Table of Content

No.ContentPages

1. Introduction2-8

2. Focus of Investigation/Issue of concern8-15

3. Objective/Research Question16

4. Target group/ Participants16

5. Recommended Action17-24

6. Implementing Plan of Action24-25

7. References 26-27

8. Appendix28-

ACTION RESEARCH PROPOSALKHALIDA AZRINA BINTI KAMARUDINIPG KAMPUS ILMU KHASUSING SONGS TO IMPROVE YEAR 5 HAZIM AVERAGE PROFICIENCY PUPILS USE OF SUBJECT-VERB AGREEMENT

1.0 INTRODUCTION

Ellis (2006) has stated that there are several studies that shown that instructed learners who get more form-focused grammar teaching achieve better results and progress faster than those who do not get the same form-focused grammar teaching. That is why second language users have lots of error in using language. Therefore, we can conclude that grammar teaching plays an essential role in second language acquisition. The teacher must able to identify which grammar points to focus on and how to teach it to his/her students. When develop activities for pupils, teacher should look into the pupils knowledge and most common errors (Ellis, 2006). Most of the pupils do not have strong foundation in Grammar especially in subject-verb agreement. This is why it is important to detect errors made by them and analyse students most common errors in order to help them improve their English in term of grammar point and acquire a higher level of grammatical knowledge.Hartsuiker and Barkhuysen (2006)reported that students make a lot of subject-verb agreement error. This shows that in majority of the pupils have problems with grammar especially in the using of subject-verb agreement. In the presence of an increased memory load, individuals with low speaking span committed more agreement errors than high span individuals. For subject-verb agreement, based on English Language rules, the subject must agree with the verb. For example, singular subject needs singular verb and plural subject requires plural verb. The form of the verb has to match the number of things in the subject. This kind of grammar rules also applies in simple present tense. That is why when students are making mistakes or error, it is noticeable. In Kurikulum Bersepadu Sekolah Rendah (KBSR), grammar was taught implicitly and grammar module is not included in the teaching, but in Kurikulum Standard Sekolah Rendah (KSSR), grammar was taught separately and explicitly, whereas the module is provided in the Dokumen Standard Kurikulum dan Pentaksiran. Teaching of Grammar in KSSR was taught explicitly for Year 3 pupils till Year 5 for the year of 2015. For year 1 and year 2 pupils for KSSR, grammar was taught overtly to introduce pupils to basic grammar rules. Besides that, we teach grammar overtly in year 1 and year 2 so that they engage in a fun technique and develop their interest in learning grammar. Chitravelu et al., (2005) stated that grammatical errors that go uncorrected become fossilized and lead to inappropriate use of grammatical items. This proved that grammar teaching should be taught to the students repeatedly so that the students will be able to use grammar correctly and they can correct their own mistake in using grammar. In KSSR Year 4 Dokumen Standard Kurikulum dan Pentaksiran (DSKP), grammar should be taught in context as well as explicitly so that pupils learn the rules of grammar and how to apply these rules in speech and writing. Here, we see subject verb agreement as an important element of grammar area that helps pupils to meet the objective of the curriculum. Subject verb agreement can also be seen as a completion to all of grammar aspects and also in all the skills involve in English language learning. The use of subject verb agreement can influence ones communicating skills as well as in other skills. If there is wrong using of subject verb agreement, the interpreter cannot get the message that the speaker or the writer wants to convey or they may misinterpret the meaning of the message. Winer (2015) stated that to communicate clearly in the English language, we have to match a singular subject with a singular verb and a plural subject with a plural verb.

