1.

INTRODUCTION

This chapter is about the background of the study and descriptions

about the overview of the research and the past teaching experiences.

1.1 Background of the Study

Globalisation has brought about many changes in human lives.
Globalisation, which started off in the West, was brought about by
many factors. Some of it is the emergence of the information
technology and also the economic competition between different
countries (Jarvis, 2007, p. 44). Here, it is obvious that globalization
was about the economic benefit at first and later had also impacted
many others categories of human lives such as education and
environment. The impacts and effects of globalization could be seen
everywhere, from the food industry to the music that one listens.
Some would argue that globalization benefitted the mass, and
therefore it is something good. However, some would refute by saying
that globalization has also had some negative impacts. A lot of efforts
and thoughts are being taken by the government to make sure that
the citizens are able to compete on the global level, so that they are

able to use their knowledge to contribute to the country. For instance,

KSSR is the latest curriculum that are being introduced by the minister
in order to improve our education system.
Kurikulum Standard Sekolah Rendah (KSSR) is the latest
curriculum being introduced by the government to enhance the
teaching and learning quality in Malaysia. It was introduced as an
effort to restructure and improve current curriculum to ensure that the
pupils have relevant knowledge, skills and values to face the
challenges of the 21st century. The Contents Standards are defined as
specific statements on what the students must know and can do,
within a specific period of schooling, covering the areas of knowledge,
skills and values and Learning Standards are set criteria or indicators
of education quality and achievements which can be measured for
each content standard.
As stated in KSSR, writing is one of the basic skills that should
be acquired by primary schools pupils by the end of 6 year schooling.
Pupils should be able to master it so that they will be able to face the
challenge of learning the language in secondary schools.
Writing is the major common medium by which pupils establish
and present their knowledge (Parilah M. Shah, Wan Hamiah Wan
Mahmud, Rosseni Din, Aminuddin Yusof and Khalid Mat Pardi, 2011). It
is considered to be one of the most difficult skills pupils are expected

to master (Engemann & Gallagher, 2005). Even in our Malaysian

context, the problem of writing in the second language has been quite
prevalent. Studies on the written work of Malaysian ESL learners have
shown that their writing often lacks vivid or interesting elaboration
and displays frequent language mistakes throughout (Parilah M. Shah
et. al, 2011). In some Malaysian classrooms, many teachers complain
that pupils hesitate to write and leave their writing half done because
of lacking in vocabulary and low proficiency in English.
A substitution table is an arrangement in columns of units which
may be combined to make sentences. From a table containing five or
six columns and the same number of horizontal lines, hundreds of
sentences may be made. They will all be grammatically possible,
though they may not all make sense. The sentence pattern is a useful
guide to the learner, but unless he has reached the stage at which he
is familiar with grammatical terminology, the substitution table is
probably more valuable.
Colour is believed to be the most important visual experience to
human beings. It functions as a powerful information channel to the
human cognitive system and has been found to play a significant role
in enhancing memory performance. Colour can be very effective in
learning and educational setting, marketing, communication. The
extent to which students utilize their cognitive abilities is also
important and may contribute to better academic achievement. The

cognitive abilities of the students refer to the way the students

perceive, pay attention, remember, think, and understand the lessons.
There need to be strategies to facilitate the learning process and
colours can play a role in motivating students to learn and profit from
their educational experience. Farely and Grant found out that colored
multimedia presentations resulted in better attention and memory
performance.

1.2 Reflection on Past Teaching Experience

During my attachment to a school situated in Bukit Mertajam for
teaching practice, I was assigned to teach English Language to Year 5
Nilam. After a few lesson with the class, I noticed that the pupils were
weak in all basic skills; listening, speaking, reading and writing. Their
result in exam reflects their low level of English proficiency. I also
observed that the pupils were reluctant to write when asked to do so.
Due to the lack of proficiency, they hesitated to try and did not have
enough confidence when a writing task was assigned. They prefer to
talk with their friends rather than completing the task. When asked,
the general response was that writing was the most stressful activity
as they did not know how to write even simple sentences. I had to
prompt them with ideas to write. I had to spend more time in teaching

the pupils on how to construct a single sentence instead of guiding

them to write the sentences.
Based on the discussion between me and their class teacher, he
told me that the pupils low intermediate proficiency level which have
poor knowledge of English. Some of the pupils were not able to read
and some of the pupils unable to write even a simple sentences. They
also prefer to communicate in their mother tongue instead of using
English even in the English subject lesson. They can only respond to
simple English command. Besides, what I can observed in this school
especially in my classroom. The pupils didnt have the eagerness to
learn. They were very passive and shy when it comes to Q&A session.
During my writing lesson, I observed that most of the pupils
could not write complete simple sentences even with visual guidance
in the form of picture resulting in poor academic achievement. They
create sentences in fragments and do not know how to make it into
proper sentences and the sentences that the pupils wrote contained
many grammatical errors causing the meanings to be affected.
Moreover, they were not able to thinking creative and critically in
constructing the sentences. Thus, I need to find a simple yet effective
way to improve their ability to construct correct sentences during my
writing lesson. This technique intentionally to help the pupils to
overcome their problem and able to constructs the sentence with
minimal errors.

