THE USE OF INTERACTIVE RABBIT TO IMPROVE

YEAR 5 PUPILS UNDERSTANDING TOWARDS

PREPOSITION OF PLACES.
By:
Fatin Nadzirah Binti Aidit, Mr. Chan Seong Long
English Language Department, IPG Kampus Dato Razali Ismail
teacherfatin@gmail.com, seonglong@ipgkdri.edu.my
ABSTRACT

The objective of this research is to help pupils in mastering the concept of preposition of
places by using the Interactive Rabbit and see the effectiveness of the kit based on the
pupils behavior. This research involved five pupils from years 5 Cekals at one of the schools
in Terengganu, consist of three boys and two girls. All pupils were weak in answering
questions related to the preposition of places and they were identified through the diagnostic
tests conducted. Therefore, this action research is aimed to help Year 5 pupils who are weak
in preposition of places by using Power Point Presentation and Interactive Rabbit software.
Data collection methods used in this research was observation, interviewed session, and
reviews of the worksheets given .Data were analyzed using descriptive qualitative study
participants. The result showed that the intervention used was successfully help all the
research participants in this research as well as to solve their problems in order to improve
their understanding towards the preposition of places. Interactive rabbit can help pupils in
enhancing their motivation in learning English and make the learning session more enjoyable.
However, this intervention can be improved in order to be used in other subject areas.
Keywords: Interactive rabbit software, Power point Presentation, Preposition of places

REFLECTION ON TEACHING AND LEARNING SESSION

During the third phase of the practicum, I taught Year 5 Cekal and based on the lesson
that I had carried out throughout the two weeks in the classes, I can identify some of the
pupils in Year 5 Cekal cannot understand my instruction especially when I was using
preposition of places. For instance, I asked them to put their books in their table but then,
some of them did not understand and put their books on their table.
Besides, I think the activities used and planned is more teacher centered and I did not
give them enough opportunity to explore the language on their own. I was scared and worried
on the class control since they were very active and always misbehave during the lessons. I
should provide more collaborative activity that can encourage them in learning English as
well as to enhance their confidence level.

The pupils need to have the knowledge and better understanding about the
prepositions since they already learnt it during Year 3 before. As in the curriculum
specification, it is stated that, grammar also forms part of the syllabus. These grammar items
need to be taught in contextual and meaningful way so that they can be used both in speech
and writing. The grammar should not be taught in isolation but rather in the context of a topic.
This shows a slight difference between KBSR and KSSR syllabus whereby grammar is not
emphasized and taught in the context of a topic in KBSR syllabus, however in KSSR syllabus,
grammar is emphasized and is taught in isolation. So, the teacher can use the lesson to drill the
pupils on grammar.
2.5 List of preposition
in, out, on, under, by, next, to, near, behind, over, at, between, among, though, above,
around, across, from, since, of, off to, against, in front of, at the back of.
In KBSR curriculum specification, there were some lists of preposition that should be
mastered by all Year 3 pupils, such as in, out, on, under, by, next, to, near, behind, over, at,
between, among, though, above, around, across, from, since, of, off to, against, in front of, and
at the back of.
However, I noticed that my Year 5 Cekal pupils still do not master the basic
knowledge of prepositions such as in, on, under, between, in front of and beside. Preposition
is the basic knowledge in grammar and as Year 5 pupils; they should know the function of
preposition and where it should be used. In order to overcome this problem, I had conducted
the action research by using the Power Point Presentation and Interactive rabbit software.

LITERATURE REVIEW

The word grammar could be horrifying for pupils( Musilova, 2010 ). It could be the
hard nut to crack for the teacher to persuade pupils that learning grammar could be fun. He
used games in order to arouse pupils interest in teaching and learning grammar. He stated
that, teacher should find interesting and effective ways in grabbing pupils attention and
improve pupils understanding towards grammar in English.
Effective English language teaching in the primary school, therefore, was judged by
the attainment of examination results. ESL teachers were indeed worried and very concerned
over the inputs; i.e.; the pupils they had to teach. The concerns over examinations in primary
schools has inevitably led to teaching to tests (Norris, 1993 ; Nutall, 1996 cited in Dr Ali
Sofi, 2003 ). When the teacher performance is judged in terms of pupils performance on
attainment tests, teacher will tend to protect themselves against the consequences of low
scores and teach to the test. (Norris, 1993; p. 35 cited in Dr Ali Sofi, 2003 )
Teachers were more concerned on the results gained from the test compared to think
about the effectiveness of their teaching and learning process in the classroom. The result of
the test or examination is become more vital than the pupils understanding towards the
learning.. It has resulted the stereotyping of teaching and learning approaches. Grammar had
been taught, explained, memorised and used in sentences for examination purposes.

