The usage of comic strips in teaching possessive pronouns

CHAPTER 1 INTRODUCTION 1.0 Introduction Language is considered as the bridge that unifies the human

population

communication,

and

is

interpretation

often and

used

as

evaluation

a

tool of

of

ideas.

Language is also widely used as a medium to express both of our thoughts and feelings. According to Bühler, Goodwin, & Eschbach (2011), although such uses don't convey any information, they do serve an important function in everyday life, since how we feel sometimes matters as much as—or more than—what we hold to be true. In our country, the English language is given emphasis by the government and considered as the second language which is being taught since kindergarten. With the introduction of Language Arts component in the curriculum, there is now space for interactive actives such as drama, role-play, debates, language games and songs to make the lessons more meaningful and facilitate the learning of the language. ("From

1

KBSR to KSSR – Why the need for change? | Peekabook Blog," n.d.). This shows that mastery of English language should be given emphasis by all of the parties. The teaching of English language should not fall completely on the teachers’ shoulders alone.

2

Teaching of grammar was later added during the level two from year four to year 6. Teaching grammar was not an easy task because it is considered as both confusing and hard to be mastered. Identifying the word class and constructing simple sentences using the correct rules are some of the issues faced by the pupils during the learning of grammar. Teaching grammar can be improved by using visual aids to trigger the pupil’s attention and their interest towards the lesson. Using the comic strips could be the answer to improve pupils’ understanding in grammar lesson. 1.1 Reflection on Past Teaching Experience During the researcher’s practicum periods, his teaching experience starts at SK Batu Bertangkup, Perlis for four week, SJK Tamil Kangar for eight weeks and SK Taman Uda, Kedah for 12 weeks. Both SJK Tamil Kangar and SK Taman Uda are in the urban area while SK Batu Bertangkup is in the rural area. Teaching experience in both rural and urban schools provides the researcher with an insight about pupils’ ability in mastering grammar and the issues related to grammar. Although SJK Tamil Kangar is situated in urban area, the level of pupils’ proficiency is almost the same as SK Batu Bertangkup. Meanwhile, the pupils at SK Taman Uda acquire 3

the language skills very well. Their level of understanding is slightly higher than the pupils from the two previous schools. Even though their level of understanding is higher, they are also facing the same problem in mastering grammar. Only the pupils with high level of understanding were able to identify the grammatical aspects in a simple sentence. The same problem occurs when the pupils were asked to construct simple sentences using the correct grammatical rules. They struggled in remembering which tenses to be used and whether to use singular or plural verbs. The main reason for this problem is the lack exposure to the language itself. Urban pupils were exposed to the English language through their environment where some of them use English in their home. They use English in daily conversation and through technology. In contrast, almost all of rural pupils and most of urban pupils rarely use English in their daily life. English is only used during the English lesson at school. During the 12 weeks of practicum in SK Taman Uda, the researcher at first tried to teach grammar overtly where the teacher or the researcher presented the rule or pattern and then provided the exercise about the application of the rules. Unfortunately, the technique was not effective for the pupils with average and lower proficiency. The pupils were confused 4

and unable to construct simple sentences correctly without the guidance of the teacher. Therefore, the researcher decided to design a different method in teaching grammar. Several ideas were suggested by fellow colleague and lastly the usage of comic strips was chosen.

1.2 Reflection on Educational Values The importance of this research were to explore the possible ways in improving teaching practice and explore the possible ways to assist pupils in constructing simple sentences using the correct grammatical rules. Realising the importance of grammar in constructing a sentence, the researcher tried to come out with the best available option in assisting pupils’ understanding of the grammar teachings. By carrying out the intervention, it can indirectly boost up pupils’ confidence in learning grammar in different and more enjoyable way. This research also intended to improve and provide basic assistance to the pupils in identifying grammatical rules in a sentence. In consideration of the pupils’ grammatical skills, this 5

research was important to assist them towards a better foundation in mastering grammar. By building a strong foundation, pupils will be able to improve themselves in the future. Additionally, the findings derived from this research might be useful for both teachers and other educational practitioners to consider using comic strips not only in teaching grammar but other language skills as well. Last but not least, this research will provide an insight on the current grammatical issue emerged in the primary school and the possible ways to intervene the problems. Therefore, this research will be a part of the solution in assisting pupils in mastering grammar and provide a better learning experience.

1.3 Summary Teaching of grammar is considered as challenging even for the fully qualified teachers. Pupils have the initial expectation that the topic is going to be confusing and therefore they are unwilling to give full commitment during the lesson. Some of the senior teachers tend to teach in a conventional way where it mainly involves chalk and talk. They refused to upgrade their

6

methodology of teaching which suits the pupils’ interest. As a result, pupils become uninterested and demotivated to learn. The main problem faced by pupils is the sentence construction using correct grammatical rules. They tend to make simple mistakes which are unacceptable. The pupils struggle a lot even with the help of the teacher. So, as a teacher, it is our obligation to teach the pupils in an interesting and engaging way that the pupils will be more eager to learn something new. Realising this, the researcher come out with an idea to use comic strips to teach grammar because of the visual aids and the nature of the comics itself which are funny and humorous. The researcher believes that this research has the potential to be used by other teachers in changing their methodology of teaching to become more enjoyable and fun. All of this effort is done for the sake of our pupils’ education which is the future of our country.

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CHAPTER 2 FOCUS OF INVESTIGATION 2.0 Introduction The main focal point of this study was using comic strips to help pupils in writing simple sentences using the correct possessive pronouns. The possessive pronouns are used to show ownership. The researcher chose the possessive pronouns as a basic starting point to strengthen pupils’ grammatical foundation. Referring to Year 4 DSKP (Dokumen Standard Kurikulum dan Pentaksiran) possessive pronoun is one of the earliest topics being taught to year 4 pupils. Thus, the construction was a basic and simple and act as a good starting level to improve pupils’ grammatical skills. The researcher tried to introduce fun and interesting activities to keep them occupied therefore develop their grammatical skills. The pupils need a lesson that involves hands-on activity and visually appealing materials such as comic

strips

and

colourful 8

materials.

