandy bin Zainudin is currently working as a District English Language Officer (Primary)
in Mersing Education District Office. His academic qualifications include M.Ed in Teaching of
English as a Second Language (TESL) FROM Universiti Teknologi Malaysia (UTM). He started
his carrier as a primary school teacher at Sekolah Kebangsaan LKTP Nitar 01, Mersing Johor
from 2011 to 2017.

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ESL Practitioner: The Journal of the English Language Teaching Centre
Bridging Theory and Practice in ESL Classroom

1

CONFIDENCE IN USING
ENGLISH LANGUAGE:
THE IMPACT OF OUT-
OF-CLASS ACTIVITIES

RASHIDAH BINTI RAHAMAT
YUSNAMARIAH BINTI MD YUSOP

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ESL Practitioner: The Journal of the English Language Teaching Centre
Bridging Theory and Practice in ESL Classroom

CONFIDENCE IN USING ENGLISH LANGUAGE: THE IMPACT OF OUT-OF-CLASS
ACTIVITIES

ABSTRACT

Having confidence to speak in a language apart from the mother tongue is a great
hurdle for learners especially if it is a second, third or foreign one. It needs a lot of
courage as well as high self-esteem. Preference to keep quiet rather than to speak
in the second language is a normal situation faced by English Language Teachers
(ELT). The issue is prominent among the students in rural areas. This paper aims
to share the outcomes of the out-of-class activities conducted with 25 students who
hardly used English language as the medium of communication. A collaborative
effort with a private sector was planned to overcome the confidence glitch among
the students where exposure towards the language was given via games and group
activities. A self-assessment tool was distributed prior to the event and a month
after the programme ended. Results of the pre-activity and post-activity revealed
significant findings: minor yet progressive. The impact of change in the students’
confidence levels from this programme is a signal for other ELT practitioners to
venture more on the out-of-class activities to boost the students’ confidence to
speak in the target language.

Keywords: out-of- class activities, confidence, ELT, rural, self-assessment

INTRODUCTION

English plays a vital role as the medium of communication in the era of information technology. In
order to compete with the demands for a globalized economy, the pupils must be well equipped
with the proficiency in English Language (Ahmad, 2016, Qi, 2016, Mukhlash Abrar, 2018). English
is one of the core subjects taught in school and higher education in Malaysia (Education Act,
1996). Nonetheless, the level of operational proficiency in English among the Malaysia pupils
are poor where only 28% of pupils achieved a minimum credit in 2011 SPM English paper
(Ministry of Education, 2013). In unison to the aspiration of the National Education Philosophy
(1996) that strives to develop holistic and competitive individuals who can meet the needs for
the 21st century, Ministry of Education Malaysia (MoE) has taken several measures to ensure
the language is mastered by those who are in the education system, particularly the students.
Reports regarding the decline of English among the school students have shown that, the harvest
of 11 years of formal process of learning English as a second language is still unsatisfying. This
can be seen clearly from the statistics in 2012, where English was the weakest core subject
in national assessment with 25% failure rate at UPSR, 23% at PMR and 22% at SPM. While
in tertiary levels 62% of the students were in band 1 and 2 for their MUET. As a result, 48% of
employers rejected students due to their poor command of English (Shahriman, 2015). The
Malaysian Examination Board reported that there has been a consistent failure for English since
2011. Sani, 2015 in her analysis informed that there was 23.2% failure for English in 2011, 22.9%
in 2012, 20.0% in 2013 and 22.7% in 2014. This analysis indicates that the teaching and learning
of English in school requires a very crucial attention (Sani, 2015)

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ESL Practitioner: The Journal of the English Language Teaching Centre
Bridging Theory and Practice in ESL Classroom

The Ministry of Education (MoE) is cognizant that the command of English Language is a key to
achieving success in students’ learning. It has set an alarm to ensure that all the resources are
integrated and employed to raise the standard of English among the pupils. MoE is committed
in narrowing the gap between pupils be those in the primary or secondary, that, no student is left
behind in mastering this global language (Ministry of Education, 2013). The conclusive roles of
English are even being perceived as pressing with the rapid development of today’s technology.
English proficiency is critical in acquiring knowledge in various fields of Science and Technology
including Information and Communication Technologies to achieve a wider and more effective
role in international relations (Ministry of Education, 2013). In line with the ever-increasingly
talked about Industry Revolution 4.0 or the Fourth Industrial Revolution, the mastery of English
Language is now no longer an option, or a language reserved for a few people. Therefore, it is
high time that the structure of monolithic teaching and learning of English language to be revised.

The challenge of teaching English language to the school students is mostly seen among the rural
area schools. The multiculturalism, first language influence and the diverse learning environments
are some of the contributing factors that influenced the students’ attitudes as well as motivation
in mastering English language (Supyan, 2000, Rahimah. 2004; Thang, 2011; Siti Sukainah Che
Mat Yunus, 2014). The language teaching approaches used in the classrooms and the wide-
spread use of English language have increased the demand to learn good communication skills.
However, pupils tend to lose motivation as they go through so many challenges especially when
they are being confined to the same static classroom environment. The learning of English
language should not just depend solely in the four-wall classroom. Instead, English teachers
should engage students in more fun yet meaningful learning outside the class. Realizing the need
to increase the students’ positive attitudes as well as motivation, the exposure towards using
English in a different learning environment is seen as one of the feasible approaches to be tried
and tested (Ansawi, 2017).

This paper aims to share the outcomes of the out-of-class activities conducted for students who
seemed to face the attitudinal and motivational issues in using English language. In general,
the out-of-class programme is known as the Leadership Acceleration Programme, the pupils’
involvement would be in terms of games, peer group activities and group presentations which is
hoped to change their perceptions in using English language among their peers. The concept of
the out-of-class is as displayed in Figure 1. This small-scale study seeks to find the answer to the
following questions:

1. What are the pupils’ confidence level before the out-of-class programme?

2. What are pupils’ confidence level in using English Language after their involvement in the
out-of class programme?

Leadership Acceleration Programme Accelerate Pupils’
Confidence in
Games, using English
peer group activity
group presentation Language

12 Figure 1: Conceptual Framework

ESL Practitioner: The Journal of the English Language Teaching Centre
Bridging Theory and Practice in ESL Classroom

RELATED REVIEW OF LITERATURE

Out-of-class activities constitute an extensive context of language learning as it allows
authentic language exposure and play essential roles in sustaining pupils’ motivation in learning
(Richards,2015). In providing highly immersive language-rich environment in school, pupils are
deliberately and recurrently exposed to the English language through a variety of activities of high-
quality linguistic input both within and beyond the classroom (Jiew, 2017). According to the study
conducted by Ansawi (2017), a total of 125 rural pupils in Tuaran, became eager and motivated
to learn and speak the language informally when the lesson was organised out of the classroom.
In this light, it can be said that, out-of-class learning composed of diversified constituents that met
the varied needs in language learning and complemented in-class learning by striking a balance
between a focus on meaning and focus on form were positively associated with good English
grades, English language learning efficacy, and enjoyment (Chun Lai, 2015). Using English for
social interaction in out-of-class situations gives ample opportunities for learners to sustain and
develop their proficiency in English (Richards, 2015). By supplementing the in-class with out-of-
class activities, it is hoped that teachers could offer a different environment which students will
have the chance to enjoy and react differently in a more comfortable manner which could relate
to their willingness to join and learn.

Out-of-Class: The impact on Attitudes and Motivation in Using English Language

Attitudes and motivations are essential factors influencing the language performance and received
considerable attention from both first and second language. Negative attitudes towards language
learning can reduce learners’ motivation and harm language learning, whereas positive attitudes
can do the opposite. Thus, it is important for a teacher to examine the attitudes of his or her
pupils (Oxford, 2001). While motivation, integrative and instrumental motivation, usually refers
to stable attitudes in pupils’ minds (Gardner,1972). A few scholars listed down some factors
affecting learners’ motivation in language learning and they are as itemised as: 1) attitudes, 2)
beliefs about self, 3) goals, 4) involvement, 5) environmental support and 6) personal attributes
(Rebecca Oxford, 1994). Based on these 6 factors it is believed that for teachers to motivate and
sustain pupils’ interest in language learning, they must be able to provide activities that are able to
combine those aspects through in-class and out-of-class activities. Apart from that, consideration
of blending the activities like communicative (game type), integrative (short/small activities form
larger activities), pleasant, safe and even a challenging yet meaningful non-threatening group-
based activities may help to assist the language learning process among learners (Supyan,
2000). According to Mukhlash Abrar (2018), the hindrances to speak the language can be from
two big factors: internal and external factors. Internal factors are such as learners’ low motivation,
anxiety, and negative attitude towards the language. While external factors include classroom
environment, and negative comments from teachers and peers, may hinder the learners from
actively engaging, and eventually make it difficult to speak.