2.0

FOCUS OF INVESTIGATION
This chapter describes about the issues concerned in the study

and the review of the related literatures. This section also deals with
the research focus and the significance of the study.

2.1

Issues of Concern
Writing is importance in the primary schooling system, where,

by the end of Year 6, pupils should be able to write a range of texts

using various language styles and forms (Dokumen Standard dan
Kurikulum Pentaksiran, 2013). According to Bello (1997), writing is
considered as one of the most important language skills. It is
important because being proficient in writing helps the second
language pupils (ESL) in enhancing their overall language proficiency.
Pupils experiment with words, phrases and sentences, which reinforce
their grammar and vocabulary knowledge through writing. Thus, their
overall language proficiency will be enhanced.
However, writing is always burdensome for the pupils. They will
try to avoid writing during their learning. Through my finding, I found
that many researchers discovered that pupils are struggling with
writing even in constructing simple sentences. During my practicum, I
observed that most of my pupils are having difficulties in writing even
simple sentences correctly. Even with the visual guidance in the form

of picture, my pupils were not able to construct proper sentence. They

create sentences in fragments and do not know how to make it into
proper sentences. Besides, my pupils do not know how to use subjectverb agreement correctly.

Figure 2.1 Sample of pupils writing

Moreover, they were not able to thinking creative and critically
in constructing the sentences. My pupils have an average level of
English language proficiency yet their writing skill is very weak and
need to be improved a lot. I had to spend more time in teaching the
pupils to construct a single sentence instead of guiding them to write
the sentences.
My pupils are struggling when it comes to writing activity and
this affect their confident level during the lesson. It is observed that
smoothness of the lesson is affected as they reluctant to participate
actively in the activity. This is because they feel demotivated as they
know what the picture is about but they dont know how to form a
sentence based on the picture. They need full guidance from the
teacher. It was a serious problem among those pupils as most of them

never get good score in writing section resulting in poor academic

achievement. Besides, they did not really know what they need to
write. Thus, I need to find a simple yet effective way to improve their
ability to construct correct sentences during my writing lesson.
2.1.1 Pre Analysis of the problem
As Im teaching the class for eight hours in a week, I observed
several weaknesses of my pupils during their learning. The pupils are
low in English proficiency. This can be observed based on their
previous examination results. Most of the pupils scored C for their
exam. Only two of them manage to score B for English subject paper.
Based on the observation from their UP1, the pupils were having a
problem in writing session. Most of the pupils will avoid answering and
tending to leave that part blanks. This affects their marks and result.
After having some discussion and reference with their class
teacher, I found that most of the pupils have low proficiency in
language subject especially in English subject. Besides, I did some
discussion with my cooperating teacher, Madam Umapaty. She stated
that the pupils didnt have a strong basic in writing. That is the main
reason why the pupils are not able to construct the sentence correctly
even in constructing simple sentences. They dont know how to tie up
all the words together and sometimes they get confuse with the
singular and plural so they will used incorrect verb in constructing the

sentence. Based on her teaching experiences in teaching the class,

she said that she need to fully guide the pupils during writing lesson.
This is because the pupils sometimes they dont know how to start
and they tend to talk with their friends if they are not guided. The
pupils are struggling during writing lesson. The pupils are very week in
writing long sentences such as paragraph. They will take a long time
to complete the task even though they already in Year 5.
In my first few lessons on sentence constructions, I tried to
introduce the pupils to the basic structure of a sentence in English. I
noticed the pupils were able to understand that a basic sentence
usually consists of a subject and a predicate. The problem began when
they attempted to string words together to form a sentence. The
pupils did not know what or which words to use as the subject, the
verb or the object because they had very limited English vocabulary.
Not only that, the pupils lacked in grammar and basic sentence
structures. I can observe this problem from their worksheet itself.
Macmillan dictionary define sentence as a group of words, usually
including subject and a verb that express a statement, question, or
instruction. A written sentence begins with a capital letter and ends
with a full stop, question mark, or exclamation mark. As for my pupils
they tend to write in fragment and sometimes they start writing their
sentence in small letter word. This is a serious matter for me as they

will be having their UPSR examination next year yet they havent
master the basic skill in writing.

2.1.2 Efforts to overcome the problem

Initially, the alternatives that I took to solve the problem were
explaining and guiding the pupils verbally with picture cue and by
using the old style method which is substitution table. Substitution
table enable pupils to focus on structure while learning related
vocabulary. (ESL. Gold, 2009). Using substitution table is related with
drilling, which is under the theory of behaviourism. Philip (2000)
stated that if you get someone to repeat something often enough,
theyll usually get it right in the end. Thus, if the pupils used the
substitution table for several times, they may get familiar with the
terms need to be used to construct the sentences. Unfortunately,
because of lack of proficiency and poor writing skill, these methods
were not fully successful as expected.
During my writing lesson, I used picture as the stimulus and
guide them verbally one by one on how to construct the sentence. It
took me quite some time to finish the task and it affects my time
management. Then, I changed to substitution table in order to help
them to construct the sentence. At first, the pupils able to construct
the sentence based on the substitution table as I guide them but after

some time they tend to forget because they not familiar and quite
confuse with the term Subject, Verb and Complement. Only some
of the pupils able to construct the sentence correctly.