Harwood

(2010),

mentioned that enjoyable teaching materials have become crucially important for English language learners and teachers not merely because they provide enjoyment and relaxation, but likewise as they encourage pupils to utilize their words in a

9

creative and communicative way. Comic strips were colourful and humorous as well as easy to be understood by the pupils. Therefore, using comic strips in teaching possessive pronouns were

appealing

and

assisting

pupils

to

gain

a

deeper

understanding on the topics. There are many aspects that influence pupils to be interested in studying English. The aspects are materials, facilities, and the technique of teaching. To make pupils make pupils like English subject, there are also some media that can be used in teaching, such as TV, video, tape recorder, photograph, comic, picture, and some others. As the teacher, he or she must be very committed and dedicated in preparing the media in order to attract pupils’ attention during teaching and learning session. It can also indirectly help inculcate pupils’ interest to the subject. 2.1 Issue/Problem Statement Based on the researcher’s observation during the first month of practicum at Sk Taman Uda, researcher found out that pupils sometimes reads and write very well but lacking in the grammatical aspect. This is due to lack of practice and their initial expectation that grammar is somehow ‘scary’ and difficult

to

be learned.

They faced some difficulties 10

in

constructing a sentence which is grammatically correct. The pupils were having hard time in identifying the correct possessive pronouns to be used in a sentence. This is because they were not able to grasp the concept of possessive pronouns and rarely using it in their sentences. Some of the pupils understood the concept of possessive pronouns but were unable to apply it in sentence construction. The researcher also found out that the most important issue was the pupils’ interest and eagerness in learning the subject. In order to attract pupils’ attention during the lesson, there are many types of media that can be used. Among them which looked very simple and fun was the usage of comics. They are many types of comics which are cartoon, comic strip, comic book, annual comic, comic album, web comic and instructional comic. Good and appropriate choosing of aspects and media tends to result in the improvement of pupils achievement. The most important issue is the time factor whether it is enough to teach the pupils in developing the mentioned skill. The research was merely to find out whether the activity was suitable or not. To find out the effectiveness of the activity may take a longer time. 11

There was also the issue of the pupils being confused of why they are chose to participate in this study. However, after being briefed by the researcher they seem to understand their roles in this research.

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2.2 Literature Review 2.2.1 Teaching grammar covertly According to Wilson (2013), covert teaching of grammar is where the teacher gets the pupils involved in using the grammatical structures without drawing attention to the grammatical rules. Pupils’ attention is directed to the activity being carried out instead of explaining the rules from the beginning. After taking part in the activity, the pupils are tested in the application of the rules with the completion of exercises provided by the teachers. Towards the end of the session is when the teachers draw their attention to the rules which they can conclude based on the activity being held earlier. By using this type of approach, the grammatical rules learnt will be more meaningful, memorable and serviceable. This is because they had already done the application part of the grammatical rules when taking part in the activity session. Wilson (2013) mentioned that the pupils are actively involved with the pattern recognition of the grammatical rules. This is where the teachers must design a suitable yet simple activity to aid the pupils’ learning process. As for this research, the usage of comic strips is also a covert way of teaching grammar. The pupils are exposed to the 13

pattern without being explained of the grammatical rules beforehand. The pupils need to figure out the pattern by referring to the pictures provided.

2.2.2 Visual aids in teaching grammar It is undeniable that keeping our pupils both motivated and actively engaged in the classroom can be a challenging task. Teachers’ responsibility does not rely on teaching alone but to make the teaching to become meaningful and enjoyable. Visuals are important tools used by the pupils for the purpose seeing and understanding. It enables the pupils to process and think about what they are being asked to do. There are some simple strategies we can use to help enhance our students’ interest and keep them involved. By using visual stimuli we are more likely to maintain student attention and encourage active participation. Fearing (2011) said effective visual aids or stimuli help the students to understand and remember the key points of the lesson. The teaching grammar using visual aids can help the pupils to develop listening, reading, spelling and writing at the same time. This is because the pictures being used by the

14

teachers are able increase pupils’ interest because of the visual aspect which is both colourful and engaging. Moreover, the purpose of visual aids is to motivate, to stimulate and guide the student in understanding the grammatical pattern.

2.2.3 The Use of Comic in Teaching Comic is widely popular among the pupils and it has been used as a medium entertain in their free time. The beautifully illustrated character and the simplicity of the storyline are the two main factors that will attract the person who read it. Amazingly, nearly everyone says yes if they are asked whether they have ever read comic. The wide spread of comic has interested the writer in using comic as a medium for teaching. In Syma and In Weiner (2013) stated that comics impart meaning through the reader’s active engagement with written language. Reading the text and seeing the images is done simultaneously and this can indirectly lead to better recall and transfer of learning. It is undeniable that with comics, students not only learn the material faster, they learn it better. 15

The basic features of comic books which are laid out in frames are very easy for readers to track a story. In fact, it is also easy for those readers to both jump ahead and back as a story develops. In addition, the fact that each frame contains some text and a picture makes it much easier for readers to grasp and contextualize a story. Ultimately, the limited text in each frame is beneficial to those for which reading is a challenge

("Innovative

Teaching

–

Comic

Books

in

the

Classroom," 2015).

2.3 Definition of Terms 2.3.1 Definition of Media Media is widely used in teaching and learning process to assist pupils’ understanding regarding the lesson. Orey, Jones, & Branch (2013) mentioned that pupils learn abstract, new, and novel concepts more easily when they are presented in both verbal and visual form. By using visual media, the teaching of concepts becomes more understandable to the pupils than text media. Popular media which are a familiar and

16

often used by pupils will be able to help gain attention and maintain student interest in the lesson. Danesi (2009) defines media as everything that can be used to send or distribute in communication process. The communication here can be referred to the teaching and learning process. Briefly, media is regarded as a tool in aiding the teaching. Media does not replace the function of a teacher but acts as a medium in conveying the information. Media can also acts as instrument, method, and technique to enhance the communication between teacher and students. The communication presented by media is more interactive and enjoyable. In this way, pupils will be more eager to learn the lesson. It can be said that media is an important tool which can boost up pupils’ motivation and drive in participating in the classroom activities. The most important aspect is that the media should be interesting and of course meaningful to the pupils. 2.3.2 Forms and Types of Media Generally, there are three forms of media which are widely used in the field of education which are audio, visual, and