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ESL Practitioner: The Journal of the English Language Teaching Centre
Bridging Theory and Practice in ESL Classroom

METHODOLOGY

This study deployed a quantitative approach where the population of this study was the lower
secondary pupils in rural areas in Malaysia. A total number of populations of 25 lower secondary
pupils from the remote area in one of the states in Malaysia participated in the programme.
In order to measure the students’ own evaluation towards their confidence in using English
language, a self-assessment questionnaire was adapted from a programme conducted by the
Ministry of Education Malaysia (2016). The self-assessment instrument consists of 20 items and
was divided into three sections: 1) creation of English language environment, 2) efforts taken to
improve English language proficiency and 3) involvement in self-development and studies. The
items were designed using Likert scales ranging from the levels 0-3 with the values of 0- Not at
all, 1-Seldom, 2- Sometimes, 3- Often and 4-Very Often. The instrument was distributed to the
students immediately after the programme ended. Table 1 displays the breakdown of the items
according to the sections. Data collection was carried out in two stages: the pre programme
session and the post programme sessions. The students involved were given one-month gap to
fill in the post assessment evaluation form. The collected data was further analysed descriptively
using frequency and percentages.

No Sections No. of Item
1 Create English Language Environment 11
2 Build Confidence 4
3 Own Initiatives for Self-development 5

Table 1: The Summary of the Items in the Self-Assessment Instrument

FINDINGS

The analysis of the data was conducted based on the sections in the instrument. Therefore, the
subsequent subheadings will present the analysis. Basically, the comparison before and after the
programme was carried out in order to examine the impact on the students’ confidence in using
English language.

Creating the English language learning environment

The data examined for 11 items listed in this section (Appendix 1) showed a significant improvement
before and after the students attended the programme. The ways these learners created the
English language learning environment was measured through the statements which reflected
their use of language through verbal communication such as speaking in English in the class or
out of class, speaking with friends, teachers, parents or other people, as well as encouraging
their friends to speak the language. The outcomes of the analysis for the pre-assessment as well
as the post showed slight change. For the pre-assessment, majority of the students hardly used
the language to communicate either in or out of class. The breakdown for the use of English in the
class for pre-assessment showed 8% (n=2) did not use it at all, 44% (n=11) seldom used English
and 48% (n=12) sometimes used it. As for the use of the language outside of class, slightly a
better pattern was presented; 16% (n=4) did not use it at all, 52% (n=13) seldom used it, 24%

14

ESL Practitioner: The Journal of the English Language Teaching Centre
Bridging Theory and Practice in ESL Classroom

(n=6) and only 8% (n=2) often used the target language to communicate. In contrast, the post
assessment results showed that, the distribution of the figures was less for the “Not at all” and
“Seldom” and the pattern was more choice selected to be “Often” and “Very Often”. For instance,
the same items (Item 1-6), the students self-assessed their own changes after the program from
“Not at all” to “Often” and “Very Often”. Figure 2 shows the changes from pre-assessment and
post assessment for the first six items.

A similar trend was shown in the investigations for Item 8 till 11 which focused on how the students
created the English language learning environment in terms of them conducting the activities;
majority of the students chose “Not at all”, “Seldom” and “Sometimes” as compared to “Often”
and “Very Often”. For instance, a total of 4% (n=1) did not carry out any activities with their
peers, none carried out with their teachers, 36% (n=9) did not carry out activities with parents and
another 24%(n=6) did not conduct activities with other people around them before they joined the
programme. However, the pattern changed after the end of the programme. The results of the
analysis indicated a noticeable change in terms of the students’ carrying out the English language
activities. As for Item 7, the students indicated that there was not much difference in terms of
them encouraging their peers to speak English. Figure 2 displays the overall analysis for this
section which clearly shows the improvement on the students’ effort to create the English learning
environment.

Figure 2: The Overall Findings for Section A

Building Confidence to Use English

Section B of the instrument stressed more on how the students build their confidence towards 15
using English language. The pre-self-assessment examination (Figure 5) disclosed that majority
of the students were unconstructive where they selected the choice of more from “Sometimes”
to “Not at All”. Based on the findings of the 4 items, the changes were obviously seen after
the students attended the out-of-class sessions. The Figure 6 shows high number of students
choosing “Very Often” for their attraction to take part in English activities, English competitions as
well as interest for both as compared to pre-assessment analysis. Figure 2 displays the analysis
for this construct.

ESL Practitioner: The Journal of the English Language Teaching Centre
Bridging Theory and Practice in ESL Classroom

15

10

5

0
PRE POST PRE POST PRE POST PRE POST PRE POST

NOT AT ALL SELDOM SOMETIMES OFTEN VERY OFTEN

I take part in English acƟviƟes in school.
I take part in English compeƟƟons.
I am interested to take part in English language acƟviƟes in school.
I am interested to take part in English language acƟviƟes compeƟƟons.

Figure 3: Analysis for the 4 items related with building confidence to use English.

In order to illustrate the changes of students’ own evaluation towards their transformation related
to their confidence to use English language, Figure 3 displays the average count for the analysis.
The numerals calculated for “Not at All” and “Very Often” display the result which indicated
students gained more confidence after the programme.

10 SELDOM SOMETIMES OFTEN VERY OFTEN
8 PRE POST
6
4
2
0
NOT AT ALL

Figure 4: Analysis for the Average on Students’ Initiatives towards Building Confidence
Involvement in Self-development and Studies

The last component being analysed was the students’ self-assessment towards their own initiative

in self-development and studies which were related to English language. Similar patterns were

noticed for this aspect; however, the figures were better than the first two constructs. Students

who were involved in the programme were not so pessimistic in terms of having their own effort to

improve their English language before they joined the out-of-class programme. The analysis on

the pre-assessment is depicted in Figure 4 where there were 5 items measuring the involvement

in self-development and studies. The outcomes of the examinations on those 5 items showed that,

the bell curve shows higher number of the students who took part in the programme selected

“Not at all”, “Seldom” and “Sometimes”; however, lesser numbers were seen in the “Often” and

“Very Often” regions. The pattern for post assessment disclosed that the students were more

16 positive in their involvement in self-development and studies; basically, the results in Figure 5
depicts the array of the bar graph is more towards the “Often” and “Very Often” sides.

ESL Practitioner: The Journal of the English Language Teaching Centre
Bridging Theory and Practice in ESL Classroom

12 11 I listen to English songs.
10 10
9 I read English books/ comics
10 8 8 I use social media
(facebook, WhatsApp,
8 77 7 Blog , TwiƩer, Instagram)
I teach my friends to learn English
65 55 5 55
4 I watch English movies/
43 3 cartoons/ videos
2 22
1 1
2 0 0

0

Figure 5: Results of the Pre-assessment for Involvement in Self-development and Studies

12 11 11 I listen to English songs.
I read English books/ comics
10 9 9 8 8 8 8 8 I use social media
(facebook, WhatsApp,
8 5 4 5 655 5 Blog , TwiƩer, Instagram)
6 I teach my friends to learn English

4 33 2 I watch English movies/
cartoons/ videos
2 1 1 0
000

0

Figure 6: Results of the Post-assessment for Involvement in Self-development and Studies

DISCUSSION

The discussion shall be given attention on the answers to the two questions of the study: -

What are the pupils’ confidence level before the out-of-class programme?

What are pupils’ confidence level in using English Language after their involvement?

The answer to the first question is that, the students were not so confident before they joined the
activities. It is apparent from the analysis where a majority chose more on “Not at All”, “Seldom”
and “Sometimes” for all the aspects in each 3 major items in the self-assessment instrument.
In contrast, the confidence level was more constructive after the event; high preference on
“Often” and “Very Often” for all the three major constructs. This is a good indicator to say that,
the Leadership Acceleration programme had contributed to the wind of change among these
students’ positive change.

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ESL Practitioner: The Journal of the English Language Teaching Centre
Bridging Theory and Practice in ESL Classroom

Based on the findings of this small-scale study, it is another evidence that the out-of-class activities
do have some impact on the students’ confidence to use the language. Therefore, the answer
to the second question would be Yes, the pupils were more confident after their involment in the
activities. All the 3 constructs measured in this study supported the initial idea which the teacher
had before conducting the activity: students were not so confident in terms of using the language
with other people be it inside the classroom or out-of-class, less interested to join any English
language related activities or even to be more proactive in finding ways to further upgrade their
English language proficiency. However, the injection of environmental change has proven to be
working well in this context of boosting the students’ confidence to speak in the target language.
Interesting debate of how the out-of-class activities which is seen as adding up another burden
to the teachers’ core business, turn out to be one of the best supplements needed. The subjects
involved in the study were basically those from the remote areas where the contact hours to use
the target language is during the 40-minute lesson by the teachers. Yet, given a room for them
to use the language in a non-threatening environment, they displayed a small-yet-progressive
change within a month after the programme.

In general, learning English has always been a stigma among many and there is a chance that
school offer a place for people to have different opinions. The issue of failure in implementing
English activities especially in rural areas has increased recurrence and teachers are seeking
alternative initiatives especially out-of-class activities to solve this. The important thing is that
they involve self-directed, active and purposeful involvement with the language outside a formal
learning context (Hyland, 2004). By providing students with adequate chance for them to engage
into the class, it will eventually increase their participation and understanding towards the whole
lesson. There will be a different way to approach the students as in this matter, a different learning
style, environment and method are used to increase students’ motivation.