1.1 Reflection on teaching experience

I have encounter 3 different backgrounds of students in 3 different schools and there are quite a number of pupils who can use English very well. However, the pupils have a lot of problem in grammar, especially in using Subject-Verb Agreement. Based on my observation during teaching and learning process in SK Taman Rakan, I found that my pupils have difficulties in using subject-verb agreement. In their writing task (appendix 1), I found that they are able to convey the message, but they are struggling to use the correct subject verb agreement and sometimes, the structure of their sentences makes the interpreter to misinterpret their message and get confused easily. This means, my pupils have a bit fluency both in speaking and writing, but they could not use the subject verb agreement rules correctly equivalent to their speaking and writing skill mentioned. My students are from Year 5 Hazim, which is the best class in SK Taman Rakan. Year 5 Hazim consists of 37 pupils. They came from families of the middle and upper socio-economic status and some of them even use English in the daily conversation with their family members and friend. There were 28 Malay students, 1 Chinese student and 8 Indian students (appendix 2). Based on my observation during teaching, I found that some of Year 5 Hazim pupils especially the Malay pupils are using direct-translation method in English and mostly when doing their tasks. The use of subject verb agreement becomes the main problem encountered by the pupils across the classes. This problem occurs in both speaking and writing. This error may bring negative impacts on the pupils in which they will have low self-esteem in speaking and they cannot perform well in writing.

1.2 Related Theory / Literature Review

The main theory derive this research is behaviourism. John B. Watson (1878-1958) and B. F. Skinner (1904-1990) originate the theory of behaviourist approaches in learning. Watson believed that human behaviour resulted from specific stimuli that produced certain responses. Watson's basic idea was that conclusions about human development should be based on observation of overt behaviour rather than assumption about subconscious motives or covert cognitive processes (Shaffer, 2000). As a behaviorist, learning takes place when knowledge is divided into smaller parts. Students are rewarded for correct answers. Instruction focuses on conditioning the learner's behavior. Learning involves repetition and association and is highly mechanical. Behaviorist leaning teachers focus on a new behavioral pattern being repeated until it becomes automatic. Chomsky in Chitravelu et al. (2005) stated that language learning is an active process in which the learners continuously thinking and relate the thinking process with the new information, find and discover the fundamental rules as well as the applications of the rules. The pupils have to apply correct grammatical rule and look closely to the choices of words. The pupils were second language users and they have difficulties in dealing with correct sentences by using correct Subject-Verb Agreement rules because they use their mother tongue (Bahasa Melayu) in their daily conversation and they are not familiar with the rules because in Malay Language, there are no such rules as Subject-Verb Agreement. As an example:Chaya mandi di sungai.(singular subject)(verb)(expansion)

Chaya dan Siti mandidi sungai.(plural subject)(verb)(expansion)Wee (2009) stated that Subject-Verb Agreement (SVA) poses the most difficulty for Malaysian students. Bahiyah and Basil Wijayasuria (1998), as cited from Surina Nayan (2009), proved that learners who use Bahasa Melayu as their first medium of instruction have difficulty in Subject-Verb agreement because Bahasa Melayu does not discriminate between person and it is not compulsory that the verb must agree with the subject. But, in English, the subject (person) needs to be complimenting to the verb because if not, it can create confusions among the pupils. This will lead to error and doing mistakes in writing. Even though the pupils were introduced to grammar and subject-verb agreement since primary school, they still have the problem to distinguish the real meaning of subject-verb agreement. It may be because the teacher teaches grammar in isolation and did not give the pupils wide range of example and they did not explain much about that. Nor Hashimah et al. (2008) identify subject verb agreement, affixes, adverbs, adjectives, plural forms, and copula as the most common mistakes made by students. Surina and Kamaruzaman (2009) claim that majority of the Malaysian students still facing a lot of problems with their subject verb agreement. The pupils have problem in discriminating the singular subject and singular verb with plural subject and plural verb and they are not able to apply correct rule of subject-verb agreement. As an example, in writing, in order to construct meaningful sentences, the pupils must adhere to the rules of subject-verb agreement. Bautista and Gonzales (2006), state that the English spoken by Malaysians have common errors which are misinformation and omission. For examples, Malaysians students use He sick, Can, It missing, etc. Subject and verbs are the two important elements that complement each other to produce complete and correct sentence (Siti Hamin et al. 2010; Surina & Kamaruzaman, 2009). They provide the very important aspect of language production. This is why subject verb agreement needs to be stressed in language learning. Subject verb agreement has been listed as an essential grammatical component to be taught in all forms in school. It is specified in the syllabus for the Integrated Secondary School Curriculum for English language outlined by the Curriculum Development Center (Ministry of Education, 2000).Since the meaning is an important tool in teaching grammar, it is important to contextualise any grammar point. Therefore, I decided to use song as an intervention for my pupils problem. Foster (2006) has listed some compelling reasons on why songs and chants should be used in the language classroom. One of the reasons is song and chants valuable because rhythm speaks to a very basic part of our emotional selves, so musical or rhythmic content may enter memory with fewer distractions. That is why I choose to use song and chants as my intervention as it helps boost teaching and learning process as children are musically or rhythmically motivated. Regarding my intervention, I have decided to use songs. Songs can become one of the most enjoyable ways to practice and develop language skills. Bourke (2006) state that any syllabus designed for teaching English for young learners mostly contains songs, chants, and rhymes. Musical expression is an important part of the gaining experience, and children respond eagerly to songs and welcome them rather than using other ways. Chitravelu (2005), agree that the use of songs provide good grammar activities. Songs are one of the most fascinating and culturally rich resources that can be easily used in language classroom. Songs proposed a change from repetitive classroom activities. They are one of the most valuable resources to develop pupils ability in listening, speaking, and reading and in writing. They can also be used to teach a variety of language items especially in teaching Subject-Verb Agreement. Songs also can be used to present cultural effectively. Since they provide authentic materials, songs help in motivating pupils to learn. There are many advantages of using songs in the classroom. Through contemporary songs, which the pupils are familiar with, both teacher and pupils can meet the challenges of the pupils needs in the classroom. Since songs can be memorise easily and helps in motivating children in many ways, they may establish a powerful subculture in learning process. A teacher should make use songs in all stages of teaching grammar. Songs can be used for the presentation or the practice stage after grammar lesson. They may motivate pupils in listening, and motivate creativity and used of imagination and to create a relax classroom atmosphere. When selecting songs, the teacher should consider pupils age, pupils interest, and the language being used in the song and the appropriateness of the song lyrics. To enhance pupils learning, it is also beneficial to allow pupils to take part in the selection of the songs. By using songs to teach subject verb agreement, the teacher has already able to add variety to the lesson, increase pupils motivation and extends their attention span in the classroom during lesson.