17

audiovisual. Audio involves sound and music, visual is all about the graphics and audiovisual combine both of the mentioned aspect above. Stafford (2011) said that comic falls in the visual media category. As for the types of media, it also can be divided into three categories namely printed media, audio visual media and online media. Example of printed media is the newspaper and comic books. Audio visual media is more near and familiar to the pupils such as cartoons. Meanwhile, the usage of online media should be carefully monitored by the parents and teachers there are no filter in the information which is being published. According to Ludwig (2013) there are four main types of media which are printed which convey information through written word, audio which comprises of spoken words and music, video which are the moving pictures and lastly the media in the form software. It is pretty much anything where you are interacting with an automated system. Clearly there are several opinions regarding the types of media which all can be used as teaching aids. A teacher must remember not to rely too much on the media while neglecting the content of the teaching and learning session. Teacher 18

should also review the suitability of the media content before using it in the classroom. 2.3.3 Definition of Comic Comics are a medium used to express ideas via images, often combined with text or other visual information. Comics frequently take the form of juxtaposed sequences of panels of images ("Comics - Wikipedia, the free encyclopedia," n.d.). As being mentioned before, comic falls into the category of visual media and it is one of the effective way in promoting fun and meaningful learning process for the pupils. The visual aspect which is both colourful and engaging act as a attraction factor for the pupils. Frey & Fisher (2008) mentioned that using comic in teaching is highly beneficial because it is people oriented

and has

a

wide

range

of

increasingly

characters which can be easily modified. Comic

is

realistic

undeniably

easy, simple and humorous. By using comics in teaching process, pupils will be able to enjoy the visual and the humor as well as learning the desired lesson which was prepared by the teacher. Manno (2014) said that emerging research shows that comics and graphic novels are motivating, support struggling readers, enrich the skills of accomplished readers and are highly 19

effective at teaching sometimes dull or dry material in subject areas such as science and social studies. Comic acts as a an aid in teaching and learning process and it is seen as one of the ways where pupils can have fun as well as learning something out of it. Teachers must be aware of the content of the comic so that it is one the right track whether it is related to the content of the topics or not. 2.3.4 Types of Comic According to Propp, Perron, and Debbèche (2009), there are six types of comics which are cartoon, comic strip, comic books, annual comic, web comic and lastly simple comic. Cartoon is one of the most common types of comic where it is loved not only by children but adults too. Usually, it consists of different kind of slides. To simplify, there are some pictures and text in this type of comic. The reader can grasp the general idea by looking at the pictures provided. It can be usually found in magazines and newspaper. Comic strip as the name suggests is a combination of pictures to become a plot. It can also be a continued story. It can be found in daily newspaper and it is usually focus on humorous stories.

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Comic Book in a simple word is arranged in a book form. Comic books are compilation of comic strips, published by certain publication company. Usually the story presented represents a hero and often delivered not humorous in a way. Annual Comic is launched in a certain period of time whether as monthly or annual comic. Normally, the publisher will launch the comic once or three times a year. Web Comic is a type of comic which is widely spreading on the internet. It can be both visual and audio visual comic. The reader can simply open the web address on the internet and browse different kind of stories in there. 2.3.5 Definition of grammar In linguistics, grammar is the set of structural rules governing the composition of clauses, phrases, and words in any given natural language. The term refers also to the study of such rules, and this field includes morphology, syntax, and phonology, often complemented by phonetics, semantics, and pragmatics ("Grammar - Wikipedia, the free encyclopedia," n.d.)

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In simple words, grammar is the study of the way the sentences of a language are constructed. The rules should be adhered to when constructing clauses, phrases or sentences. Generally, there are eight types of parts of speech which are noun, pronoun, verb, adjective, adverb,

preposition,

conjunction and interjection. The researcher focused on one type of parts of speech which is pronoun and specifically possessive pronoun. Pronouns are small words that take the place or replace the noun in a sentence. The writer can use a pronoun instead of a noun to construct a sentence. For example this sentence: I like to talk with Halim. Halim is very friendly. I like to talk to Halim. He is very friendly. The writer can replace Halim with a pronoun ‘he’ so that he does not need to repeat the noun ‘Halim’ in the following sentences. In this case Halim is replaced by the pronoun ‘he’.

2.3.6 Definition of possessive pronoun Possessive pronouns main function is to show ownership. Possessive pronouns are used in a sentence to avoid repeating

22

the same information that is already obvious or clear. In general it makes the sentence less confusing because the same information is not being repeated. For example: This car is my car, not your car. (Repetitive) This car is mine, not yours. (Mine and yours are possessive pronouns) The possessive pronouns which are widely used in sentence construction are as follows: Subje

Possessive

ct

Pronouns

I

Mine

You

Yours

He

His

She

Hers

It

Its

We

Ours

They

Theirs

Table 1: List of possessive pronouns

2.4 SUMMARY

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The usage of visual aids or in this case comic strips in teaching enables the pupils to understand the content of the lesson better. The problem with teaching with comic books is that the teachers themselves have no respect for them and believe they are merely for children pleasure and refuse to accept them alongside other literature. As a teacher, we should widen our methodology of teaching so that it is perfectly aligned with the pupils’ interests. We should be able to put ourselves in their shoes and try to come out with the most suitable teaching aids.

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CHAPTER 3 RESEARCH OBJECTIVES AND RESEARCH QUESTIONS 3.0 Introduction The process of writing both research questions and objectives is an extremely important part of any research project and should be done with a careful consideration. It is considered as important because the upcoming research strategies usually depend on the nature of the problems and the formulation of the research questions. Research objectives and research questions are being laid out to answer any related questions and verify the hypothesis whether it is correct or not. . The formulation of precise research questions requires deep insights into the nature of the study: Do the questions that are to be answered "fit" the research objectives? Are they the ones most worthy of investigation? To which degree will answering the questions contribute to any progress within the research

area?

Do

practitioners

questions to concern real problems?

25

perceive

the

research

In this research, the formulation of research question and research objectives revolves around these keywords which are comic

strips,

possessive

pronouns

construction.

26

and

simple

sentence

3.1 Research Objectives The purpose of this research was to improve pupils’ ability to identify possessive pronoun by exploring comic strips as the teaching aids. Furthermore, this study was done to help pupils in

constructing

simple

sentences

using

the

possessive

pronouns by exploring the same teaching aid which is the comic strip. The objectives of this research were to discover any possible ways in which the researcher or the teachers can teach possessive pronoun effectively. Secondly, to investigate the usage of comic strips as a fun and enjoyable technique to be used during English lessons in encouraging the pupils to write simple sentences using possessive pronouns.

3.2 Research Questions The research questions are as follows: 3.3.1

Do comic strips help pupils in identifying possessive

pronouns? 3.3.2

Do comic strips help pupils in constructing simple

sentences using possessive pronoun?