Results of the pre-activity and post-activity in this study revealed significant findings: minor yet
progressive. It is obvious how the need to engage the students towards learning beyond the four
walls boundaries as well as with different people other than the teachers. Twisting the pedagogy
to fit into the 21st century learning would be one of the keys that ESL teachers need to do.
Change the learning environment: from textbook to authentic situation which will channel our
students towards the skills needed to be able to collaborate, solve problems, enhance their critical
thinking skills, or even adaptability skills to in overcoming their confidence in using the target
language. The language anxiety will be lessened when the learning space is modified. Students
will feel less anxious or might be more relaxed when they are communicating with their peers or
outsiders. The feel of not being observed and evaluated by the teachers, will be one of the factors
contributing to their increased confidence. This Leadership Acceleration Programme managed to
create the different environment for these students and even after a month the programme had
ended, students have shown that their confidence is still a constructive one. Therefore, it is a
signal for other ELT practitioners to venture and design more on the out-of-class context activities
to boost the students’ confidence to speak in the target language as what is highlighted:

Deeper learning occurs through the purposeful integration of rigorous academic
content with experiences that intentionally cultivate skills, mindsets, and literacies
essential for students to become lifelong learners and contributors in our rapidly
changing world.

(Battle for Kids, n.d.)

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ACKNOWLEDGEMENT
A heartfelt gratitude to Encik Mohd Khalis bin Sumardi from SMK Jelawat, Bachok, Kelantan for

his contribution in organising and collecting the data for this project.

REFERENCES
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Research, 478-480.
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Rural Primary School Community. The English Teacher, 30-42.
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battleforkids.org/how-we-help/learning-design
Chun Lai, W. Z. (2015). Understanding the Quality of Out-of-Class English Learning. TESOL

Quarterly, 278-308. doi:https://doi.org/10.1002/tesq.171
Education Act. (1996). Malaysia : Ministry of Education.
Gardner, R. C. (1972). Attitudes and Motivation in Second-Language Learning. 68 Middle Road,

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Hyland, LKa.ng(2u0a0g4e).WGrietinnrge1a6n, d14S8e-1c6o4nd Language Writing. Ann Albor, MI: Journal of Second

Jiew, F. F. (2017). The Evaluation of Highly Immersive Programme (HIP). International Journal of
Academic Research in Business and Social Sciences, 438-449.

Khairuddin, Z. (2017). The Influence of MUET Score and First Language towards. International
Journal of Applied Linguistics & English Literature, 150-157.

Mary Frances Litzler, M. B. (2017). Out-of-Class Activities for Practicing English as a Foreign
Language: A Log Study Students’. International Journal of Scientific Study. doi:10.17354/
ijssNov/2017/2

Ministry of Education Malaysia. (2013). Malaysia Education Blueprint 2013-2025 (Preschool to
Post -Secondary Education). Malaysia: Ministry of Education Malaysia.

Ministry of Education Malaysia. (2016). Highly Immersive Programme. 437-449. Malaysia: English
Language Teaching Centre, Ministry of Education Malaysia.

Muhammad Arshad, S. M. (2015). Self-Esteem & Academic Performance among University
Students . Journal of Education and Practice , 156-162.

Mukhlash Abrar, A. M. (2018). “If our English isn’t a language, what is it?” Indonesian EFL Student
Teachers’ Challenges Speaking English. Florida: Nova Southern University. Retrieved 19

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from https://nsuworks.nova.edu/tqr/vol23/iss1/9

Norman, J. (2017). Student’s Self- perceived EnglishAccent and Its Impact on Their Communicative
Competence and Speaking Confidence.

Norseha Unin, P. B. (2016). Brainstorming as a Way to Approach Student-Centered Learning in
the ESL Classroom. Procedia, 605-612. doi:10.1016/j.sbspro.2016.05.450

Oxford, R. L. (2011). Language learning strategies. In R. C. (Eds.). Cambridge: Cambridge
University Press.

Qi, G. Y. (2016). The importance of English in primary school education in China: perceptions of
students. Multilingual Education. doi:DOI 10.1186/s13616-016-0026-0

Rahimah Abd. Wahab, M. S. (2004). Research on issues pertaining to the teaching of English in
FELDA schools in Segamat. Retrieved from http://eprints.uitm.edu.my/1910/

Rebecca Oxford, J. S. (1994). Language Learning Motivation: Expanding the Theoretical
Framework. The Modern Language Journal, 12-28.

Richards, J. C. (2015). The Changing Face of Language Learning: Learning Beyond the
Classroom. RELC Journal, Volume 46 (1), 5-22. doi: 10.1177/0033688214561621

Sani, R. (2015). All-round concerted efforts needed. The New Strait Times. Retrieved from http://
www.nst.com.my/news/2015/12/117441/all-round-concerted-efforts-needed

Shahriman, A. (2015). Key challenges in transforming Malaysia’s education system. Kuala Lumpur:
Pemandu. Retrieved from http://jci.edu.my/file/Key_Challenges_in_Transforming_
Malaysia%E2%80%99s_Education_System_Tengku_Azian.pdf

Siti Sukainah Che Mat Yunus, M. M. (2014). Attitudes and Motivation Towards Learning English
Among FELDA School Students. Australian Journal of Basic and Applied Sciences, 1-8.

Supyan Hussin, N. M. (2000). Sustaining an Interest in Learning English and Increasing the
Motivation to Learn English: An Enrichment Program. The Internet TESL Journal.

Thang, S. S. (2011). Attitudes and Motivation of Malaysian Secondary Students Towards Learning
English as a Second Language: A Case Study. he Southeast Asian Journal of English
Language Studies, 40-54.

Rashidah binti Rahamat, PhD.
English Language Teaching Centre (ELTC)
Ministry of Education
[email protected]

Yusnamariah binti Md Yusop
English Language Teaching Centre (ELTC)
Ministry of Education
20 [email protected]

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Bridging Theory and Practice in ESL Classroom

Appendix 1: The Findings of the Analysis
SECTION A: Ways pupils create the environment learning of English

STATEMENT NOT AT SELDOM SOMETIMES OFTEN VERY
ALL OFTEN
I speak in English in class. % 24
I speak in English out of class. - 16 52 36 8
I speak in English with friends. 4 32 24 28 4
I speak in English with teachers. 4 36 28 32 4
I speak in English with parents. 8 32 24 16 4
I speak in English with other people 24 36 20 8 16
around me. 20
I encourage my friends to speak English. 12 32 44 28 4
I carry out English activities with friends. 32
I carry out English activities with teachers. 12 24 44 8 -
I carry out English activities with parents. 4 12 44 16 12
I carry out English activities with other 4 24 32 8
people around me. 24 4 28 -

12 24 44 4

SECTION B: Ways pupils create the environment learning of English

STATEMENT NOT AT SELDOM SOMETIMES OFTEN VERY
ALL OFTEN
I take part in English activities in my
school. 8 48 20 16 8

I take part in English competitions. 36 24 24 12 4

I am interested to take part in English 4 32 28 20 16
language activities in school.
8 32 32 4 24
I am interested to take part in English
language activities competitions.

SECTION C: Ways pupils build their confidence to use English

STATEMENT NOT AT SELDOM SOMETIMES OFTEN VERY
ALL OFTEN
To improve in English I listen to English
songs. - 12 36 8 44

To improve in English I read English 4 20 32 24 26
books/comics.
-4 32 32 32
To improve in English I watch English
movies/cartoons/videos - 16 20 20 44
12 36 32 20 - 21
To improve in English I use social media
(Facebook, WhatsApp, Blog, Twitter,
Instagram)

I teach my friends to learn English

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2

MATERIALS
DEVELOPMENT FOR
FUN LEARNING:
INSIGHTS FROM
TEACHERS

NOR IZNI BINTI MOHD HASSAN
AMARJIT KAUR A/P MOKHTAR SINGH
@ JAILA SINGH

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MATERIALS DEVELOPMENT FOR FUN LEARNING: INSIGHTS FROM TEACHERS

ABSTRACT
Malaysia is progressively aware of the significance of early childhood education. The
National Preschool Standard-based Curriculum (NPSC) concentrates on pedagogy
approaches that are fun and child-centred classroom activities. Therefore, this paper
aims to share the teachers’ perception, views and evaluation towards the workshop.
A total of 98 teachers from three states engaged in a variety of hands-on activities
throughout the three-day workshop. Responses were collected through an online
survey. Findings indicated that this workshop was effective for sharing best practices
in instilling fun in the preschool classroom. Recommendations on the content,
materials and training strategies from the teachers were gathered for future training
improvisation. Implications towards the teachers’ English language proficiency
improvement is also discussed. This small-scale study is hoped to initiate more
classroom research on fun learning strategies in the preschool classrooms.

Keywords: preschool; English; fun learning; play-based activities; English language
proficiency 

 

INTRODUCTION

Malaysia Education Blueprint (Ministry of Education, 2018) outlines the main objective of the
Preschool Language Learning which is to provide children the confidence to use the language
inside and outside the classroom. Ministry of Education (2018) highlights that children feel
safe and secure when they are fully engaged in activities which they find enjoyable, and which
stimulate their innate curiosity. Play has for this reason been recognized as an important part of
early education. In this context, play does not mean ‘free for all’ goal free activity, but essentially
involves purposeful, well thought out and structured activity with specified learning outcomes.
(The Roadmap 2015-2025, p.116). Play is an important vehicle for developing self-regulation as
well as for promoting language, cognition and social competence. (The National Association for
the Education of Young Children, 2009, p.14).