2.0 FOCUS OF INVESTIGATION / ISSUE OF CONCERN

The focus of my research is to improved students use of subject verb agreement. Since the pupils are in national public school, they use Bahasa Melayu or Malay Language as their first language. The use of Malay Language in their daily life becomes the main problem for students as they used to translate the words or sentences directly from what they know. Maros (2007) stated that one of the common grammar mistakes committed by such students is Subject-Verb Agreement this is due to the transfer of knowledge from Malay Language into English. In Malay Language, the grammar rules do not applied. The verbs remained unchanged even if the subject changes to plural from a singular subject.To be able to produce a high quality product of English especially in using subject verb agreement, pupils need to have a clear understanding of the usage of the rules so that they are able to produce grammatically correct sentences for interpreter to interpret and convey message. Any grammatical errors may lead to misinterpretation of the ideas the pupils want to convey. It is importance for the pupils to understand the subject-verb agreement rules. They are always confused with the rules because in their daily lives, they often use Malay Language which does not apply the same rules where it does not require the verb to always agree with the subject when creating sentences. Lack of knowledge about the subject verb agreement rules in learning somehow lowered the students motivation to learn the language.

2.1 Problem Statement

Based on the pupils exercise (appendix 1) and tasks given to them, as well as during the pre-test (appendix 3), some of the pupils are not clear or do not understand the rules of Subject-Verb Agreement and how to use it in their learning process in classroom. The reason for the subject verb agreement error happened because pupils use of their mother tongue in daily conversation makes them to use incorrect subject-verb agreement. Without the knowledge of subject verb agreement rules, students cannot do well in every aspect of language skills. The students would not be able to write and speak well in English if they do not have enough knowledge of the rules.

2.2 Preliminary Investigation

This investigation carried out to help pupils to use correct subject verb agreement. The subject for this research is Year 5 Hazim. The pupils were chosen based on who met the criteria that will be valuable for the research. For that, a preliminary investigation was carried out to identify which pupils suits the criteria of having problem with using and practising correct subject-verb agreement. Among 37 pupils, a sampling was done to specifically choose six pupils only to complete the research. Interview, document analysis method and diagnostic test were used to identify the problem in pupils in using subject-verb agreement.