2.1.3 Implication for future if the problem not resolved

There are many implications for the future if the problem is not
resolved. They will be facing problem and struggling for their UPSR
examination later. As we know, they will test the pupils writing skill in
the examination and it is the standard format for the paper. How the
pupils want to score marks if they didnt master their basic skill in
construction sentence skill. This is the biggest issue here. This will also
affect their marks. For example, sentence construction based on given
stimulus in section A, paper two in the UPSR examination. Thus, it
make it more significant for them to master the sentence construction
level in year 5. The pupils will at least equip with enough basic
knowledge before they continue their study at the secondary school.
Besides, the pupils will feel demotivate to learn during the
lesson as they dont know how to write the sentence. They tend to be
passive in the class and the objectives of the lesson will not be
achieved. Simple sentence is a fundamental process in writing so that
they can develop their creative and critical thinking for their future
learning.

2.1.4 Justifications of the Focus Study

There are five criteria in selecting the focus study, which are
workability, significance, practicality and collaboration.
2.1.4.1 Workability
This

study

focused

on

improving

participants

ability

in

constructing descriptive sentences by using Colour-Coded table.

Colour-Coded table is easy to be implemented in the classroom. The
teacher can simply print out the pictures. Alternatively, it can also be
displayed using a PowerPoint presentation and an LCD.
2.1.4.2 Significance
The second criterion is the significance of the technique used in
this study. Its important for the participants to be able to construct
sentences correctly as they will be seating for their major examination
during their primary school learning which is UPSR. Besides, ColourCoded table provides models for participants to practise target
language and support the development of specific grammatical
features within the context of the curriculum. They are motivating and
generate a sense of achievement.

2.1.4.3 Practicality
In my opinion, this method is practical to be used by the teacher
in the school environment. Plus, it does not cost a lot for the teacher
who used this method. This colour coded table is very easy to prepare
and easy to be carry out. Besides, this colour coded not limited
because it can be as the 3D teaching material in the classroom and
also can be displayed using ICT. This can enhance teacher ICT skill
which is very important nowadays. The teacher can modify the colour
coded table based on the suitability of the teaching environment.
2.1.4.4 Collaboration
A lot of efforts are taken in order to make sure the objectives of
the study can be achieved effectively. For instance, I had collaborated
with the headmaster, cooperating teacher, class teacher and the
participants themselves during the school day. They demonstrated a
good cooperation during the process. The headmaster allowed me to
implement the intervention at the school. Other than that, I received a
lot of useful suggestions and positive opinion from my cooperating
teacher. She clarified the issues and problems rose in my research.
Besides, I also collaborated with my supervisor and had discussion
with my friends regarding my study.

For the participants, by using Colour-Coded table they received

the

opportunity

to

collaborate

with

their

friends

during

the

intervention. As I allowed them to work in pair in order to complete

the task. Other than that, the participants can collaborate with their
parents at home. Colour-Coded table is a simple and easy to be
understood technique helps to improve their writing skill.
2.2 Review of Literature
There is several research that are related to my study. The first
research is by Mackay (n.d). Emotion, memory, and attention in the
taboo Stroop paradigm. He found in his study on working memory and
visual attention. In his study, participants were asked to identify
whether the colour or the shape of the two objects that were
presented were the same. In the first experiment, the colours of the
two objects were the same but the shapes were different, while in the
second experiment the conditions were reversed. The result showed
that the participants response times were faster in identifying the
differences in colours compared to differences in the shapes of the
objects

in

both

experimental

conditions.

This

finding

can

be

interpreted to show that colours have a better and greater ability to

capture attention than other variables.
He extended his previous study by verifying the colours. He
used visual geometrical shapes with various colours. The participants

(n = 22) were asked to memorize both the colours and shape of the
items. In the memory test, the participants were asked to recognize
the colours and the shapes of the items that were presented earlier
on. He found that participants performed better in recognizing the
colour of the items than the shapes. The result supported his previous
studies where colour had a stronger attention effect than the shape, F
(1, 21) = 4.984, P = 0.031, 2 = 0.192. This suggests that, colours
can produce a higher level of attention and is effective to increase
memory performance. Therefore, it can be concluded that colours
have the tendency to capture better attention level, and thus, better
memory.

Substitution table is when a teacher provides a table giving

model sentences with a range of choices for learners to select from,
using a set pattern. It is a very useful scaffolding resource which
extends the speaking or writing skills of EAL learners and can be used
as a reinforcement of newly acquired language (British Council, 2014).
It will act as an

aid that will ease the participants in constructing

simple sentences because there are columns for the sentences

elements; subject, verb and object.