A heap of research had reported that play is the best instructional method for educating young
children (Cheng, 2012; Kuschner, 2012; Loizou & Avgitidou, 2014; Samuelsson & Carlsson, 2008).
Furthermore, preschoolers who are at their golden period of development should be furnished
with loads of opportunities for hands-on exploration and multisensory encounters rather than
detached, teacher-centred learning which is viewed as unsuitable and outdated in this present
21st century (Qin & Mariani, 2018). This is in line with the aim of the National Preschool Standard-
based Curriculum (NPSC) to develop preschoolers’ potential in a comprehensive way across all
developmental aspects including physical, spiritual, social and intellectual.

Irrefutably, the teaching of early English literacy in preschools requires expertise in pedagogical 23
approaches. Most teachers acknowledge play as an educational tool and have a positive attitude
towards play-based approach in preschoolers’ language and literacy development. However, they
were unsure about the use of play-based approach (Sharifah Nor & Aliza, 2016). Ng (2010) stated
that there was a lack of activities to teach English through play, music and movement, and classes
inclined to be teacher centred. Concurrently, teachers also need to elevate their level of English

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proficiency in ensuring effective lesson delivery. In 2010, the Ministry of Education conducted a
study on the status of English language in 102 public and private preschools and the teachers
interviewed displayed apprehensiveness for not acquiring sufficient command to converse in
English language (Ministry of Education, 2018). Teachers tend to use the mother tongue to teach
English and most of them used translation to make understanding the content easier. Rohaty,
(2013) supports this claim that the lack of confidence leads to teachers opting to interact in the
lessons using mother tongue.

According to Copland et. al (2014) it is crucial that teachers are supported in developing skills
and confidence in teaching the preschool curriculum. To add to that, Nunan (2015) emphasised
on the importance of training for teachers who teach languages to young learners. In a study
conducted by Sharifah Nor & Aliza, (2016) the findings reported that preschool teachers felt that
educational materials were the most challenging factor in classroom implementation as they were
uncertain of how to use them. Therefore, it is evident that teachers should be given more training
on developing and utilizing appropriate materials in their classrooms.

Thus, in order to fill in the gap, a Preschool Support Materials Development Workshop was
conducted for a group of 98 preschool teachers where they were introduced to various strategies
to be carried out in the classroom. This workshop offered a platform for them to generate creative
ideas to be utilized in the English lessons and ample opportunities to communicate using the
target language to help enhance their proficiency. This paper aims to seek answers to the following
research questions:

1) How do the preschool teachers perceive the workshop?

2) To what extent is the workshop helpful for the teachers in conducting fun English lessons?

LITERATURE REVIEW

Developmentally Appropriate Practice (DAP)

Developmentally appropriate practices, as defined by The National Association for the Education of
Young Children (NAEYC), emphasises on the developmental level and learning style of the whole
child in terms of physical, social, emotional, and cognitive needs (Charlesworth, 1998b). This view
asserts that children learn actively through physical and social experiences to construct their own
understandings of the world around them. In order to accomplish these goals, NAEYC recommends
that educators in early childhood programs provide opportunities for pre-teachers to work with
peers and to explore with manipulatives and hands-on activities. Children build relationships with
their peers through play. Learning is more meaningful to them when they can associate with their
peers. Jambunathan et. al (1999) found that peer-acceptance among preschoolers was higher
when developmentally appropriate strategies were used. Preschool teachers are expected to use
teaching materials and design activities that follow the development of children as well as match
their abilities and interests in a familiar and meaningful culture (Ministry of Education, 2018).
Furthermore, instructions should be informal, relative to pupils’ lives, integrated across content
areas, and guided by student choice and interest (Parker & Neuharth-Pritchett, 2006). To support
that, it is important for teachers to be well prepared and continuously participate in professional
development in order to provide a high-quality education.

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Play-based Learning

Vygotsky (1978) believed that the opportunity to engage in imaginary situations was very valuable
because the child’s thinking could be liberated from situational constraints which provide the basis
for the development of higher abstract thought. The child becomes able to act independently of
his/her perceptions in play situations. Play is important in the development of consciousness since
it enables a child to develop rules based on ideas and meanings and not on objects themselves.
Vygotsky thought that play created a zone of proximal development for the child and that in
play he/ she always acted beyond his /her average age as if he were a head taller than himself.
Play ought to be encouraged from a Vygotskian point of view, since he considered it to be a
profoundly deliberate action which permitted the development of illustrative ideas. Imaginative
play is a significant influence of any early childhood curriculum however it should be supported
by appropriate intensive teaching. Hence, it is essential for preschool teachers to understand the
appropriate teaching approach of learning through play and its role in early childhood development.
Teachers who fail to use appropriate teaching approaches suitable to the development stage may
struggle to support children reach their potential (Sharifah Nor & Aliza, 2016).

Pedagogy Approaches for Preschool

In recent years, kindergarten classrooms have become more academically focused with questions
emerging regarding the educational and developmental benefits of play (Ashiabi, 2007). The
current standards have become heavily focused on teaching academic skills as early as possible
in order to maximize children’s future academic success (Miller & Almon, 2009). This has led to
an increased focus on teacher-directed academic instruction (Ashiabi, 2007; Van Oers & Duijkers,
2013), with children taking on the role of passive recipients of knowledge (Weisberg, et al, 2013).
As a result, the length of time many kindergarten children spend in play is decreasing (Bergen,
2002; Miller & Almon, 2009).

Malaysian preschool education puts emphasis on: i) fun learning approach; ii) child-centred
learning and classroom activities that focus on problem solving and decision making and iii) the
utilization of learning centres (Curriculum Development Division, 2017). In the new, mandatory
NPSC introduced by the Ministry of Education, the play-based approach has been given much
focus in the preschool teaching and learning process (Lily Muliana & Mohamed Nor Azhari, 2013).
The integration of play-based approach as part of the preschool curriculum aims to support
children development physically, academically, mentally and socially (Sharifah Nor & Aliza, 2016).
The advocacy of the use of play-based approach in the NPSC is to ensure that the new curriculum
is effective in meeting the goals and objectives of curricular reforms (Ministry of Education, 2009).

Preschool Support Materials Development Workshop

Preschool Support Materials Development Workshop was conducted for preschool teachers with 25
the aim to provide exposure on effective strategies in teaching English. This is in line with Wave
1 of the Malaysia Education Blueprint 2013-2025 (2013) which stated the ministry will ensure that
teachers have access to the appropriate training opportunities. Therefore, through this workshop,
participants were exposed to fun, play-based English learning in the preschool classroom. They
were given the opportunity to try out the activities so they could adapt and improvise the games
in their own classrooms in the effort to create a learning environment that is more interactive and
enjoyable. As a complementary outcome of the implementation of this workshop, participants
also could polish their English language proficiency through the communicative interactions while
performing activities throughout the workshop. During this workshop, participants were exposed
to a variety of activities such as:

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• Workshop 1: Listen Carefully and Speaking Up!
• Workshop 2: Let’s Learn Phonics
• Workshop 3: Reading is Fun
• Workshop 4: Fun learning
• Workshop 5: Innovation support materials

Two hours was allocated for each workshop throughout the three-day fun-filled experience
for the teachers. Hands-on activities were carried out to ensure the participants had in-depth
understanding of the NPSC-based content to be implemented in their respective classrooms.
Each workshop began with demonstrations of the activities. Participants were then given the
opportunity to try out these activities before discussing, preparing and presenting their ideas to
improvise the activities to cater to the needs of pupils of different abilities in small groups.

The strategies exposed to the participants were tailored to cater pupils with different multiple
intelligences and learning styles. Workshop 1 offered a fun twist on the traditional cootie catcher
and board game to practice listening and speaking skills. The participants were exposed to
strategies of logical mathematical, verbal, visual and bodily-kinesthetics learning styles through the
animal cootie catcher and Roll & Answer activities. A clash of traditional and modern games was
highlighted in Workshop 2 where the participants experienced phonics play-based activities using
balls, bottle caps and Tic Tac Toe board. These activities were designed to cater to participants
who are inclined to bodily-kinesthetics and social learning styles.

The workshop progressed from practicing phonic sounds to activities focusing on reading skills
in Workshop 3. This workshop introduced strategies for participants with visual, linguistic and
kinesthetics intelligences. The video watching activity was carried out to accommodate participants
with visual learning style. The human-train activity demonstrated bodily-kinesthetics learning style
as the participants chugged around the room and stopped at seven stations to feed the animals.
They then tried out the classic Fan & Pick and Mix & Match card games which required them
to read and pair the word cards to the correct picture cards. These activities were planned to
accommodate participants with visual, linguistic and interpersonal intelligences. The participants
were familiar with these activities and this instilled a sense of accomplishment among them.