2.2.1 Interview

An interview takes place with my supervisor to have clearer view of pupils that have problems on subject-verb agreement and suit the criteria to carry out the investigation. However, based on the interview, the pupils cannot be pointed out easily because there was almost each and every pupil facing the problem. Based on the interview, there are 2 most critical students who need helps in using subject verb agreement (appendix 4). That is one of the reasons why the method of observation dropped. Observation can only help to identify the surface issue of the investigation and not the overall issue. Now, the target group can be identifying to carry out investigation.

2.2.2Document Analysis

As the selection with the pupils going on, document analysis was carried out with the identified participants to make sure that the pupils made Subject-Verb Agreement errors. Pupils written works and exercises (Appendix 1) were collected and error analysis was used to choose six pupils who have subject-verb agreement problem. In narrowing the scope to choose the pupils, their activity and exercises given during lesson were analysed. The pupils writing tasks that they did before with their original English teacher also analysed. Choosing own teaching classroom helps to makes the process of selecting and implementing the intervention easier.

2.2.3Test (Pre-test)

After both methods carried out with the pupils, final method was taken into a measure that is doing the test for the remaining pupils that have been identified before (appendix 3). The diagnostic test is conducted to narrow the number of participant selected. 2 writing test were carried out for the pupils to select the final six pupils to carry out the investigation.

2.3Analysis of Preliminary Investigation (Appendix 5)

The three methods mentioned helped to identify the subject or the target group to carry out the investigation. In table 1, it shows how the selection was conducted via interview, document analysis methods and test to identify the target group. The O mark shows the pupils who passed the first and second round of choosing the participants and X mark shows pupils that did not passed the observation. After the interview, only 10 pupils passed and another 27 participants continue to the next stage of the selection. The 10 pupils were said to make few mistakes and error in subject-verb agreement. Those 27 remaining pupils were continuing their way to the next stage of selection because they did many subject verb agreement error. For the second method that was document analysis method, 9 pupils were found to have made some subject-verb agreement errors in their exercise books. The remaining 18 pupils also made subject-verb agreement errors, but they make more mistakes in other grammar area, and this shows that they can grab better input for subject-verb agreement. After finished with the document analysis method stage, the last method carried out by conducting test and the six final participants were identified and will participate in the intervention. The remaining 3 pupils did only few errors during the test, so they were excluded in taking part in the research. The six pupils were chosen so that attention and focus can be given to each pupil when applying the intervention.

2.4 Criteria of Selection

Six criteria has been analysed to carry out this investigation. The criteria are as below:

2.4.1 Administrability

Abubakar and Hailaya (2004), claim that administrability is the ability of the test or tool to be managed easily. Thus, using songs to teach the use of subject-verb agreement to pupils was administrable since there are only six pupils to carry out the intervention on and it is easier to gather the data. Teacher can put more focus on six pupils in teaching subject verb agreement rather than focusing on teaching 37 pupils. Additionally, using songs helps the pupils to create fun environment in the classroom. The effectiveness in learning subject verb agreement using songs can be shown in the pupils works and exercises.

2.4.2 Significance

In the Dokumen Standard Kurikulum dan Pentaksiran (DSKP) Year 5, grammar is being emphasized by the Ministry of Education. The investigation will be significant for both pupils and school itself as it enables teachers to improve their pupils use of subject verb agreement in a more fun ways that is using songs. Teachers will take an initiative to use songs to teach subject verb agreement. Teachers can change or adapt the songs or teaching style to suit the needs of the pupils. When the teacher starts to use songs for teaching, pupils will be more attracted towards learning and feel motivated to learn and improve their academic achievement. The school will also get the benefits as it develops the schools academic performance. The intervention help pupils to use correct subject verb agreement rules in learning. That means using correct use of subject-verb agreement rules are necessary to help pupils to achieve perfection in every skill. This study can be a starting point for other teachers to make use of songs to teach subject-verb agreement in their class later or to teach other grammar point as well. Besides that, this strategy of using songs also helps to build teacher-students relationship, increase pupils motivation, and helps in using correct rules of subject verb agreement. Use of repetitive words in songs in the intervention helps pupils to engage in a fun way of learning subject verb agreement and help them to remember the rules better.