Table 2.1 Sample of substitution table

Subject
The book

Verb-to-be
is

Object

My hat

was

on the table

The pen

on the floor

The flowers

under the desk

are
were

Macmillan dictionary define sentence as a group of words,

usually including subject and a verb that express a statement,
question, or instruction. A written sentences begins with a capital
letter and ends with a full stop, question mark, or exclamation mark.
In this research, the substitution table is a table of sentences in which
equivalents may be substituted for their elements and which are used
especially in grammar drill.
Substitution table works best at the beginning levels. They
enable

students

to

focus

on

structure

while

learning

related

vocabulary (ESL. Gold, 2009). Using substitution table as the

intervention is related with drilling, which is under the theory of
behaviourism. The most basic kind of drill is a repetition drill and the
key to its success is for the students to know exactly what it is they
should be repeated. If you get someone to repeat something often
enough, theyll usually get it right in the end. (Philip, 2000).

Skinner (as cited by Santrock, 2010) views language as a form

of behaviour and language learning as a process of habit formation.
The behaviourist theory emphasizes more on repetition and drillings.
Repetition is seen as important to bring about habit formation and
learning (Nesamalar Chitravelu, Saratha Sithamparam and Teh Soo
Choon, 2005). Behaviourist theory tells that in learning pupils need a
lot of drilling from the teacher in order to understand the language
that are being taught before they can produce its own individually.
In order for teachers to guide learners through the tasks
associated with learning a concept, they must understand how
cognitive tasks fit into the childs cultural activities. These tasks are
called scaffolds, which are tasks or levels on which the teacher
builds to develop learners zones of proximal development. According
to John Zeuli, Instruction should emphasize connections to what the
learner already knows in other familiar, everyday contexts. Vygotsky
(1962) suggests that these connections do not have to take place
immediately, but that in the course of further schoolwork and
reading, learners can make the association between concepts and
experience.
According to Vygotsky although children might learn some
concepts through their everyday life, they would not develop thought
or skills using symbolism, such as speaking, reading and writing
without adult modelling, help and instruction (as cited in Woolfolk,

2010). This means that the children would not learn independently but
can go on to achieve next stage with the help and guidance from
others. This shows that teachers roles in helping the pupils to learn
the

language

Widininggrum

are
(2009)

very

important.

mentioned

that

In

agreement

teachers

have

with

this,

to

help,

encourage and provide learners with many opportunities.

All the above discussed theory of learning and literature suggest
that the substitution table is one of the ways to make sure that the
pupils are trained to write accurately. Fewer errors will be made for the
grammar as they are guided by teacher. Nesamalar Chitravelu et al.
(2005) is in support of this when she mentioned that there are writing
tasks that provide pupils practice in writing error-free sentences or
paragraphs on a given topic. She defined that controlled writing is
characterized by maximal teacher input and minimal pupil input.
Pupils do not contributing ideas; neither do they organize their writing.
Though seemingly out-dated, this is useful technique for encouraging
writing among beginners who have little knowledge of English
grammar and limited vocabulary.

2.3 Research focus

My focus research for this study is using Colour-coded table to
improve pupils ability in constructing the descriptive sentences.

Colour-coded table is actually an adaptation of substitution table

which all are familiar with. Colour- coded table is the combination of
substitution table with colour coding. Using substitution table in
constructing sentences offers many benefits to the pupils. I will use
this colour coded table in teaching my pupils to construct the
sentences. Colour coded table consists of four column of the word
classes which are nouns, verb to be, action words and complements.
The colour of the first three column in the table are fixed which I used
primary colour to code them. This because I want pupils to get familiar
with the basic pattern in constructing the sentence. While for the
complement column, the colour will be changed based on the thing
that they want to describe about their action words . For example,
pink for object, green for place and orange

for adverb. From this

table, the pupils not only know how to construct the sentence but they
also able to memorize the words involve during sentence construction.
This can help the pupils to enhance their critical and creative thinking.
Cognitive psychologists discovered different design principles to
enhance memory performance and in that way remembering the
information. Retrieving process depends on many variables and one of
them is colour. Colour is the most powerful stimulus for the brain. It
opens up other areas of the brain and allows greater and easier
learning and remembering. At some point, I agree with the statement
because different pupils have different learning preference. Using only

substitution table in constructing sentence sometime can demotivate

the pupils because it is too plain and dull. Pupils easily feel bored
during the lesson. With the addition of the colours, the pupils will be
more interested to learn. Daggett (2008) stated that using variety of
colour reduces boredom and passivity during earning process.
I get the idea for this method is from substitution table. Using
substitution table as the intervention is related with drilling, which is
under the theory of behaviourism. The most basic kind of drill is a
repetition drill and the key to its success is for the pupils to know
exactly what it is they should be repeated. If you get someone to
repeat something often enough, theyll usually get it right in the end.
(Philip, 2000). Thus, if the pupils used the substitution table for
several times, they may get familiar with the terms need to be used to
construct the sentences. To make some changes and to fulfil my pupils
need, addition of colour as the coding is made.