As the participants underwent three different workshops on strategies in teaching listening and
speaking, phonics and reading, they then advanced to Workshop 4 which put emphasis on fun
learning strategies. This workshop was filled with competitive physical activities that required the
participants to run around the room to obtain pictures of food mentioned by the trainer and peek at
the picture clipped onto their opponents’ backs. These activities were conducted to promote fun,
play-based, interactive learning with the assistance of visual aids which required the participants
to communicate, move around the room and solve problems. The final workshop tapped on the
participants’ creativity as they planned and designed classroom materials using used/recycled
items. They were provided with used boxes and felt cloth. Inspired by the strategies shared with
them during the four workshops, they developed materials according to the NPSC which can be
utilized in their respective preschool classrooms.

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METHODOLOGY

Respondent

A total of 98 preschool teachers teaching in the northern, central and east coast zones participated
in the workshop held in one of the training institutions in the central zone. These teachers were
selected as participants based on the records on their proficiency level from the ministry. They
are diploma and degree holders in Early Childhood Education and possess at least 4 years of
preschool teaching experience.

Zone Number of Preschool Teachers Involved in the Workshop
Northern 28
Central 32
East coast 38
98
Total

Table 1: Number of workshop participants according to zones

Instrument

A single instrument was utilized to gather data of this workshop. This instrument was developed by
the team of trainers. There were 14 Likert scale items and 5 open-ended items for the respondents
to complete. Data was collected at the end of the three-day workshop. The items were developed
based on three main components which are:

NO COMPONENT NUMBER OF ITEM TYPE OF ITEM

1 Workshop content 6 multiple-choice grid
2 Workshop materials 2 open-ended
3 Training strategies 3 Likert scale
2 open-ended
5 Likert scale
1 open-ended

Table 2: Number and type of items in the three main components of the instrument

Data Collection and Analysis

In order to collect data, the participants were requested to scan a QR code to access the instrument
and record their responses. The data was analysed from the Likert scale items was tabulated and
presented descriptively using percentage (%). Data from the open-ended items was analysed
thematically.

FINDINGS

This section discusses the responses collected from the workshop participants. Based on the 27
instrument utilized, the findings will be discussed according to three components which are (i)
workshop content, (ii) workshop materials and (iii) training strategies based on the research
questions stated:

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1) How do the preschool teachers perceive the workshop?
2) To what extent is the workshop helpful for the teachers in conducting fun

English lessons?

Workshop Content

Based on the survey items under the component of the workshop content, 96.1% respondents
(n=94) agreed that the workshop has helped them to manage their classroom activities better.
97.4% respondents (n=95) responded that this workshop has provided creative ideas to be
explored in their preschool classrooms. In relation to confidence, 97.4% respondents (n=95)
responded that this workshop has increased their confidence in conducting English lessons.

Items on workshop content

The workshop has helped boost my confidence in 46.1 51.3 1.3
conducting English lessons. 47.4 1.3

The course content has provided various creative ideas 50 40.8 1.3
to be explored in my classroom. 1.3

The workshop has helped me to manage my classroom 55.3 2.6
activities better. 1.3

Strongly Agree Agree Disagree Strongly Disagree

Figure 1: Findings on the workshop content component

The feedback from open-ended items concurred the findings of the Likert scale items as it was
reported that 71 respondents found that the workshop emphasised on the NPSC and introduced
new strategies for fun English language learning in the preschool classrooms. They also stated
that this workshop helped them to plan for more interactive, play-based lessons that emphasised
the four skills in English. According to 50 respondents, the workshop helped to improve their
confidence in practicing English as some of them expressed apprehensiveness to teach the
subject in preschool classrooms due to low proficiency in the target language. 67 respondents
too recommended that this workshop to be extended for all preschool teachers in Malaysia. Some
of the excerpts extracted are as the following:

Respondent Excerpt
R22
“This workshop introduces fun activities for preschool pupils.”
R49 “I like this course because it gives me more information about teaching English
R12 in preschool classroom.”
“This workshop helps me to speak in English more confidently.”

R18 “This workshop should be conducted for all preschool teachers.”

Table 3: Excerpts extracted on the workshop content component

Nevertheless, 2 respondents provided suggestions related to the content of the workshop for
future improvement of the course which were: “Include more components of examination” (R15)
28 and “Introduce outdoor as well as indoor strategies” (R10).

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Workshop Materials

The descriptive analysis conducted on items related to the workshop materials component
reported that 98.7% respondents (n=97) responded that the materials shared during the workshop
were easy to follow, well-organised and useful to be implemented in their preschool classrooms.
Furthermore, 98.7% of them (n=97) felt that the materials provided during the workshop were
sufficient.

Items on workshop materials

The materials provided are sufficient. 46.1 52.6 1.3

The materials shared are easy to follow, 48.7 50 1.3
well-organised and useful.

Strongly Agree Agree Disagree Strongly Disagree

Figure 2: Findings on the workshop materials component

Responses from the open-ended items concurred the findings on the adaptability of the fun
strategies introduced to cater the pupils of different cognitive levels in their classrooms. The
respondents also shared that they enjoyed discussing, planning and developing support materials
using used items during Workshop 5. Some of the excerpts extracted are as the following:

Respondent Excerpt
R16 “There were plenty of materials provided.”
R19 “The materials are very good and can be used in my class.”
R65 “The materials are suitable for preschool pupils.”
R44 “I enjoy the building teaching aids group activity.”

Table 4: Excerpts extracted on the workshop materials component

In addition to their satisfaction, the respondents suggested a few ideas for future improvement on
the workshop materials component:

Respondent Excerpt

“Bigger dice should be prepared for preschool pupils so that it is more visible
R75 and ease them to count the dots on the dice for the Roll & Answer activity

during Listen Carefully & Speak Up! workshop.”

R62 “The animal wheel and pictures used for Who Am I? activity should be made
bigger as children tend to be attracted to big and colourful pictures.”

Table 5: Suggestions on the workshop materials component 29

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Workshop Training Strategies

Based on the items on workshop training strategies, 98.7% of the respondents (n=97) agreed that
the training strategies were sufficiently varied. 97.4% of them (n=95) responded that the workshop
has provided hands-on practices. In relation to proficiency in English, 96.1% of the respondents
(n=94) agreed that the workshop has helped them to improve their proficiency through verbal
interactions while participating in the activities throughout the three days of the workshop.

Items on workshop training strategies

The workshop is relevant in helping me 54 42.1 2.6
improve my English language proficiency 47.4 50 1.3
54
level. 2.6
There are sufficient hands-on practices that
enable me to develop practical skills during 1.3

the course.

The training strategies are sufficiently 44.7
varied.

Strongly Agree Agree Disagree Strongly Disagree

Figure 3: Findings on training strategies component

In the open-ended items, the respondents reported that the activities were varied, learner-centred
and promoted language use. They were also given the opportunity to brainstorm classroom
activities using the strategies introduced based on the preschool curriculum. Some of the excerpts
extracted are as the following:

Respondent Excerpt
R38
“I like the variety of activities.”
R45
“We practiced speaking English and be
confident to use the language.”

Table 6: Excerpts extracted on the training strategies component

However, the respondents reflected that they would prefer to be given more hands-on experience
as some of them did not get the chance to participate in the activities since only a few of them
were called out to demonstrate the games (R38). The respondents also suggested that more time
to be allocated for each workshop for more productive end results (R64).

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DISCUSSION

Based on the study, data collected from 98 participants managed to exhibit the following findings
that the workshop:

• helped them to manage classroom activities better.
• increased their confidence in carrying out English lessons.
• focused on the NPSC curriculum and introduced strategies for fun learning in the preschool

classrooms.
• helped them to plan and execute more interactive, play-based lessons.
• introduced materials which were useful for classroom implementation to cater pupils with

different cognitive levels.

The findings of this study reported that the teachers viewed the workshop as useful in providing
training on fun learning in the preschool classrooms. The workshop also contributed to some
implications on the preschool teachers’ English language proficiency improvement. Based
on the findings, it can be concluded that the workshop exposed teachers with strategies on
planning, preparing and carrying out play-based, fun English activities in the classroom to ensure
meaningful learning takes place in the classroom and the content was relevant to the preschool
classroom. It is evident that these strategies work best in preschool classrooms; in line with the
developmentally appropriate practices emphasised by The National Association for the Education
of Young Children (NAEYC) which asserts that children learn actively through physical and social
experiences. The findings too indicated that the materials provided during the workshop were
sufficient to support teachers in implementing and improvising successful strategies for fun
English lessons aligned to the preschool curriculum. The materials provided also generated their
creativity in transforming used items into useful classroom support materials.

Some gaps were also identified in the workshop organisation which propose for modification for
future implementation. Firstly, the content of the workshop should be revised so there will be
a balance between indoor and outdoor activities demonstration in order to cater to the multiple
intelligences and learning styles of preschool pupils, and the preschool curriculum. In addition
to that, more opportunities for hands-on experience should be given so that the participants
can partake in the activities introduced during the workshop, identify their practicality, strengths,
weaknesses and steps of improvisation needed to implement the strategies in their preschool
classrooms. Therefore, more time should be allocated for these interactive activities to permit all
participants the chance to familiarise themselves with the powerful strategies introduced.