Teaching grammar to pupils especially young learners is not an easy task. However,
teaching and learning grammar could be fun and interesting if teacher can vary the teaching
strategies and methods in conveying the inputs.

RESEARCH PURPOSE
The main objective for this research is to improve Year 5 pupils understanding
towards preposition of places.

RESEARCH OBJECTIVE
General Objective:
General objective for this research is to improve Year 5 pupils understanding towards
preposition of places by using Interactive Rabbit.
Specific Objectives:
Specific objectives for this research are to help Year 5 pupils in remembering the list of
preposition of places and to enhance Year 5 pupils interest in learning grammar.
RESEARCH QUESTION

How does the power point presentation of interactive rabbit help Year 5 pupils to
enhance their understanding towards preposition of places?
RESEARCH METHODOLOGY
This action research involves five poor achiever pupils; consist of two girls and three
boys. All participants were selected through a diagnostic test after teaching and learning
conducted. Data was collected by observation, interview sessions, and document analysis.
Data obtained from observations which was from the checklist is to see the changes of
behavior of research participants towards the learning sessions before, during and after the
intervention. On the other hand, data through the observation from the video recorded was
aimed to see whether the research participant were able to remember the list preposition of
places taught and learnt or not. The interview sessions were conducted to see the improvement
of the research participants interest towards the teaching and learning session. Meanwhile,
document analysis was gathered from the worksheet and test given to see research
participants understanding towards the teaching and learning session.
I decided to use Stephen Kemmis (1998) model in order to plan an intervention to
improve the research participants problems towards the preposition. Stephen Kemmis
designed a simple model that shown a natural cycle for action research. There are four step
which are plan, act, observe and reflect. . In the first cycle of intervention, I was quite
unhappy with the improvement that not able to achieve my objective shown by the research
participants. I decided to carry out the second cycle to improve research participants
understanding towards preposition.

INTERVENTION SPECIFICATION

I decided to use Interactive rabbit software which is using the Power Point
Presentation because I can see that my research participants spent most of their time with their
E-Book given by the government during their leisure time. In the first slide until eighth slide, I
will explain the meaning and show the correct usage of preposition of places. Meanwhile,
ninth slide until nineteenth slide, I will give the research participant the opportunity to do it by
themselves by calling their names to the front.
Activity Steps

Rationale

1. Teacher
will
introduce -introduce
the
preposition to the research preposition to the
participants
research
- on
participants.
- in
- under
- between
- behind
- in front of
-know
the
2. Teacher shows the preposition meaning of each
by
using
Power
Point word
presentation.
-know the usage
3. Teacher will explain the of those words in
meaning of each preposition by sentence
giving them the definitions and
related example.
relate
with
research
4. Teacher will show some participant prior
examples
the
usage
of knowledge
by
preposition in the sentences by showing
model
using model and Power Point and
related
presentation.
example to them.

Slide 1 until 8

Pictures
(Example)

Activity Steps

Rationale

1. The teacher asks research

participant randomly to come
to the front and answer the
interactive question in front
of the class.

-using of the
language / apply
what they have
learnt

2. The content of the interactive

questions :
a. The
rabbit
is
_____(on) the box
b. The
rabbit
is
_____(in) the box
c. The
rabbit
is
_____(under)
the
box
d. The
rabbit
is
_____(between) the
box
e. The
rabbit
is
_____(in front of)
the box
f. The
rabbit
is
_____(behind) the
box

-repetition of the
usage of the
preposition in
order to help the
research
participants to
retain the
meaning of the
words and
improve their
understanding
towards
preposition.

Pictures
(Example)

-assess the
pupils
understanding

3. The pupils will be given

worksheet and they need to
answer
the
questions
individually.
Slide 9 until 27

SESSION 1
Objective : To improve research participants' understanding
towards preposition of places

SESSION 2
Objective : To improve research participants' memory about the
preposition of places taught and learnt on that day
SESSION 3
Objective : To enhance pupils motivation and interest in learning
preposition of places in English.

FINDINGS
Diagram 1
Data Analysis (Worksheet)
Differences between Pre-Test, Post Test 1 and Post Test 2 for Research Participant 3
Bil.