Research
Focus

Use Colour
Coded Table to
improve pupils'
descriptive
sentences.
Develop their
writing skill in
constructing
descriptive
sentences
focusing on
present
continuous
tense.
Figure 1: The research focus

3.0 RESEARCH OBJECTIVES AND QUESTIONS

This chapter focuses on the research objectives and questions in

this study. The aim of this research is to study the effectiveness of
using the Colour-Coded Table method to improve pupils ability in
constructing descriptive sentences. In this research, the pupils were
still not able to construct the sentence correctly even with the visual
guidance. Hence, I come up with a technique to solve the problem
faces by the pupils.

3.1 Research Objectives

Based on the discussion above, the objectives for this research
are:
i.

To explore whether the Colour Coded Table can improve Year 5

pupils ability in write descriptive sentences.

ii.

To examine how Colour-Coded Table can improve Year 5 pupils

ability to write descriptive sentences.

3.2 Research Questions

The following research questions are proposed:

i.

Can Colour Coded Table help to improve pupils ability to write

descriptive sentences?

ii.

How Colour Coded Table help to improve pupils ability to write

descriptive sentences?

4.0

RESEARCH PARTICIPANTS
This chapter describes about the background of the school

related to my study and deals with the participants involved in this

stud

4.1 Background of the school

My research is conducted in the urban are in Bukit Mertajam.
The school has a total enrolment of 440 pupils consist of Year One till
Year Six includes the Special Education stream pupils for the Deaf and
Dumb from Year One to Year 5. The pupils population in the school is
made up of mostly the Malay ethnic group, and there are a few
Indians and Chinese.
Based on the enrolment report of 2015, this school has 407
pupils of Muslim population and a non-Muslim population of 33 pupils.
There are 226 males and 214 females altogether. 397 pupils were
classified as Malay, 4 pupils were Chinese, 27 pupils were Indian while
12 pupils as others. While for the academic staff, this school consists
of 54 classroom teachers including the Special Education for the Deaf
and Dumb stream. The school also has two clerical staff.

At the school level, the administration consists of a principal,

Senior Assistant of Administration, Senior Assistant of Student Affairs,
Senior Assistant of Co-Curriculum as well as Senior Assistant of the
Special Education for the Deaf and Dumb. Even though it is not a big
school but the facilities are quite satisfying. The school has 23 regular
classrooms, a computer laboratory, a canteen, a library and a science
room. It also has a counselling room, a teachers lounge, office, and a
meeting room.

4.2 Research Participants

As I was assigned to teach a national type of primary school (SK)
in Bukit Mertajam, Penang, I chose pupils from Year 5 as my research
participants. My school is located at the urban area. My class has total
participant of 19 pupils. The class consists of 7 boys and 12 girls. Most
of the pupils in the class are Malay and two of them are Sabahan.
Based on their last year summative test in 2014, 10% of the sample
obtained B (2 pupils), 85% of the sample scored grade C (17 pupils)
for their test and 5% of the sample scored grade D (1 pupil). From
their test result, I was able to conclude that the level of my pupils is
low intermediate.
In my research, 18 pupils out of 19 pupils are selected in my
class as the participants of the research. This is due to the frequent

absentee one of the pupils in the class. I decided to dismiss the pupil
as she will interrupt my research process especially during the process
of collecting data.

PARTICIPANTS

MALE

FEMALE

MALE

FEMALE

5.0 IMPLEMENTATION OF ACTION

In this chapter, the implementation of action for this chapter will
be explained. This chapter also will discuss the selection and
justification of the steps and activities using Colour-code table
technique.

5.1 Action Research Model

One of the types of research is action research. Action research
requires several steps to test the methodology of the strategy used.
Furthermore, action research is also very suitable for the classroom
setting. Nunan (1990) stated that action research contributes to
professional development, particularly in encouraging self-directed
teachers, who are capable through action research, of furthering their
own professional self-development. Teachers should carry out action
research so that they can improve their teaching and teaching
profession.

There are many type of model that can use in conducting this
research. For this research, I used Kemmis and McTaggarts (1998)
model of action research. The procedures include in this model is
cyclical in nature. This model is actually intended to give deep and
better understanding of a given situation. In this research, from the
idea of Kurt Lewin, Kemmis & McTanggart cycle was used. The model
has two cycles of action. Each cycle consists of plan, action, observe
and lastly reflect. They introduced four key elements in their cycle as
outlined below.

Figure 5.1 Kemmis and McTaggarts (1998) model

In conducting this research, I used Kemmis model. At the first

stage, plan, I focused on the selection of the pictures, sentence
patterns and the topics that were used throughout the research. A pretest were carried out before the implementation of the intervention.
Then, three interventions were carried out in order to collect all data
needed. Pre-test and all three interventions were carried out in the
action stage, and the data were collected and analysed at the
observation stage. Finally, I did the reflection based on the data and
all the information obtained from the previous stages.
5.2 Steps and Justifications