27

3.3 Summary Despite the mentioned research objectives, there are some minor purposes which were not included. One of them was to improve the pupils’ ability in understanding the dialogue taught by using the comic strips. In addition, the developed strategy is formulated to improve pupils’ motivation in learning English. Both of these objectives can be achieved in the long term process and not while this study is being carried out. Basically, there are two main elements being highlighted which are the identification of possessive pronouns and simple sentence construction using the possessive pronouns. First, the researcher intend to teach the pupils on how to get to know the basic features of possessive pronouns so that they will be able to point out if they come across into one later. Next, the pupils should be able to construct a very simple and basic sentence using the possessive pronouns. The pupils should be able to come with a correct sentence using a possessive pronoun.

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CHAPTER 4 TARGET GROUP 4.0 Introduction Before choosing the target group, the researcher tried to identify which year was the most suitable for this research topic. The researcher chose Year 4 because the research topic was mentioned in the Year 4 DSKP and it is one of the earliest topics being mentioned. After choosing the Year 4 class, there are

two

level

of

pupils’

proficiency

which

comes

to

consideration which are the average and the lower level. The advanced level pupils are being ruled out because they understand the topics really well. Lastly, the average level of proficiency was chosen because the research only takes a short time to be finished. In case the research was given a longer time, the low proficiency level pupils will be chosen. Furthermore, the researcher also chose several teachers and fellow researcher to gain their professional opinion in making the research a success.

30

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4.1 Target Group The target group was among the Year 4 Sabar from SK Taman Uda, Alor Setar, Kedah. The participants comprises of five pupils, 3 boys and 2 girls. All of the respondents were at the age of 10.

The class was the first class. After teaching this class for 3 months during practicum session, the researcher observed that the pupils have average proficiency compared to the other pupils but has a strong will in learning to improve themselves. Although they from the first class, they ability in grammar was still poor because this was the first year grammar was introduced to them. The researcher chose the participants according to their marks in the English mid-term examination where they at least score from C to D grade. The participants was very eager to be part of this study and with an adequate push and motivation, the pupils were able to conduct the given task accordingly. On the other hand, three female English teachers were chosen as the interviewee to ask about their opinion regarding the intervention that was carried out. One colleague who was

32

also a fellow researcher was involved in the observation session where he was in charge of observing the participants’ behaviour.

33

The research was carried out at Access Room and permission was already being asked to the teacher in charge of the particular room. The teachers and the parents of the participants were also informed beforehand to avoid any unwanted confusion among them.

4.2 Summary The participants were chose from the Year 4 Sabar class and the researcher was very familiar with them because they are being taught for three months during the practicum. Therefore, the participants were managed easily because they knew the researcher beforehand. The participants were given an adequate explanation about why they part of this study and the purpose of choosing them to be one of the respondents. All permission to use the room and making the pupils as the part of the study was asked beforehand. Three qualified English teachers and one colleague was also involved in this research.

34

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CHAPTER 5 ACTION PLAN 5.0 Introduction Action research is an ongoing process of both action and research followed by series of reflection. It is where the researcher identifies a problem and plans a series of actions as a way of gaining deeper understanding of the range of possible solutions or interventions. According to N.Padak and G.Padak (2015), although research frequently focuses somehow on new ideas in adult literacy programs or instruction, the research process involves more than simply trying them out. Trying out the action plan also involves series of trial and error to see the effectiveness of the research action plan. To formulate the action plan, the researcher must first set up a goal, target or objectives to be achieved so that the research

will

not

sway

away

from

the

right

track.

Understanding why we need to conduct this project will be helpful in developing an action plan to fix the need we have identified. The next step is to reflect on what we have learned

36

about this project, what our plan are for this project, and determine if we will be able to successful complete this project. As for this study, there are series of action plan being carried out during the intervention process. The plan does not involve pre-test and went straight to

37

the intervention session. The intervention can be divided into four main steps which involve three main activities which are the identification of possessive pronoun for the first two steps, sentence construction and comic strips making session. 5.1 Action Plan/Intervention This research was conducted in four weeks time. The research started with a selection of target group which was done by referring to the mid-term English examination. After that, the participants were given a brief explanation on why they are chosen and the purpose of the study. Then, the researcher informs the teachers that 5 pupils of the Year 4 Sabar will be going out for certain period of time to carry out the research. The permission to use the access room was asked to the teacher in charge of the particular room. The next action plan was the intervention sessions to assist pupils in understanding the concept of possessive pronouns by using comic strips. The interventions were conduction in four main steps. Each step consumed one hour and was done once a week. The first step was the introduction of comic strip and the identification of possessive pronouns. The researcher first explains basic features of comic strips and introduces the 38

usage of possessive pronouns in the dialogue by referring to the pictures in the comic strips. Teacher highlights the pictures and the respective possessive pronouns. For example, if the possessive pronoun said that the book is his, then the picture of a male holding a book will be shown including the dialogue saying the book is his. Teacher repeats the possessive pronoun identification process until the pupils understands and able to list down the possessive pronouns. In the second step, researcher distributed the comic strips and asked the participants to read silently. The participants were encouraged to refer to the pictures while reading the dialogue. Then they were asked to underline the possessive pronouns found in the comic and circle the object being mentioned. For example, for the sentence: the car is mine, the participants underline the word mine and circle the car picture. For the third step, pupils are given the same comic strips which were given before. This time, the possessive pronouns were left in blanks and they were required to fill in the blanks with correct answer by referring to the pictures. Then, new comic strips were given with pictures and without the dialogues. Pupils were required to form a simple sentence from the picture. Researcher guided them through the process where they need to determine the person involved in the 39

picture whether it is a boy or girl and singular or plural. They also need to identify the object being shown in the picture. The identification of person and the object were done with the help of the researcher but the formation of sentence was done without any help. The fourth step was not carried out during the research where they were asked to come out with a comic strip containing three panels. They also need to include one possessive pronoun about an object and a person. This task was done by the pupils in their free time and was not supervised by the researcher. Lastly, all the data collected from the four weeks time were analysed, presented and discussed in the data analysis section. 5.2 Summary The implementation of action plan was

where the

intervention was introduced to the participants. The process went smoothly without any arsing problem and the pupils seem to enjoy themselves to be part of this research. Surprisingly, the pupils managed to finish up the task. Some of them need extra guidance but still managed to finish up the task given by the researcher. 40

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CHAPTER 6 METHODS OF DATA COLLECTION 6.0 Introduction Gathering

the

data

required

multiple

well

planned

instruments. The purpose of carrying out action research is to grasp the understanding on some element of your classroom by collecting data. Data can be defined as are any form of information, observations, or facts that are collected or recorded (Johnson, 2012). The process of collecting data during the research is what makes the action research different from any normal study. As a researcher, we cannot simply write our own opinion regarding the subject matter but action research writing is all about collecting data and making conclusions based on that data. The instruments used to collect data for this research were observation, interview and document analysis. The interview was done during the intervention while both of interview and data analysis was carried out after the intervention process.