2.4.3PracticalityAs said by Rosov (2007), we are not sure why songs are powerful, but from a personal angle they are. Songs have provided pupils with a comfortable atmosphere and help them learn English, their target language better. To make the intervention more practical and to attract pupils, they should be given chances to choose their own suitable songs. Songs are practical because it can be easily downloaded from the internet and costs-free tools for both teachers and pupils. There are certain songs that can be use; and some are not. To overcome this, adaptation is a better choice in providing pupils better view of subject verb agreement. Bella (2002) claims that familiar songs can be taken and replace several words to suit the pupils need. The songs can be adapted to be used in other activities. It helps pupils to memorise difficult vocabulary and it make pupils engage with the lesson.

2.4.4ControlControlling the investigation is easy as there is only one researcher who will carry out the investigation. The problem of this faced by pupils in this investigation is the wrong use of the subject verb agreement rules. The main aim of the investigation is to improve pupils use of subject verb agreement by using songs. Douville (2004) argues that the rhythm and repetitive characteristics of songs helps to reinforce students' oral language development and motivation. So, using of songs can help to improve pupils use of subject verb agreement as they have repetitive lyrics. Songs can be used explicitly as it is a fun and engaging tools that contain a lot of repetitive words, and it helps me a lot as a researcher to control the investigation.

2.4.5CollaborationIn order to carry out this research, I am collaborating with both the schools management and also the English teacher that teach Year 5 Hazim. I interviewed the teacher about the issue of the investigation. Both teachers and the school authorities are willing to help and give their cooperation whenever I need help in my investigation. The use of songs to teach them can be received well by the teacher as he knows that pupils have lots of interest in music.

2.4.6Relevance to schoolS. Nayan and K. Jusoff (2009) claims that pupils have higher tendency to make subject verb agreement errors in their learning especially the second language learners. Therefore, effective and exciting ways have to be discovered in order to help the pupils to master the rules of subject verb agreement. The research and the intervention later not only help the pupils to improve their subject-verb agreement problem, but also benefit teachers and school in order to overcome the subject-verb agreement problem and other grammar points later for other pupils in the school, and even for other schools.

2.5 Definition of termsSongs: Tools that help students to develop confidence for language learning. (Sahin, 2008) The students are encouraged to actively involved in the learning process by making use of their musical knowledge. The songs for pupils contain simple and repetitive vocabulary. Sometimes about objects around, so it makes pupils familiar with English word. Songs also can be used to teach English subject verb agreement. By using song, pupils can enjoy the lesson, because song is considered as a medium of desire learning. It can help pupils to enjoy the songs to learn the teaching point and easy to memorize the songs.Subject-Verb Agreement: Siti Hamin et al. (2010) stated that subject and verbs are the two important elements that complement each other in producing complete and correct sentence. Subject verb agreement is a grammar rules which requires the subject to agree with the verb.

3.0 OBJECTIVE / RESEARCH QUESTIONS

This research aims to improve participants use of subject-verb agreement through songs. The objective of this research is to find out the effectiveness of using songs to reinforce the learning of subject-verb agreement and it helps to measure whether the intervention can be used successfully to help pupils to master subject-verb agreement rules. Besides that, the research aims to find out how pupils feel towards learning subject verb agreement through songs. The research questions are as follows:1. Can songs help improve pupils use of subject-verb agreement?2. How do songs improve pupils use of subject-verb agreement?

4.0 TARGET GROUP / PARTICIPANTS

This study involves pupils from primary five pupils from Year 5 Hazim from SK Taman Rakan. There were 37 pupils in the classroom. Year 5 Hazim consists of eight Indian pupils, one Chinese pupil and 28 Malay pupils. My target group is 6 pupils from Year 5 Hazim. The six pupils were chosen as they have shown lots of errors and wrong use of subject verb agreement in their written exercises and the diagnostic test (appendix 1 and 3). This action research employed quantitative and qualitative research specifically quasi-experimental since I have limited time and resources to deal with the subject and it might distracting the on-going teaching and learning process. Data were collected from a set of pre-test and post-test questions answered by target group or the target subject and by the observation during class time. The data was also collected from the pupils written exercises and based on the interview with the teacher.

5.0 RECOMMENDED ACTION

5.1 Plan of ActionI have chosen Stephen Kemmiss model of the cyclical nature of the action research process. There are two cycles in the model, and each cycle consists of 4 steps, which are plan, act, observe and reflect. In the second cycle, the original plan becoming revised plan as we improve certain thing on the intervention to make the objective of the research achieves.