Although this is a small-scale study to share fun learning strategies for preschool classroom,
there are considerable findings which implicate the professional development of the preschool
teachers. The responses gathered advocate the usefulness of this workshop in providing
a platform for preschool teachers to improve their English language proficiency. Some of the
respondents voiced their concern related to insufficient command in the target language which
leaves them struggling to teach English in the preschool classrooms. As proposed by the Ministry
of Education (2015), young learners should learn from teachers who are well equipped with the
target language. Lacking in confidence leads to teachers opting to interact in the lessons using
mother tongue which contributes to an environment that does not support the practice of English.
Through the workshop activities, there is a prospect for them to elevate their proficiency by
practicing the language during discussions and interactions. Through this workshop, it was evident

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that the participants were motivated to practice the target language while experimenting with fun
and enjoyable activities which were conducted in a stress-free environment and stimulated their
innate curiosity. Through informal interactions with fellow preschool teachers during discussions
and games, their affective filter was lowered, and motivation was amplified. The workshop also
established a purpose which drove them to try practicing the language while communicating with
one another.

CONCLUSION
The Preschool Support Materials Development Workshop conducted by the institution which
provided hands-on experience for preschool teachers has proven to be beneficial in exposing
them to strategies that work in making English learning fun. To conclude, continuous support
and training should be given to preschool teachers to assist them in conducting effective English
lessons in the classrooms.

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Nor Izni binti Mohd Hassan
English Language Teaching Centre (ELTC)
Ministry of Education
[email protected]
Amarjit Kaur a/p Mokhtar Singh @ Jaila Singh
English Language Teaching Centre (ELTC)
Ministry of Education
[email protected]

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3

THE EFFECTIVENESS
OF FUN LEARNING
IN THE PRESCHOOL
CLASSROOM
TRAINING OF TRAINERS
WORKSHOP 2019

NURLIYANA BINTI ISMAIL
NOR ASHIKIN ALAWI

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THE EFFECTIVENESS OF FUN LEARNING IN THE PRESCHOOL CLASSROOM
TRAINING OF TRAINERS WORKSHOP 2019

ABSTRACT

This paper aims to present the effectiveness of Fun Learning in the Preschool
Classroom Training of Trainers Workshop organised by Department of Language
and Literacy, English Language Teaching Centre, Ministry of Education Malaysia
in 2019.Forty preschool teachers from Melaka and Perak were chosen as master
trainers based on their English language proficiency level. The objectives of the
workshop were to enhance preschool teachers’ instructional language as well
as to provide strategies on fun learning activities in their classroom. The study
employed mixed-methods approach where quantitative data were collected
through pre and post focus-group interview sessions with 10 master trainers
whereas quantitative data were analysed from a locally designed questionnaire
given at the end of the workshop. Verbatim transcription of the focus-group
interview sessions and descriptive analysis were analysed and generally, results
were positive especially towards the evaluation of the workshop. In conclusion,
the evaluations and feedbacks provided good insights in various aspects in terms
of content relevance, learning materials and teaching strategies for preschool
teachers.

Keywords: effectiveness, fun learning, preschool, strategies, training

INTRODUCTION

Fun element is essential in English language learning for children. It is undeniable that children
learn best when they are exposed to fun activities and engage more in the teaching and learning
process. Dyson (2009) points that “playtime for children is a fundamental avenue for learning”.
Teachers need to provide a platform for pupils to learn language through play. Providing them with
fun learning avenue will lead to active engagement. Pupils are more engaged in learning when
the activities are fun and enjoyable. In addition, Dyson (2009) also states “Play is where children
discover ideas, experiences and concepts and think about them and their consequences. This is
where literacy and learning really begins.” Therefore, exposing pupils to experience learning in a
fun way will certainly assist them in making sense of the world around them.

Moving forward with the mission to impact English language teaching practices through research,
quality training and classroom innovation, the Department of Language and Literacy, English
Language Teaching Centre (ELTC) has conducted Fun Learning in the Preschool Classroom
Training of Trainers Workshop to enhance preschool teachers’ instructional language as well
as to provide strategies on fun learning activities in their classroom. This workshop supports
the second shift in Malaysia Education Blueprint (2013-2025) which is to ensure every child is
proficient in Malay Language and English Language. Therefore, it is very crucial to mould the
pupils as they are the pillars of success of the education system.

The workshop was conducted for three days and forty preschool teachers were chosen as master
36 trainers for their states. The preschool teachers were selected based on their proficiency level

according to English Language Proficiency Test conducted by Teacher Training Division, Ministry

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of Education Malaysia. Various interesting and fun activities as well as teaching strategies in
the preschool classroom were shared with the teachers. The main activities of the workshop
include Dialogic Reading, Readers’ Theatre, Dramatic Play, Slimey Time, Tarsia in the Preschool
Classroom as well as Book Craft. The master trainers were later assigned to cascade the
knowledge gained from the workshop to their district teachers. Based on the feedback from the
master trainers, it was discovered that the workshop has provided useful insights to the teaching
of English Language in the preschool classroom. Therefore, this paper aimed to present the
effectiveness of Fun Learning in the Preschool Classroom Training of Trainers Workshop, with the
final objective to further improve the content of the workshop for future use.

PROBLEM STATEMENT

Rohaty Mohd Majzub (2013) in English Language Education Reform in Malaysia: The Roadmap
(2015-2025) highlights two main problems faced by the preschool teachers in Malaysia which
were the low level of English proficiency and the lack of confidence in using the language. Due to
the lack of confidence in delivering the content in English, pupils were not exposed to a preschool
environment where pupils should be given the general support in using the language. As a result,
teachers and pupils prefer to switch to their mother tongue in order to impart the knowledge to
the pupils.

Another issue raised from the perspective of preschool teachers is the requirement of the National
Preschool Standards-Based Curriculum (2017) or known as Kurikulum Standard Prasekolah
Kebangsaan (KSPK). Table 1 shows the time allocation for preschool where preschool teachers
have to comply with the policy of equal time for Malay, English and Mandarin or Tamil. Preschool
teachers find it difficult to conduct the lesson fully in English as they are not trained specifically
to teach English. In addition, preschool teachers teaching in National-Type Preschool find it even
hard to juggle with three languages.

NO. LEARNING AREAS WEEKLY TIME ALLOCATION
(MINUTES)

Malay Language Other Medium of
Instruction

1. Malay Language 60 60
60 60
2. English Language 60 60

3. Chinese / Tamil
language

4. Outdoor Activity 120 120
120 120
5. Islamic / Moral
Education

6. Early Mathematics 40 40
800 740
7. Integrated Learning 1200 1200

Total

Table 1: Time Allocation for Preschool in National Preschool Standards- 37
Based Curriculum (2017)

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RESEARCH QUESTIONS
This study aims to seek answers to the following questions:

1. To what extent is the Fun Learning in the Preschool Classroom Training of Trainers
Workshop effective?

2. How would Fun Learning in the Preschool Classroom Training of Trainers Workshop help
preschool teachers to improve their teaching of English in a preschool classroom?

LITERATURE REVIEW

Fun learning is usually associated with having learners actively involved and enjoying activities
throughout a lesson. There is a tremendous sense of camaraderie when active teaching and
learning are taking place. The definition of ‘fun’ is translated through its definition from the point of
view of education, psychology and communication.

Socialibility

Ecstatic Types Contentment
of
Fun

Sensual Achievement

Figure 1: Different Types of Fun Characterised by McManus and Furnham (2010)

McManus and Furnham (2010) characterised five different types of fun as shown in Figure 1:

• Sociability characterized by joking, laughing, talking, entertainment;
• Contentment characterized by peaceful, warm, relaxed, loving, caring;
• Achievement characterized by focused, challenged, accomplished, absorbed and

engrossed, some sense of a flow state;
• Sensual characterized by lustful, intimate and romantic; and
• Ecstatic characterized by crazy, excited and energetic.

Therefore, fun can be associated with feelings and emotions expressed by people based on
different situations. As mentioned by McManus and Furnham, different people view fun in different
ways. Some people consider being able to socialise with friends as fun, while others agree that
doing sedentary activities that enable them to relax lead to contentment. Other than that, fun in

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achievement is related to victory and self-accomplishment. Sensual is described as personal
relationship between family and friends and ecstatic relates to feelings after doing exciting
activities.

In learning, Jago (2009) stated the necessity of ‘deep fun’ as fun from intrinsic fulfilment of
meaningful work instead of fun from external motivations. It is undeniable that when people
successfully fulfilled the requirement of a task on their own, they are automatically immersed in
deep fun environment. This is because they have their own intrinsic motivational drive to achieve
their mission.

In analysis of surveys on when learning is fun, Zinn (2008) derived six common themes which
are choice, relevance, engagement, active learning, teacher attitude, and camaraderie. Learners
agreed that for fun learning to take place, the choice of topics and materials presented must be
relevant to the learners. Once learners are interested in learning, they will be actively engaged
among themselves and this will lead to meaningful learning. On the other hand, the attitude of the
teacher also plays crucial role in getting their attention and motivating them to focus throughout
the lesson.