42

6.1 Data Collection Methods (Instruments)

43

The first instrument was the observation which was carried out by one of the colleague who was also conducting his own action research. The observer tried to observe the pupils behaviour and their responses during the intervention process. The data gathered was based on his personal reports regarding the pupils’ behaviour. The pupils were well aware of the observer’s presence but had no idea what was his purpose in the study. The observer shrewdly observed the pupils responses on

each section

and

concluded their overall

performance in a form which was provided by the researcher. (Refer appendix 1).

44

Figure 1: Observation Checklist

The second instrument was the interview which was carried out after the intervention process. The interviewer was the researcher himself while the interviewees involved three English teachers. The purpose of this interview was to ask about their professional view regarding the effectiveness of the usage of comic strips in teaching grammar. Interview was carried out in the Access Room of SK Taman Uda. Each interview took only 15 minutes. The questions (refer appendix 2) were designed beforehand by the researcher and recording 45

was done using a Smartphone. The data collected was purely taken from their views and experiences of teaching English.

Figure questions

2:Interview

The

last

instrument was

the document

analysis (refer appendix 3) which was done by the researcher himself. The instrument involved an analysis of participants’ 46

works and exercises. All of the task given were collected and analysed by the researcher in the form of teacher’s reflection. The reflection was carried out to conclude the pupils’ ability and understanding of the activity. The teacher or in this case the researcher will be analyzed pupils’ worksheet and their bahaviour when completing the work which was given during the intervention.

Figure 3: Document analysis (teacher’s reflection) 6.2 Summary

47

It can be concluded that the data collection method for this research involved three types of instruments namely observation, interview and document analysis in the form of teacher’s reflection. Based on the data obtained, the analysis and discussion was done.

48

CHAPTER 7 DATA ANALYSIS AND INTERPRETATION 7.0 Introduction According to Agresti (2013) analysis and interpretation are the process by which sense and meaning are made of the data gathered in qualitative research, and by which the emergent knowledge is applied to participants' problems. The main purpose of analysing and interpreting data is to transform or change the collected data into believable evidence about the development of the intervention which was designed by the researcher. The analysis process can help answer an important key question which is: has the intervention made any difference? As the researcher, we should be able to see the effectiveness of our intervention to the participants by analysing he raw data collected. The process of analysing data includes three main steps. The first step is the organization of the data. The data obtained should be organized neatly in the form of table or graph so that 49

the analysis can be made easier. The second step is describing the data where the researcher highlights the outcome or the implication of the data to the participants. The last step is the interpretation of the data where the assessment of the findings takes place.

50

7.1 Data Analysis and Interpretation There were five respondents involved in this research and all of them were in the average level of proficiency. I chose Gender

No. of Respondents

Male

3

Female

2

them based on their last midterm examination result. All of them are from year 4 Sabar class which I taught for 3 months during the practicum. The information of the respondents is as follows: .

Table 2: Number of respondents according to gender

Race

No. of Respondents Male Female Total

Malay

1

2

3

Chinese

0

0

0

Indian

2

0

2

Total

51 3

2

5

Gender

No. of Teachers

Male

0

Female

3

Table 3: Number of respondents according to race

Table 4: Number of teachers involved according to gender

Table 2 showed that out of the 5 respondents, 60% or three of the pupils were males and 40% or two females. According to table 2, 33% or 1 of the male pupil is Malay and 66% or two of the males are Indians. Meanwhile, 100% of the female are Malays. Totally there were 60% Malays while 40% of them are Indians. As for the teachers, they were involved in the interview session where they were asked about their opinion regarding 52

the usage of comic strips in the classroom to teach grammar. 100% or total of 3 were female and Malay teachers. The teachers’ opinion is important because of their experience in teaching English classroom. On the other hand, researcher also asks help from a male colleague to carry out the observation process.

7.1.1 Research Findings Gathering

the

data

required

multiple

well

planned

instruments. The instruments used to collect data for this research were observation, interview and document analysis. The instruments involved three parties which are observation by the colleague, interviewing the teachers, and data analysis.

1. Observation The first instrument was observation which was carried out during the intervention session.

Observation is a systematic

data collection approach where the researchers use all of their

53

senses to examine people in natural settings or naturally occurring situations. Everything that happened was duly noted as if it was happening for the first time, and everything is considered as important. Nothing is taken for granted. It is an attempt to see the world from the other person's point of view which in this case is the respondents’. There are a lot of benefits of carrying out observation during the research. Among them were, observation can help the observer in understanding of the phenomenon, situation and the behaviour of the respondents in the particular setting. Observation is also an essential part of gaining an understanding of naturalistic settings and its members' ways of seeing. It also can provide the foundation for theory and hypothesis development. Observation, particularly participant observation, has been used in a variety of discipline as a tool for collecting data about people, processes, and cultures in qualitative research. They provide

researchers

with

ways

to

check

for

nonverbal

expression, how respondents communicate with each other, and check for how much time is spent on various activities

Overall, during the intervention, pupils were observed of their behaviour, interest, and ability to answer the questions 54

given. Observers may use multiple methods to gather data. One primary approach involves writing field notes. When observing, field note was taken if there was any important event that occurred. During the observation process, surprisingly, all of the respondents were showing positive attitude and showed eagerness to participate in the activity. One of the reasons was because they were going out of class and they feel happy about it. It is also because they were in a small group which was easier to be controlled. The following are the field notes taken during the observation process:

No.

Items

Field Notes

55

Before the activity, some of the pupils are able to list down the

1.

Respondents were able

pronouns but only half of it. After the

to list down all of the

intervention and post test being

possessive pronouns.

carried out, majority of the pupils are able list down and understand the usage of possessive pronouns. Surprisingly, pupils show a lot of

2.

Respondents show

eagerness and commitment during

interests during the

this activity being carried out

activity.

especially when they are told to create their own comic strips.