Research Participant

Pre Test (%)

Post Test 1 (%)

Post Test 2 (%)

Research Participant 3

0%

67%

100%

Based on the data collected from the worksheet, RP3 was unable to answer the
preposition questions correctly at the first. He cannot answer the question regarding the
preposition of places correctly in the worksheet during the prelimenary test. After the
implementation of the first intervension, he managed to answer four over six questions
correctly in the worksheet. He still faced problem in preposition of places where I can see he
was confused between the usage of preposition of on and in. However, in the second

cycle of intervention session, he showed a positive changes whereby, he was able to

answer all the question in the worksheet correctly.
Preliminary worksheet

Post Test 1

Post Test 2

He only scored 0/6

He scored 4/6

He scored 6/6

-still uncertained between

the usage of preposition of
on and in

-able to understand the

correct usage of preposition
of places learnt.

-did not understand the

meaning and correct
usage of preposition of
places.

Diagram 2
Observation (Video recorded)
Differences between Post Test 1 and Post Test 2 for Research Participant 3
No.

FISRT CYCLE
INTERVENTION
Yes
No
/

Questions

1.

SECOND CYCLE
INTERVENTION
Yes
No
/

Does research participant give correct

response to show the preposition of on
according to the teachers instruction?.
2.
Does research participant give correct
/
/
response to show the preposition of in
according to the teachers instruction?.
3.
Does research participant give correct
/
/
response to show the preposition of under
according to the teachers instruction?.
4.
Does research participant give correct
/
/
response to show the preposition of in front
of according to the teachers instruction?.
5.
Does research participant give correct
/
/
response to show the preposition of
between according to the teacher s
instruction?.
6.
Does research participant give correct
/
/
response to show the preposition of behind
according to the teachers instruction?.
According to the data collected through the video recorded for the research participant
3 (RP3), I can see clearly that research participant was having problems in prepositions of
on and in after the implementation of Interactive Rabbit in the first cycle . His body
gestures and facial expression also shown that, he was uncertained and did not confident with
his answer when I was giving instruction using the preposition of on and in. However, I
can see that, after some improvement in the second cycle by adding the sound element which
was given motivation for them to learn English and helps them in remembering the correct
usage of preposition of places.

Diagram 3
Interview Session
Differences between Post Test 1 and Post Test 2 for Research Participant 3
No.

1.

Question

Intervention
cycle 1
Yes
No

Intervention
cycle 2
Yes
No

Can the research participant state six preposition verbally?

On
In
Under
In front of
Between
Behind

/
/
/

/
/
/
/
/
/

/
/
/

According to the data collected through the interview session with RP3, he was unable
to state one out of six preposition learnt earlier. RP3 managed to state all five list of
preposition that has been taught on the lesson except for the preposition of in front of . RP3
did not being expose to the preposition before so he seldom heard and listened to the
preposition especially the preposition of in front of. Plus, the words in front of is too long
to be uttered and pronounce that lead to the reason why RP3 was unable to state the
preposition of in front of. However, after the implementation of second intervention, he was
able to pronounce and remember all the preposition of places taught clearly.
Diagram 4
Analysis from the worksheet given for all the research participants
RESEARCH
PARTICIPANTS
RP1
RP2
RP3
RP4
RP5

DIAGNOSTIC TEST

POST TEST 1

POST TEST 2

0%
17%
0%
0%
17%

67%
67%
67%
34%
67%

100%
100%
100%
100%
100%

150%

100%
50%
0%
RP 1

RP 2
Diagnostic Test

RP 3

RP 4

Post Test 1

Post Test 2

RP 5

According to the result gathered from the worksheet after the diagnostic test, post test
1 and post test 2, I can see that there were a positive changes in terms of comprehension of
preposition of places between the research participants,enhance their interest towards the
teaching and learning session and remembering the concept of preposition of places.
CONCLUSION
In conclusion , the Interactive rabbit software used by the teacher in the
interventions was able to attract the pupils to learn and helped the pupils to get better
understanding about preposition of places. They can practise the Interactive rabbit during their
leisure time by using their E-Book. I succeed in manipulating their interest in playing games
by using the E-Book as a tools in improving their understanding towards preposition of
places. There is some improvement that can be done to make it better. One of the problem
appeared during the intervention was the research participants seemed did not comfortable
with the environment. I used meeting room as the place to implement the intervention since
the computer room is being used by other teacher. However, the meeting room is not
condusive and suitable to conduct a lesson because most of research participants were easily
distracted by the things in the meeting room because they never went into the meeting room
before this. All the pupils are not allowed to be in the meeting room so, my research
8

participants became excited with the new environment. I think, as for recommendation, I need
to prepare more condusive and suitable room for my research participant so that they would
not easily distracted by the things surrounded them.

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