Based on this model, I went through the issue of subject-verb agreement problem in pupils. I came out with a plan and designing a plan of action on how to overcome the issue. Kemmis (2009) states that an action research aims at changing three things that are, practitioners practices, their understandings of what they are practicing, and the conditions in which they practice. By using this action, I believe that I can achieve my aims and objective in order to improve the teaching strategies and also improve the pupils knowledge on subject-verb agreement. Based on Kemmis & McTaggart (2005), a spiral or cyclical of self-reflecting cycles involved steps as mentioned: Planning a change Acting and observing the process and consequences of the change Reflecting on the process and consequences Replanning Acting and observing again Reflecting againKemmis and McTaggarts (1988) as cited in Denzin and Lincoln (2007) claims that the criterion of success is whether the pupils have a strong and authentic sense of development and evolution in their practices, their understandings of their practices, and the situations in which they practice. In implementing the intervention, I, first, need to plan what action should I take and how should I apply it on the pupils. Then, I have to apply the intervention that I have built in order to measure the effectiveness on the pupils. After that, I will observe what happen to the pupils as well as my own intervention; whether it worked out or not or do they need improvement in certain extent. Finally, I have to reflect what I suppose to do in order to improve my first cycle of the implementation of the cycle. For the second cycle, I have to re-planning what I have done before and the same steps going on after that.

Phase Action takenMethod of data collections

Plan Identify the aspect of teaching and learning practice to be improved. Collect and analyse data. A pre - test (appendix 1) 3 sessions of the intervention. One song (Appendix 2) used

Date: 4th-13th of February 2015 A pre - test (appendix 1) carried out in order to see the initial performance of the pupils before the intervention. There will be 3 sessions of the intervention to ensure that the pupils will have enough time for practice as well as drilling before the post test. One song (Appendix 6) used in order to expose the pupils to correct use of subject verb agreement.Interview Document AnalysisDiagnostic test

Act The intervention process start. Pupils will sing the song. Teach the subject verb agreement. Task given to the pupils. Drilling Second session, new song with SVA errors. Data collected At the end of the cycle one, pupils will be given a post-test Interview Conduct and implement the plan within a time frame.

Date: 16th-27th of February 2015

The intervention process will start with the pupils reading the songs lyric provided for them. Pupils will sing the song. Explain subject verb agreement in more detail to the pupils by teaching pupils to identify the subject as well as the verb used by giving some examples and using substitution table. Task given (appendix 7) for the pupils where they will have to identify the subject and verb in the lyric of the song. Pupils will be drilled by using all the verbs found in the lyric to construct simple sentences. In 3rd session, new song (appendix 6) with some subject verb agreement errors will be used where the pupils need to identify and make the correction. At the end of the cycle one, pupils will be given a post-test as to see their progress. Pupils were interviewed involved individually as data collection.

SongsExercises

Observe Observing the pupils involved carefully. Observe the effectiveness of using songs.

Date: 3rd March 2015 18 April 2015 Observing the pupils involved carefully throughout the process in order to check on the changes or response of the pupils. Observe the effectiveness of using songs to improve the use subject-verb agreement error.

SongsChecklist

Reflect Reflect on the strength and drawback of the whole process Analyse the data and findings from the observation Implement an improved activity Report writing

Date: 20th-24th April Upon completing the intervention as well as post-test, I will reflect on the strength and drawback of the whole process so that I can make improvement for the next cycle. Reflect the activity whether it is a success or not and I have to identify weaknesses and strengths from the activity. Modification to the activity need to be done if the outcomes do not meet the specification of the research and the same cycle will be repeated.

Songs and exercises

5.2 Data Gathering Methods

I use three data collection method that are:

5.2.1 Observational Checklist (Appendix 8)Observational checklist will be used to measure pupils performances in suing subject verb agreement. The data of changes of the pupils in using subject verb agreement will be measured through their answers as well as their ability in using the correct subject verb agreement.

5.2.2 Pupils exercise and tasks (Appendix 1)

At first, I compile few pupils exercises as I pick them randomly and when I have identified those pupils who really need help in subject-verb agreement, I then compile their exercise books and Im going through all the exercise given by me or the previous teacher.