Respondents give Overall, pupils give full attention attention during the 3.

because they are a small crowd and explanation of the easy to be controlled and managed. instructions.

4.

Respondents were able

Pupils managed to complete the task

to create their own

given with the guidance of the

comic strips

teacher. Table 5: Field Note

56

From the table above, it can be seen that the observer highlighted on four main aspect which were respondents’ ability in listing possessive pronoun, respondents’ interest, respondents’ behaviour and the question whether they were able to complete the task or not. For the first aspect, observer mentioned about two time period which were before and after the intervention. Before the intervention, respondents were able to list down some of the possessive pronouns while after the intervention, majority of the respondents were able to list down and understand the usage of possessive pronouns. As

for

the

second

aspect,

respondents

show

full

commitment during the activity being carried out. Observer specifically mentioned when the respondents were asked to create their own comic strips, they showed a lot of interest in completing the task. The respondents gave full cooperation during the intervention process. Observer mentioned that during the activity being carried out, respondents showed positive behaviour and gave full attention to the instruction. He also mentioned the reason was because the crowd was small and easier to be controlled. As for the last part, observer noted that all of the respondents were able to complete the task within the given 57

time with the guidance of the teacher or in this case the researcher. Overall, the process went well and smooth with the cooperation from both the observer and the respondents. 2. Interview The interview was conducted in the access room of SK Taman Uda. Three English teachers were interviewed by researcher regarding their opinion about the usage of comic strips in teaching grammar. Overall, the teachers gave full cooperation during the interview session and shared some positive

input

to

improve

the

activity.

The

reason

of

interviewing the teachers was because of their vast experience in teaching English classes. They knew a lot about teaching pedagogy and the researcher intend to make good use of their knowledge. All three of the teachers were female and had at least

Codin Aspect

experience

g Not suitable

A

Good/creative idea

B

years in

of

teaching

English for primary schools. Below are the transcribed interview conducted by the

Good/suitable C

researcher:

activity Limited resources

D

Visual aid

E

High frequency F words Dialogue

10

G

58

Table 6: Interview coding

No.

Questions Did you ever

Interview ee 1

use comic 1

strips to aid your

2

teaching? Why?

What is your 2

opinion regarding this activity? Did you

3 1 2 3 1

think the 3

usage of

2

comic strips is effective?

Response

3

No. I don’t think that comic strips are the best for teaching. Yes. It is a good idea because it is humorous and graphical. No. Because of the limited availability in the textbooks. The activity was great. I think It is a creative idea to use comic strip to teach grammar. It was interesting and a new idea. Yes. Pupils can relate the pronouns with the pictures. Yes. It is different and interesting and the pupils seem to accept it well. Yes. Pupils can refer to the provided pictures and gestures. 59

Codin g A

B

D C B B C C E

What is the

1

most 4

important

2

issue to be considered? Did you think that the activity

3 1 2

is suitable 5

for year 4 3

pupils?

Clarity of the picture so that pupils will not get confused. Use simple words so that pupils can understand better. The graphic should be able to attract pupils’ attention. Yes. It is simple and understandable by pupils. No. It may be more suitable for year 5. Yes. Pupils can refer to the graphics provided.

E F E C A

G

Why?

Table 7: Interview questions, responds and coding.

Coding As for the coding, the codes represent certain topic or theme which was categorized by the researcher. If the answer of the interviewee falls within the A code, then it will be labeled as A and so on. Code A is not suitable where the interviewee thought that the idea, activity or opinion is not suitable to be carried out. Meanwhile, the B code is all about the respondent regarding the idea as creative and innovative. The interviewee apparently agrees with the implementation of the idea. On the other hand, code C represents the activity whether it was suitable or not where in this case, the respondent totally on board with the activity. Code D is used when the respondent 60

thinks that there is a limitation of resources. Next, the code E is all about visual aids or graphics. Code F is the usage of high frequency word which was not recommended for the pupils. Lastly, code G represents the dialogue which can be found on the comic strips.

Interviewee 1 When asked about the usage of comic strips in the classroom, she answered no because she did not think that comic strips are suitable for teaching. The interviewee thinks that the usage comic strips is not suitable for teaching grammar and that is why she has not used it during the teaching and learning session.

61

The second question was about the opinion of the interviewee regarding the comic strips activity and her answer was positive in which she said, “The activity was great.” She certainly thought that the idea was creative and innovative. This was because it did not occur to her to use comic strips in her teaching. She also thought that the activity was effective because the respondents or the pupils could relate the pronouns with the pictures in the comic strips. The most important issue to be taken into consideration was the clarity of the picture so that pupils will not get confused. This was important because the pictures were the essence of the comics. Pupils referred to the pictures in order to come out with the correct possessive pronouns. The interviewee thought that the activity was indeed suitable for year 4 pupils because it was simple and understandable.

Interviewee 2

62

For the first question, the interviewee was asked if she did use comic strips in her class and her answer was, “Yes. It is a good idea because it is humorous and graphical.” She thought that the usage of comic strips was great because of the humor and the visual aids which can assist pupils in identifying the grammar points. Next, the second question in which she was asked about her opinion and she thought that it was a creative idea to use comic strips to teach grammar. Pupils will be able to understand the lesson better. “Yes. It is different and interesting and the pupils seem to accept it well,” said the interviewee when asked whether the activity is effective or not. She believed that the acceptance of the pupils was important and the activity should be carried out more often. Her opinion about the matter to be considered was the usage of simple words so that pupils could understand better. Using high frequency words can motivate pupils to learn because of the familiarity and commonness. She answered that this activity was not suitable for year 4. Her actual answer was, “No. It may be more suitable for year 5.” 63

Interviewee 3 For the first question, she answered, “No, because of the limited availability in the textbooks.” This was because she used textbook during the lesson. She thought that the usage of comic strips is an interesting and a new idea. Her opinion regarding the effectiveness of comic strips was, “Yes. Pupils can refer to the provided pictures and gestures.” The pictures usually showed some gestures which was the clue for the correct possessive pronouns. The most important aspect for her was the graphic which should be able to attract pupils’ attention. She also gave her opinion about the suitability of this activity in which she said yes because of the graphics and visual aids which can assist the pupils.

3. Document Analysis (teacher’s reflection)

64

. By analyzing the document, we are able to finds and interpret patterns in data as well as classifying the patterns. As for this research, the method of carrying out document analysis was by conducting a teacher’s reflection. Teacher in this case was the researcher himself. The teacher analysed pupils’ worksheet and their bahaviour when completing the work which was given during the intervention.