Relevance

Choice Fun Engagement
Camaraderie Learning Active
Themes
Teacher Learning
Attitude

Figure 2: Fun Learning Themes by Zinn (2008)

Fredricks, Blumenfeld, and Paris (2004) highlighted learner engagement is associated with
fun, as having three dimensions: behavioural engagement looks at learners’ participation and
involvement, emotional engagement focuses on the extent of positive and negative reactions,
and cognitive engagement revolves around the level of investment in learning. Thus, it is essential
for teachers to ensure all dimensions of fun are integrated in the teaching and learning process in
order to achieve the learning objectives of the lesson.

Emotional
Engagement

Behavioural Dimensions Cognitive
Engagement of Fun Engagement

Figure 3: Dimensions of Fun by Fredericks, Blumenfeld and Paris (2004) 39

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Glaser (2003) reiterated that in order to sustain teachers motivation in practicing what they have
learned in order to achieve excellent results, schools must build a positive school culture that
supports teaching and learning, provide differentiated professional development opportunities,
encourage teacher innovation and institute family-friendly policies in the workplace. These
strategies allow teachers not only to teach, but also to learn, collaborate, and innovate—activities
that are key to teacher morale and job satisfaction.

METHODOLOGY

The study employed mixed-method approach in collecting data. Qualitative data was collected
through pre and post focus-group interview where 10 master trainers were interviewed on their
opinions of the effectiveness of the workshop. In addition, quantitative data were also gathered
based on a locally designed questionnaire given at the end of the workshop.

Sample

Forty preschool teachers from Melaka and Perak were chosen as the master trainers of the
Fun Learning in the Preschool Classroom Training of Trainers Workshop. The master trainers
came from different types of schools namely National School as well as National Type School
in rural and urban areas of Melaka and Perak. The master trainers were chosen based on their
good proficiency level in English Language Proficiency Test conducted by the Teacher Training
Division, Ministry of Education Malaysia.

Instrument

The instrument used for the study was a locally designed questionnaire prepared for the master
trainers. The questionnaire has thirteen items written in English. It was validated by the Department
of Research and Development, English Language Teaching Centre. The questionnaire extracted
feedback related to three major constructs: Content Relevance, Learning Materials and Teaching
Strategies. Another instrument used for data collection was interview questions set to extract
feedback on the effectiveness of the workshop from the master trainers’ point of view. Pre and
post focus-group interviews were carried out with 10 master trainers in order to explore the
findings of the study.

Data Collection

Data were collected at the end of the workshop to attain overall evaluation of the workshop. The
master trainers completed the questionnaire online through Google Forms. Descriptive analysis
was automatically generated based on the feedback from the questionnaires and presented in the
form of pie charts. As for the interview sessions, focus-group interviews were carried out with 10
master trainers to extract feedbacks and opinions on the effectiveness of the workshop.

Data Analysis

The data for this workshop were analysed descriptively using Google Forms. Data gathered from
40 items in questionnaires will be presented descriptively. As for the interview sessions, verbatim
transcription were produced based on the responses from the master trainers.

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FINDINGS

The master trainers who rated the workshop using the Google Forms gave a positive feedback
on all the aspects stated in the forms. The analysis carried out will be presented in this section
based on the analysis from 3 major constructs. The content of the Fun Learning in the Preschool
Classroom Training of Trainers Workshop was prepared by the members of Language and
Literacy Department, English Language Teaching Centre.

Content Relevance

RELEVANCE OF WORKSHOP

Agree
17%

Strongly Agree
83%

Figure 4: Relevance of Workshop Content to Preschool

The first construct of the questionnaire highlighted the aspect of content relevance. Based on
Figure 4, 83% of the master trainers strongly agree that the content presented in the workshop
was relevant to them. Another 17% also agreed that the content was related to the teaching of
preschool. As for the focus-group interview, the master trainers agreed that the content of the
workshop was indeed relevant to their preschool classroom. The verbatim based on the responses
from the master trainers were transcribed in terms of the relevance of content to preschool as
shown in Table 2.

Master Trainer A “I think the content of the workshop is really good. Somehow it changes
my perception in conducting and teaching English in my class. So I
Master Trainer B think, all of these, it sort of like stimulates our sensory. Everything..I
Master Trainer C hope I can make changes in my class when I go back”
Master Trainer D
Master Trainer E “I think the content of the workshop is very good. It’s very contented.
I am very satisfied with the content. It gives me new vision on how to
teach in the preschool”

“I think this course is really good. It gives me very good energy to bring
back to my pupils and also to my district teachers…That’s going to give
powerful things for them to work out with the students”

“The content is very good and useful for us. So, before this, we do learn
English in like very stressful for us, but now I can one for these two and
half days”

“I think the content of the workshop is very good, useful, friendly-user. I
think I will use all these new games and activities in my classroom later”

Table 2: The responses from the Master Trainers about workshop content 41

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Another item in the questionnaire also focused on the aspect of content relevance. Figure 5
showed that ninety percent of the master trainers strongly agreed that the topics presented in the
workshop were appropriate for their preschool field. In addition, ten percent of the master trainers
agreed that the topics introduced to them were appropriate to preschool teaching. The verbatim
transcribed proved that the topics presented in the workshop were appropriate to workshop
objectives. They even stated that the topics were aligned to their National Preschool Standards-
Based Curriculum and Common European Framework of Reference for Languages (CEFR).

Master Trainer Verbatim
Master Trainer A
“Yes, It does align with our curriculum especially so all of these we
can carry out, or the content that we had in this workshop, we can use
it together with that KSPK and CEFR”

Master Trainer B “I also feel the same. It’s really related to our curriculum, especially
the CEFR, the latest one. It’s really useful for us”

Table 3

Agree
10%

Strongly Agree
90%

Figure 5: Appropriateness of Topics in line with Workshop Objectives

Learning Materials

The second construct extracted from the item in the questionnaire was in terms of learning
materials. Seventy six percent of the master trainers strongly agreed that the learning materials
used in the workshop were suitable for their preschool pupils. Whereas, twenty four percent of the
master trainers also agreed that the materials presented to them can be utilised for their pupils in
the preschool classroom. They also felt that the materials can be prepared easily as the materials
will always be recycled from time to time.

Master Trainer Excerps
Master Trainer A
“Actually, most of the materials, as you can see, we can use it many
many times. We can recycle the materials. it’s just that, the starting point
of it, is just to prepare everything. We just have to spend a little bit of
time to prepare, and we can use it for a long time”

Master Trainer B “These are the materials that usually preschool teachers are using. That
is not a new thing for preschool teachers, so this material no issue at all”

Master Trainer E “I think the materials used are easily accessible and of course, low cost.
It is easy to prepare, and we can prepare it everywhere”

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Table 4

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Agree
24%

Strongly Agree
76%

Figure 6: Suitability of Workshop Materials

Teaching Strategies

The last construct was on the teaching strategies employed in the workshop. There were four
items related to teaching strategies. The first item was about teaching efficacy. Seventy six
percent of the master trainers strongly agreed that the workshop has provided them with useful
insights in order to be more effective in their teaching. Another twenty four percent of the master
trainers also agreed that the workshop has helped them to be effective preschool teachers.

Agree
24%

Strongly Agree
76%

Figure 7: Teaching Efficacy

The second item focused on the acquisition of knowledge for preschool teachers. Seventy
one percent of the master trainers strongly agreed that they have gained a whole reservoir of
knowledge on English Language Teaching for preschool classroom. While twenty nine percent of
the master trainers also agreed that the workshop has benefited them in terms of knowledge on
the teaching of English for preschool pupils.

Agree
29%

Strongly Agree
71%

Figure 8: Knowledge Acquisition

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The next item pointed out the enhancement of teaching skills among the master trainers. A total of
76% of the master trainers felt that the workshop enhanced their teaching skills specifically in the
teaching of English. Another 24% agreed that their teaching skills were enhanced as they gained
beneficial knowledge from the workshop.

Agree
24%

Strongly Agree
76%

Figure 9: Enhancement of Teaching Skills

The last item highlighted the confidence level of the master trainers. Based on the analysis, 71%
of the master trainers strongly agreed that the input of the workshop boosted their confidence
level to teach English in the preschool classroom. In addition, 29% of the master trainers agreed
that the workshop has helped them to boost their confidence level in conducting their lessons in
English.

Agree
29%

Strongly Agree
71%

Figure 10: Confidence Level of Master Trainers

The verbatim related to the teaching strategies construct proved that the master trainers totally
agreed that the workshop has helped them improve their preschool teaching in order to impart
knowledge to preschool pupils. Master Trainer C even mentioned that some of the preschool
teachers did carry out the same activities, but it was not systematically organised. She also
pointed out the lack of integration of skills in language teaching. Therefore, it is proven that the
master trainers were aware of the teaching strategies, but they lacked knowledge on how to carry
out a language lesson in the preschool classroom effectively.

Master Trainer A “Yes, definitely, there’s no doubt about it. Because I think all of these
theories is very suitable for preschool. It’s just a foundation, and very
basic and flexible. So we can always change, just adapt with our
environment, the people around us”

Master Trainer B “Somehow, it opens our mind”

Master Trainer C “Maybe we did do the activities before this, but it’s not that systematic.
We did not use that much of skill”

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DISCUSSION

The study has pointed out major findings addressing two research questions of this study. Based
on the focus-group interview conducted with the master trainers as well as the responses from the
questionnaire, it is proven that the workshop conducted was indeed effective as it has successfully
assisted the master trainers who were involved in the workshop. They have gained extensive
knowledge on the teaching of English in the preschool setting.