My research plan is Using Colour-coded table to improve pupils

ability in constructing descriptive sentences Colour-coded table is the
adaptation of the substitution table which consists of

colours

represent specific word classes or keywords. Substitution table is one

of the traditional ways to help pupils in constructing the sentences.
Plus, it is a familiar technique among the teachers and the pupils. I
used Colour-coded table in helping their ability to construct the
sentences. Theme in the textbook was followed such as Saving,
Spending and Sharing therefore the method was implemented based
on particular topic. Based on the research, I have developed an action
plan to show the summary of my intervention procedures to be used
in the class. The action encompassed a pre-test, intervention

procedures through three lessons, and also a post-test to document

the improvement of the pupils after the intervention procedures.
On the first week, a pre-test was carried out. At the beginning of
the research, I used the picture based on the topic they are learning
which is Unit 2 (Saving, Spending and Sharing) where the pupils need
to construct 5 simple sentences describing the picture provided.
Before the pre-test was carried out, a short briefing was given to make
sure pupils understand the process. They were given 20 minutes to
construct the sentences. From the results collected, I plotted a graph
to show the achievement of the pupils in constructing the sentences.
On the second week, for my first session of intervention, I
introduced and explained about the Colour-Coded Table method to the
pupils. In the first session of my intervention, I used single pictures
from Unit 2 Saving, Spending and Sharing and pasted the picture on
the board. Before I pasted the Colour-coded table on the board, I
drilled the pupils with the difficult words related with the topic and the
picture. I did this during action stage. This is to make sure the pupils
have the vocabulary before I used the method to help them in
constructing the sentences. Then, the colour-coded table was pasted
on the board. For this session, I introduced the pupils with colour
coding for each of the word class or keywords involved. This is to
ensure the pupils familiar with the colour and the word classes. The
colour-coded table is focusing on SVO which I changed the last

keywords/ word classes to vary the sentence variation of the pupils. I

introduced them with two other colour coding of the word classes for
the last column in the table. This is shown in the table 5.2, 5.3 and
table 5.4.

Nouns

Verb to be

Action

object

words
The man

is

using

the laptop.

Table 5.2 Example of the table with the word class object

Nouns

Verb to be

Action

place

words
The girl

is

jogging

at the
park.

Table 5.3 Example of the table with the word class place

Nouns

Verb to be

Action

adverb

words
The boy

is

crying

sadly

Table 5.4 Table 5.2 Example of the table with the word class
adverb

Then, for lesson 2, the same method was repeated but this time
it was based on Unit 3 Superheroes. Pupils constructed the sentences
based on worksheet provided by using Colour-coded table. The
worksheet was given after the drilling session and the worksheet were
collected for the analysis. In the third lesson, a picture from Unit 6
Self-protection is used and all the three colour coding was focused.
The procedures are the same with the previous session but for this
session, I removed all the word classes or keywords in the table. This
is to check on the pupils understanding and memory on the colour
coded in table. After all three interventions are conducted, the pupils
had one week break from the writing practice using the method. The
rational for this is to wash out pupils memory and from this I can
identify whether they understand the new method or not. Finally, a
post-test were carried out.

Table 5.4: Explanation of the steps and activities that will be carried
out and the justification.

Week

Action Plan

Pre-test

Picture

Rationale

Week 2

(Unit 2:
Saving,
Spending
and
sharing)

Skills:
Writing
skills

Teacher
introduces and
explains about
Colour-Coded
Table method.
Teacher
displays
the
CCT on the
board
with
picture guided,
showing
and
discussing the
process to use
the CCT.
Teacher
distributes
pupils
the
picture
and
CCT.
Teacher
guide pupils on
how to use
CCT.

Instruments

To identify the
level of pupils
achievement and
their writing skill.
To
obtain
information from
the pupils who
had difficulties in
completing
the
test.

Pre-test
paper

To provide input
and information
on using CCT.
To guide pupils to
use CCT
To help the pupils
to be able to
think creatively.
To help them to
be
able
to
describe people,
places, or things.

CCT
Picture

Week 3

(Unit 3:
Superher
oes)
Skills:
Writing
skills

Drilling
Teacher
distributes to
the pupils the
picture
and
CCT.

To familiarize the
method to the
pupils.
To guide pupils to
construct
descriptive
sentences.

CCT
Picture
Workshe
et

Week 4
Drilling

(Unit 6: (Remove
the
Be safe)
word classes)
Skills:
Writing
skills

To check on their
memory
and
understanding.
To check on
their ability to
construct
descriptive
sentences.

CCT
Picture
Workshe
et

Week 5
Interval
break

No

implementation
of
the
intervention

To
wash
out
pupils memory
on
the
new
method.

Post-test

Picture

To test whether
the
pupils
understand and
know how to use
the new method
to
write
descriptive
sentences.
To identify the
effectiveness of
the new method.

Test
paper

6.0 DATA COLLECTION METHODS

In this section, i will explain about the methods used to in order
to gather the data in my research. The data collection methods used
are qualitative and quantitative method. Myresearch aimed to study
the effectiveness of colour-coded table in improving the pupils ability
to construct descriptive sentence.