5.2.3 Test (pre-test and post-test) (Appendix 3)

In pre-test, I have given a simple test to pupils and ask them to identify underline correct verbs. The sentences consist of five simple sentences, three compound sentences and two complex sentences. For post-test, it was just similar with the pre-test in terms of format. The differences that I put in the sentences was the subjects and verbs used. I also used pictures in complimenting the sentences as questions.

5.2.4 Interview (Appendix 9)

After three sessions of the intervention, the pupils will have sessions of interviewed that talk about their perception towards the songs used to improve their use of subject verb agreement. The interview will be using semi-structured format of interview. The data collected will answer the second research question.

5.4Data Analysis MethodsThere are four methods of data collection. It helps to explain more about the use of subject verb agreement by pupils through qualitative and quantitative method. In order to obtain data from test method, we usually use statistical data. Both cycles require different set of data analysing. Both pre-test and post-test data were present in a table. For observation method, the collected data also presented in a table form and the data were presented separately because in the table, the data of changes in pupils about subject verb agreement can be seen clearly. Finally, for interview method, both interviews were conducted at the end of each session, in which either cycles or sessions, the questions are almost similar. I use similar questions because it helps me to interpret better data at the end of cycle 2.

5.4.1 Pre-test and post-test (Appendix 10)Both the tests (pre-test and post-test) will be applied during the intervention process. The pre-test will be carried out once in the first session in the first cycle and the post-test will also be carried out once after the intervention is used in the research. The pupils score in these two tests will be used and tabulated in a table form to analyse the pupils progress and performance in using subject verb agreement for each session.

5.4.2 Observation (Appendix 11)

The data collected will be presented in a table form. The frequency of the changes will be analysed in every session so that teacher can plot the changes in students in using subject verb agreement. The method used try to answer the first research question and the result will be analysed qualitatively.

5.4.3 Interview (Appendix 12)Interview will be carried out at the end of each session. This method attempts to answer the second research question. The interview questions are focusing on the pupils perception as well as to measure the effectiveness of using the songs in learning subject verb agreement. The interview will be semi-structured so that pupils will feel comfortable and not tied to voice out their opinions and views regarding the songs used to measure their use of subject verb agreement. The interview questions will be prepared early and the pupils answers will be recorded.

6.0 IMPLEMENTING PLAN OF ACTION

6.1 Schedule for action planNoDateAction

116/02/15 27/02/15 Identify issue to be improved in Year 5 Hazim. Teacher tries to identify the language problem faced by the pupils by observing the interactions of the pupils. Carried out the preliminary investigation on the issue identified. Collecting and analysing data about the issue. Designing an intervention for the observed problem.

202/03/15 06/03/15 Constructing data collection tools and intervention. Teacher carried out grammar lessons by using intervention tools for the first session. Teacher carried out grammar lessons by using the intervention tools for the second session. Teacher carried out grammar lessons by suing the intervention tools for the third session.

309/03/15 13/03/15 Teacher collects and analyses the data. Reflection on action taken Teacher identifies the strength and weakness of the intervention. Teacher improves and prepares for second cycle.

6.2BudgetMy budget is as below:ItemsPrice (per unit)Quantity

Manila cardRM 0.805

A4 papersRM8.402 reams

Printer InkRm 251

PhotocopyRm 510

TOTALRM 50.80

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Chitravelu, N. et. at (2005). ELT Methodology: Principles and Practice. Selangor: Fajar Bakti.

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Kemmis, S., & McTaggart, R, (2005). Communicative action and the public sphere, Denzin, NK & Lincoln, YS (red.), The Sage Handbook of qualitative research, 3, 559-603.

Table 1 Selection Process of Participants

StudentInterviewDocument AnalysisTest

1XO-

2XO-

3O--

4XXO

5XXO

6XXX

7O--

8XO-

9XXX

10XO-

11O--

12XO-

13XO-

14O--

15XXO

16XO-

17XO-

18O--

19XXX

20XO-

21XO-

22O--

23XXX

24XO-

25O--

26O--

27XO-

28XO-

29O--

30XO-

31XXX

32XO-

33XO-

34XXX

35O--

36XO-

37XO-

O = Students passedX = Students failed 12