The findings of the study extracted three major constructs that have helped the master trainers
to improve their teaching of English, mainly: content relevance, learning materials and teaching
strategies. Zinn (2008) derived 6 common themes: choice, relevance, engagement, active
learning, teacher attitude, and camaraderie. Thus, choice and relevance are some of the factors
to be taken into consideration in order to motivate learning. Pupils must be exposed to appropriate
choice of learning materials which are relevant to their level. They must be able to make sense
of the input and simultaneously learn through meaningful context provided by their preschool
teachers.

In relation to choose and relevance factor, Fun Learning in the Preschool Classroom Training of
Trainers Workshop has indeed provided the master trainers with interesting teaching materials
through the activities carried out during the workshop. The activities were Dialogic Reading,
Readers’ Theatre, Dramatic Play, Slimey Time, Tarsia in the Preschool Classroom as well as
Book Craft. It is discovered that some of the master trainers admitted that some of the activities
were new to them and they were so eager to carry out all the activities in their classroom. Strong
emphasis was also put on our National Preschool Standards-Based Curriculum (2017) where the
master trainers need to conduct lessons based on the Scheme of Work for Preschool English
Language Component provided to them as a guideline. It is also found that all of the master
trainers agreed that the workshop has successfully provided them with broader perspective on
how to make language learning more interesting and engaging.

Figure 11: Preschool teachers challenged themselves with Tarsia

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As for the second research question, the workshop has shared interesting fun learning activities
for preschool teachers to be conducted in their classroom. These activities were designed based
on early childhood education theories as they catered to pupils in the mixed-ability class. The
workshop was also beneficial to the master trainers as it provided comprehensive guidelines
on the suitable strategies to be used in teaching English to the preschool pupils. Fredricks,
Blumenfeld, and Paris (2004) stated that student engagement is associated with fun, as having 3
dimensions: behavioural engagement looks at student participation and involvement, emotional
engagement focuses on the extent of positive and negative reactions, and cognitive engagement
revolves around the level of investment in learning.

Therefore, it is undeniable that when the element of fun is injected through the interesting activities
for the preschool pupils, they will be actively involved and engaged in the activities. They will be
highly motivated and positive as they experience fun learning. In addition, the preschool pupils
will also be able to fully utilise their cognitive skills in order to complete all the tasks assigned to
them.

Figure 12: Preschool teachers experienced performing Readers’ Theatre

In conclusion, as Jago (2009) stated the necessity of ‘deep fun’ as fun from intrinsic fulfilment
of meaningful work instead of fun from external motivations, it is proved that the master trainers
need to create the ‘deep fun’ environment for their learners. It is also believed that by providing
the learners with extensive and useful materials and activities, learners must be able to engage
themselves actively in their language learning. This will simultaneously allow them to experience
meaningful learning.

RECOMMENDATIONS FOR FUTURE RESEARCH

As the paper aimed to present the effectiveness of Fun Learning in the Preschool Classroom
Training of Trainers Workshop, with the final objective to further improve the content of the
workshop for future use, there are some significant insights to be explored for future research.
In response to the focus-group interviews as well as the online questionnaire, future research
should include detailed observation where the behaviours and actions of the master trainers
towards the workshop can be recorded. It is hoped that the observation would be able to extract
more valuable data from the master trainers in order to improve the content of the workshop.
46 Secondly, in terms of the respondents involved, future research could include larger number

ESL Practitioner: The Journal of the English Language Teaching Centre
Bridging Theory and Practice in ESL Classroom

of respondents which include the preschool teachers from other states in Malaysia. It is crucial
that future research involve larger sample in order to obtain a more inclusive and valid data or
discover more on other perspectives such as pedagogy, material building or any related language
learning perspectives.

REFERENCES
Curriculum Development Centre (2017). National Preschool Standard Curriculum

(2017 review). Retrieved on April 25, 2019 from http://bpk.moe.gov.my/index.php/
terbitan-bpk/brosur.

Dyson, A. H. (2009). All Work and No Play Makes for Troubling Trend in Early Education.
Retrieved on April 25, 2019 from https://news.illinois.edu/view/6367/206065.

English Language Teaching Centre (2019). Fun Learning in the Preschool Classroom Module.
Negeri Sembilan: English Language Teaching Centre.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential
of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109.

Glaser, K. W. (2003). Four ways to sustain all teachers. In M. Scherer (Ed.), Keeping Good
Teachers (pp. 153–158). Alexandria, VA: Association for Curriculum and Development.

Jago, C. (2009). Defining Fun and Seeking Flow in English Language Arts.
English Journal, 98, 30-37.

McManus, I.C, Furnham, A. (2010). Fun, Fun, Fun: Types Of Fun, Attitudes to Fun, and their
Relation to Personality and Biographical Factors. Retrieved on April 25, 2019 from
http://www.SciRP.org/journal/psych.

Ministry of Education Malaysia (2013). Malaysia Education Blueprint 2013-2025.
Putrajaya: Ministry of Education Malaysia.

Ministry of Education Malaysia (2015). English Language Education Reform in Malaysia The
Roadmap 2015-2025. Putrajaya: Ministry of Education Malaysia.

Rohaty Mohd Majzub (2013). Critical Issues in Preschool Education in Malaysia.
In Azami Zaharim & Valery Vodovozov (Eds.), Recent advances in educational technologies,

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Bridging Theory and Practice in ESL Classroom

(pp. 150-155). Proceedings of the 4th International Conference on Education and Education
Technologies (EET’13). Retrieved on April 25, 2019 from http://www.wseas.us/

e-library/conferences/2013/CambridgeUSA/EET/EET-26.pdf.
Zinn, W. O. (2008). Making Fun of School, or Why does Learning have to be Such a Drag?:Six

Key Elements for Motivating Learning. International Journal of Learning, 15(8),153-160.
Nurliyana binti Ismail
English Language Teaching Centre (ELTC)
Ministry of Education
[email protected]
Nor Ashikin binti Alawi
English Language Teaching Centre (ELTC)
Ministry of Education
[email protected]

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ESL Practitioner: The Journal of the English Language Teaching Centre
Bridging Theory and Practice in ESL Classroom

4

THE USE OF
NOTICING STRATEGY
TO ENHANCE THE
VOCABULARY
LEARNING OF ESL
PUPILS

FATIN NASUHA BINTI MOHD NOR
NOOR DIANA BINTI SUHAIMI

49

ESL Practitioner: The Journal of the English Language Teaching Centre
Bridging Theory and Practice in ESL Classroom

THE USE OF NOTICING STRATEGY TO ENHANCE THE VOCABULARY LEARNING OF
ESL PUPILS

ABSTRACT

This paper presents and discusses a part of study on the use of noticing in
enhancing the vocabulary learning of Malaysian primary school pupils. Past
studies have identified that ESL learners in Malaysia face challenges at various
stages of learning mainly because they lack vocabulary as they fail to acquire
and comprehend lexical items. Hence, this study applied one strategy namely
‘noticing’ to enhance the vocabulary learning of rural primary school pupils. This
study attempts to seek findings on the effectiveness of noticing on the writing
of Year 4 ESL pupils and its influence on the vocabulary learning of the pupils.
Sixteen Year 4 pupils from one primary school in one district in Negeri Sembilan
were involved and data were collected through document analysis of pre and
post-test. The findings of the post-test revealed that students tend to notice more
of their language gap during the composing stage and comparing their own work
to the given text helps them to resolve their language problem. The findings of
the study may be beneficial to ESL teachers and educators as it could be another
alternative in assisting them to teach vocabulary as well as encourage the pupils
to take charge of their own learning.

Keywords: education, noticing, vocabulary acquisition, ESL pupils

INTRODUCTION

English is taught as a second language (ESL) in all Malaysian primary and secondary schools and
the mastery of English is essential for pupils to gain access to information and knowledge written
in English. Nevertheless, it is argued that the proficiency of English among Malaysian children is
on the decline despite learning English as a second language for at least six years in primary level
and yet, they are still weak in English, (Chan et al. 2018). The weak grasp of English language
ability among Malaysian learners has been a matter of concern to linguists, educationists and
policy makers alike. Naginder Kaur (2013) and Manesha Kaur et al. (2015) concluded that one of
the main reasons which has been postulated for learners’ low achievement at various stages of
ESL learning in Malaysia is the lack of vocabulary. Letchumanan et al. (2016) stated that the delay
in vocabulary acquisition often imposes a handicap on ESL learners’ language development. This
is corroborated with AbManan et al. (2017) that L2 learners’ overall language proficiency is highly
correlated to their vocabulary knowledge thus, insufficient vocabulary knowledge may affect L2
learning. According to Nadzrah Abu Bakar and Nosratirad (2013), the ability to use language
fluently and grammatically correctly is directly related to knowledge of vocabulary that is built up
over time and depends on exposure to large amounts of language thus, claimed that learners who
have more knowledge of vocabulary are more proficient in language skills.

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