6.1 Pre-test and Post-test

This research aimed to investigate whether Colour-Coded Table
is able to improve pupils ability in constructing descriptive sentences.
Therefore, pre-test and post-test are used in the research in order to
obtain the data needed. The purpose of pre-test is to determine

pupils prior knowledge and their initial ability in constructing the

sentences. The pre-test was carried out during English lesson. The
pre-test acquires the pupils to construct five simple sentences
describing the picture given and the time allocated is 20 minutes. The
pre-test is following the examination format and the picture used for
the test is based on the Year 5 English curriculum. I referred and
discussed with my cooperative teacher in choosing the materials for
the test. So, the items in the test are valid and reliable. For pre-test,
the picture used were related to the topic that they had learned which
is Unit 3 (Saving, spending, sharing). Pupils need to complete the pretest by constructing 5 descriptive sentences based on the picture. The
results collected will be tabulated and I will plot the graph.
After implementation of the interventions, post-test were given
to the pupils to test the pupils and to identify the effectiveness of the
technique

will be carried out to see the result of the intervention.

Throughout the 3 weeks, I will analyse the effectiveness of the ColourCoded Table method by using the post-test. For the post-test, it will be
administered a week after the final intervention.

The one week

duration is as the interval break. This is to ensure pupils actually

understand the technique and able to answer the test based on their
understanding. For protest, I will use different picture with similar
format with the pretest. This is to avoid practice effect. The answer for

the pretest and posttest will be mark based on the rubric provided.
Time allocate is 20 minutes.

6.2 Document Analysis (Research participants worksheet)

The worksheets were given after every lesson during the
intervention strategies to check their understanding and to record and
analyse

their

progress

and

development.

carried

out

the

interventions in three weeks and in those three weeks, I provided

them with the Colour-coded table and picture in the worksheet. The
pupils need to construct the sentences based on the picture given by
using the Colour-coded table. Each of the pupils will get their own
worksheet. Discussion was allowed but the pupils had to complete the
worksheet individually. During the third week, I guided them in using
the Colour-coded table. In the third intervention, I removed all the
word classes in the Colour-coded table and let them construct the
sentences based on their memory to see their progress in constructing
the sentences. For every worksheets given to the pupils, I collected
and I marked the answer based on the rubric provided. The marks
were analysed in the form of table to see any improvement or
increase in the research participants results. Then based on the items
in the worksheets, I identified the common errors made by the pupils
and analysed the frequency of the error done by the pupils. This data

collection method was to record and analyse their progress and

development. Moreover, I would like to see whether pupils can
improve their writing skill by using CCT method.

6.3 Semi-structured Interview

In this research, I carried out semi- structured interview and I
chose 4 pupils for my post interview in order to obtain an in-depth
understanding of their interest and the obstacles faced by the pupils.
The interview was carried out to identify the changes of the
pupils interest and ability in constructing the sentences in the test.
After the post-test, I selected 4 pupils with different level of
achievement, which were one from high achiever, two of them were
the average achiever and the other one was low achiever. I interview
them individually at the staff room in order to observe their respond
and their opinion about the effectiveness of colour-coded table in
constructing sentence.

6.4 Questionnaire
The questionnaire was prepared and distributed to the pupils
after the interventions to know pupils interest of the technique
conducted. A measurement scale was used to answer the 10 items in

the questionnaire. This method helped me to get more reliable

feedback among the pupils. In order to triangulate the data collection
method, I had used a questionnaire in this action research. This
questionnaire was given to the pupils after I realised that the feedback
that I received on the interview was not sufficient enough. All
participants were involved in completing the questionnaire given.
Time allocated to complete the questionnaire was 15 minutes

7.0 DATA ANALYSIS AND INTERPRETATION

This chapter presents the data analysis and the interpretation of
the result obtained in my research. The analysis and interpretation of
the data is based on several instruments used in this research which
are pre-test, post-test, pupils worksheet, questionnaire and semistructured interview. The data collected will be tabulated in the form
of tables, charts and figures to describe and quantify the data for my
research questions.

7.1 Data Analysis and Interpretations

In order to draw the conclusion, I had collected some data from
various sources throughout the study. According to Goh (2012), there
are two kinds of quantitative data analysis which may be used to
report the research findings which are descriptive statistics and
inferential statistics. I had decided to use the descriptive statistics to
analyse the data collection. Descriptive statistics presents quantitative
data in measures like percentages, frequency, mean, standard
deviation and in forms like graphs, charts and tables (Goh, 2012).
Thus, I used percentages and present the data in the form of graphs
and table.

William M.K. Trochim (n.d) qualitative data is extremely

varied in nature. It includes virtually any information that can be

captured that is not numerical in nature. In this research, I used semistructured interview and questionnaire for qualitative data analysis.
All data collected contributed to the analysis to answer the research
questions as well aiming the research objectives.