Aspect

Teacher’s reflection Pupils seem to understand the concept of possessive pronouns with the help of comic strips. They also understand the instruction

Pupils’ understanding

given in the worksheet with the help of teacher. From their responds, they understand what is expected from them which are to complete the worksheet given. Pupils show positive behaviour when

Pupils’ behaviour

completing the task. They were silent and listened to the instruction attentively. All of the pupils manage to finish the task on

Pupils’ ability to time except for one pupil who needed some complete task on time help from the teacher to finish up the work.

65

Pupils mostly used simple English and Language used by

communicate in Malay language with each

pupils

other. They can understand simple English but use Malay language to provide any feedback. When asked, pupils seem to enjoy the activity

Pupils’ feedback very much. Table 8: Teacher’s reflection

The researcher highlighted five important aspects to be analysed for the document analysis. The first aspect was the pupils’ understanding based on their worksheet and exercises. The researcher thought that the pupils were able to understand the concept of possessive pronoun with the help of pictures in the comic strips. As for the pupils’ behaviour the researcher was impressed by the positive behaviour shown by the pupils when completing the task. Pupils were able to complete the activity within the time given. The researcher said that one of the pupils needed some guidance to complete the task.

66

Meanwhile, the pupils mainly used Malay language to communicate with each other and used simple English language to communicate with the teacher. However, the pupils used Malay language to respond to the questions. Pupils seemed to enjoy the activity and provided positive feedback when asked.

7.2 Summary From the data analysis and interpretation it can be concluded

that

the

intervention

showed

some

positive

feedback from the pupils. They seemed to enjoy the activity very much and eager to take part in the study. The analysis of their work also showed significant increase of understanding in the particular topics. This means that the intervention is effective but due to time constraint, the effectiveness of the intervention could not be fully observed.

67

68

CHAPTER 8 RESEARCH FINDINGS 8.0 INTRODUCTION To conduct the discussion of the research findings, the researcher was presented with an opportunity to develop the pattern found in the data, making necessary connections between result of the analysis and existing theory. In the discussion of research findings, the researcher must try to relate the research question formed with the research results. First, briefly summarise the major findings that come from the research and relate them to what the researcher originally proposed to find out. If the research was done to test a hypothesis, the researcher needs to answer the following questions which are:

1. Do the research findings support the initial hypothesis? 2. Do the research findings disprove the formulated hypothesis?

69

These questions should be answered by the researcher to check and see if the research findings were indeed in the same line as the formed research questions and objectives. At the end of the process, reflection should be carried out to see the strengths and weaknesses of the research methodology.

70

8.1 Findings Based on the data obtained and analysed, the researcher was able to conclude that the research findings was aligned with the proposed research questions. The first research question

is:

Do

comic

strips

help

pupils

in

identifying

possessive pronouns? During the intervention process, the observer mentioned that there were some changes in pupils’ understanding of the possessive pronoun before and after the intervention. After the intervention, majority of the pupils were able list down and understand the usage of possessive pronouns. This clearly shows that the intervention process was indeed effective to the pupils although it was not entirely or fully effective. Furthermore, the data from the document analysis also showed that the pupils seemed to understand the concept of possessive pronouns with the help of the visual aids in the comic strips. It is undeniable that the intervention has somehow helped the pupils in identifying and understanding the usage of possessive pronouns. As for the second research question which was: Do comic strips help pupils in constructing simple sentences using possessive pronoun? Based on the data obtained from the 71

document analysis, it can be seen that the pupils were able to complete the given task within the given time. Before the research, the pupils struggled to construct a simple sentence because they did not understand the concept of possessive pronouns. After going on a thorough intervention process, they were able to write simple sentences using possessive pronouns except for one of the pupil who still need some guidance from the researcher. One of the research objectives was to promote fun and enjoyable learning situation. Based on the data obtained, the pupils generally seemed to enjoy taking part on the activity and show eagerness to be part of this research. They showed positive behaviour during the intervention process indicating that the research objective was achieved. However, the situation might be changing in a larger crowd of pupils. The research only focused on small crowd of pupils which was easy to be controlled. And pupils seem to enjoy themselves because they were somehow ‘the chosen one’ to be part of this research. The situation might be different with a larger crowd where it will be harder to control and capture their interests as was proposed in the research objectives.

72

According to the answers from the teachers, all three of them thought that the idea of using comic strips to teach grammar was both great and creative. Two out of three of them agreed that this activity was suitable for the year 4 pupils. The suitability of the activity are not yet proved because it was not tested on the real classroom situation. The activity was regarded as suitable merely by referring to the opinion of the teachers alone. The positive feedback from the pupils was one of the indicators that this research was effective for them. Therefore, the research should be continued to an even wider prospective to solidify the data obtained. 8.2 Implication The implication of this research was limited to the participants alone. So, the intervention proposed should be used again in the future to widen the implication to the other pupils as well. One of the most obvious implications was to promote fun learning environment with different kind of teaching methodology in order to motivate the pupils to learn more. As for the teacher, this research was to promote an idea in order to improve our pupils understanding on the lesson especially when it comes to grammar. As a teacher, we should 73

not be rigid and teach in an uninteresting way which will bore the pupils and demotivate the pupils from taking part in classroom activities. Next, the research also provides some input about teaching with visual aids. This is because, pupils usually forget what they have heard but certainly will remember what they have seen or witnessed. Using visual aid is somehow very helpful in assisting pupils’ understanding of the grammar concepts and patterns. As for this research, the pupils were able to identify the possessive pronouns by referring to the pictures included in the comic strips. Teachers can also use an audiovisual media to enhance both their reading and listening skill. On the other hand, the findings from this research will certainly be useful for teachers and researchers in using comic strips or visual aids in their teaching. This research has the potential to go further into other language skills such as reading and writing.

8.3 Summary

74

This research has clearly shown some positive findings and implications towards the participants. Based on the data obtained by the researcher, it can be concluded that the research has a huge effect on the pupils’ understanding on the lesson. The intervention process went on smoothly without any disturbance from the pupils. This was because the small crowd involved in this study was easy to be controlled and managed. As a teacher, we need to strategise and come out with a different action plan in order to implement the intervention to an even larger crowd which will be harder to be managed.

75

CHAPTER 9 SUGGESTION FOR FURTHER RESEARCH 9.0 Introduction Suggestion for future or further research often related with the limitation of this research. This is because the idea of further research often arises out of drawback found on the existing research. The findings from the research will highlight several aspects that has a potential to be explored in future studies. These aspects can be divided into two main categories. The first category is that findings that was not anticipated from the start. These are useful when making future research suggestions because they can lead to entirely new aspects to explored in future studies. Factors that address unanswered aspects of your research questions The second aspect is a rare case where the research questions was left unanswered. This is not necessarily a flaw in the research strategy, but may simply reflect that fact that the findings did not provide all the answers that was hoped. 76

77

9.1 Suggestion This research can be further expanded whether the researcher wants to use the same intervention or develop a different one. By using the same intervention, the study can be expanded by focusing on other grammatical aspects such as verbs and prepositions. For example, by using comic strips to teach verb, pupils can refer the action illustrated on the pictures and come out with a correct answer. This research can also be developed to other language skills such as reading and writing. As for reading, the researcher can conduct a study to promote reading among pupils by exploring the usage of comic strips. Pupils will be more interested in reading if the reading content was based on their interest. So, the characters and the storyline should be familiar to the pupils such as stories about their favourite superheroes and popular cartoon characters. On the other hand, the study which focused on writing can promote pupils in writing simple sentences based on the actions illustrated on the comic strips. Simple sentences comprise of subject, verb and object can be drawn in the form of pictures and the pupils can use it as a reference to construct a sentence. For example a picture of a boy kicking football can 78

guide the pupils in constructing a simple sentence based on the action shown in the picture. The researcher can also choose other intervention which falls on the category of visual aids such as using picture cards to learn action verbs, develop reading by using power point slides or using mind map to assist pupils in essay writing. The following were merely suggestions for further studies on visual aids in teaching and learning session. The researcher believes that visual aid is one of the most common ways to enhance pupils’ understanding on the lesson.

9.2 Conclusion As a conclusion, this research has a potential to be developed

into

more

sophisticated

research

where

the

researcher can come out with a more desirable intervention for the pupils. The limitation of this research where it was not being carried out in the larger crowd should be taken into consideration when performing a future studies. The researcher should

involve

more

participants

from

lower

level

of

understanding. The period of the research should be longer in order to see a more accurate data.

79

References

Agresti, A. (2013). Categorical data analysis. Hoboken, NJ: Wiley-Interscience. Bühler, K., Goodwin, D. F., & Eschbach, A. (2011). Theory of language: The representational function of language. Amsterdam: John Benjamins Pub. Co. Comics - Wikipedia, the free encyclopedia. (n.d.). Retrieved August 20, 2015, from https://en.wikipedia.org/wiki/Comics Danesi, M. (2009). Dictionary of media and communications. Armonk, NY: M.E. Sharpe. Fearing, F. (2011). Teaching by Seeing: Audio Visual Methods in Teaching . Edgar Dale. ; The Preparation and Use of Visual Aids . Kenneth B. Haas, Harry Q. Packer. ; Audio-Visual Aids in the Armed Services. Implications for American Education . John R. Miles, Charles R. Spain. Hollywood Quarterly. doi:10.1525/fq.1947.2.4.04a00230 Frey, N., & Fisher, D. (2008). Teaching visual literacy: Using comic books, graphic novels, anime, cartoons, and more to develop comprehension and thinking skills. Thousand Oaks, CA: Corwin Press. From KBSR to KSSR – Why the need for change? | Peekabook Blog. (n.d.). Retrieved from http://peekabook.com.my/blog/from-kbsr-to-kssr-why-the-need-for-change/ Grammar - Wikipedia, the free encyclopedia. (n.d.). Retrieved August 20, 2015, from https://en.wikipedia.org/wiki/Grammar 80

Hart, C. (2014). Discourse, grammar and ideology: Functional and cognitive perspectives. Harwood, N. (2010). English language teaching materials: Theory and practice. New York: Cambridge University Press. In Syma, C. K., & In Weiner, R. G. (2013). Graphic novels and comics in the classroom: Essays on the educational power of sequential art. Innovative Teaching – Comic Books in the Classroom. (2015). Retrieved from http://www.openeducation.net/2008/01/23/innovative-teaching-comic-books-inthe-classroom/

Johnson A. (2012). DATA COLLECTION METHODS FOR AN ACTION RESEARCH PROJECT | Andrew Johnson - Academia.edu. Retrieved from http://www.academia.edu/8767522/DATA_COLLECTION_METHODS_FOR_A N_ACTION_RESEARCH_PROJECT Ludwig J. (2013). 7 kinds of Media? « Programmer Joe. Retrieved from http://programmerjoe.com/2013/07/06/7-kinds-of-media/ Manno M. (2014). Comics in the Classroom: Why Comics? | Teach.com. Retrieved from http://teach.com/comics-in-the-classroom/why-comics Orey, M., Jones, S. A., & Branch, R. M. (2013). Educational media and technology yearbook: Volume 37. New York, NY: Springer. Padak N., & Padak G. (2015). Research to Practice: Guidelines for Planning Action Research Projects. Retrieved from http://literacy.kent.edu/Oasis/Pubs/020008.htm Propp, V. I., Perron, P., & Debbèche, P. (2009). On the comic and laughter. Stafford, T. (2011). Teaching visual literacy in the primary classroom: Comic books, film, television and picture narratives. Abingdon, Oxon: Routledge. Wilson, H. (2013). Testing the Covert Method of Grammar Teaching: A Pilot Study.

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Appendix 1 OBSERVATION CHECKLIST Date

:

Time

:

Place

:

No Items

Field Notes

. Respondents were able 1.

to list down all of the possessive pronouns. Respondents show

2.

interests during the activity.

82

Respondents give attention during the 3.

. explanation of the instructions. Respondents were able

4.

to create their own comic strips

Appendix 2 INTERVIEW Date:

No .

Time:

Questions

Place:

Responses

Did you ever use comic 1.

strips to aid your teaching? Give me your reason.

2.

What is your opinion regarding this activity?

83

Did you think the usage of 3.

comic strips is effective in teaching possessive pronoun? Why?

What is the most important 4.

issue to be considered when carrying out this activity?

Please give me some 5.

suggestions to improve my teaching related to this activity.

Appendix 3 DOCUMENT ANALYSIS Date:

Time:

Aspect

Place:

Teacher’s reflection

Pupils’ understanding

84

Pupils’ behaviour

Pupils’ ability to complete task on time

Language used by pupils

Pupils’ feedback

85