7.1.1 Pre-test and Post-test

In order to determine the effectiveness of the Color-coded table
(CCT), a pre-test and post-test had been conducted in the lesson. Pretest was a test I designed and carried out by me before I introduced
the technique and before the implementation of the interventions to
my pupils. The analysis of the pre-test displayed as follow:

Table 7.1 Comparison scores of Individual pupils in pre-test and posttest

Pupils (P)

P1
P2
P3
P4
P5

Pre-test

Rat
er 1

Rat
er 2

20
30
0
20
60

20
30
0
20
60

Score
Rate
(Moderate r 1
d)
20
80
30
80
0
60
20
40
60
80

Post-test

Rat
er
2
80
80
60
40
80

Score
(Moderate
d)
80
80
60
40
80

Differenc
es of
score

+60
+50
+60
+20
+20

P6
P7
P8
P9
P10
P11
P12
P13
P14
P15
P16
P17
P18
Mean
Score

50
60
20
20
30
40
60
50
50
50
40
60
30

50
60
20
20
30
40
60
50
50
50
40
60
30

50
60
20
20
30
40
60
50
50
50
40
60
30
41.67

60
90
80
80
80
50
60
60
60
80
80
60
80
Mean

60
90
80
80
80
50
60
60
60
80
80
60
80
Score

60
90
80
80
80
50
60
60
60
80
80
60
80
70.00

+10
+30
+60
+60
+60
+10
0
+10
+10
+30
+40
0
+50

Pre-test
Post-test

Figure 7.1 Comparison of pre-test and pos-test

Apparently, the results as shown in Table 7.1 and Figure 7.1

above indicate that the overall post-test scores is higher than the pretest scores. The highest increasing mark was scored by the pupils 1, 2,

3, 8, 9. 10 and 18 which P1 increased from 20% to 80%, P2 who

increase 50%,

P3 increased from 0% to 60%, P8 and P9 increased

from 20% to 80%, and P10 increased from 40% to 80% which
concluded that their increasing mark were 40%. There were two pupils
which is pupils 12 and 17 who did not make any changes as they
scored same score during pre-test and post-test. The pupils are being
interviewed in order to obtain the information regarding the results.
Overall, the data above showed that pupils mastery in constructing
descriptive sentences increase after Colour-coded table technique was
introduced to the pupils.
Table 7.1 shows the differences of pupils scores between pretest and post-test. As we can see in the table, most of the pupils
managed to score better and show positive improvement in their pretest compared to their post-test. The low scorers had also showed
positive improvement in their post-test. The effectiveness of the CCT
can be proved based on the increment of scores in the post-test after
implementing the prescribed action.
Based on standard primary school grade for Year 1 until Year 6,
the scores are graded as A, B, C, D, E and F. Table 7.1 and 7.2 shows
the grades based on pre-test and post-test.

Table 7.2 Results of the pupils based on grade.

Grade

Level of

Number of

Percentage

A (85-

Achievement
Excellent

Pupils
0

(%)
0

100)
B (70-

Good

84)
C (60-

Average

22.22

69)
D (50-

Unsatisfactory

16.67

59)
E (40-49)
F (0-39)

Weak
Fail

2
9
18

11.11
50
100

Total

Graph of Pre-test Result Based on Grade

Grade

Figure 7.2 Pre-test scoresbased on grade

From the data in Table 7.1 and Figure 7.1, it is apparent that
there were none of the pupils in the research managed to score grade
A and B. However, it shows that there were 4 pupils who obtained
grade C with total percentage of 22.22%, 3 pupils managed to
obtained grade D with total percentage of 16.67% and 2 pupils scored
grade E which the percentage is 11.11%. From the figure, we can see
that most of the pupils scored grade F which is 9 pupils with the
percentage of 50%. Grade F indicates that the pupils failed in the prretest. Overall, it shows that the level of the pupils mastery in
constructing descriptive sentences was very low and poor.
As I had diagnosed the pupils level of mastery in constructing
descriptive sentences in the pre-test, I carried out a set of test after
the implementation of the prescribed action which was post-test. Posttest was a set of test which consist of the same items in the pre-test.
This test is to see the improvement of the pupils achievement in
constructing the descriptive sentences.

Table 7.3 Post-test result

Grade

Level of

Number of

Percentage

A (85-

Achievement
Excellent

Pupils
1

(%)
5.56

100)
B (70-84)

Good

44.44

C (60-69)
D (50-59)
E (40-49)
F (0-39)

Average
Unsatisfactory
Weak
Fail
Total

5
3
1
0
18

27.77
16.67
5.56
0
100

Graph of Post-test Results Based on Grade

Grade

Figure 7.3 Post-test results based on the Grade

Based on the result as shown in Table 7.2 and Figure 7.2, we can
see that there were positive improvement and increment in the pupils
grade. There was 1 pupils scored grade A with the percentage of
5.56% which under the excellent category. Other than that, a number
of pupils who were able to score grade B which were 8 pupils with
total percentage of 44.44%. For grade C, there were 5 pupils with total
percentage of 27.77% scored grade C. For grade D, only 3 pupils
which 16.67% of the pupils. Only 1 pupil who scored grade E pupils
who scored grade C with the percentage of 7.41%. There were no
pupils who scored grade E compared to pre-test result where majority

of the pupils scored grade F. Furthermore, all the pupils who scored
grade F in their pre-test increase their grade to at least grade B in the
post-test. This result showed that a sudden increase of pupils
achievement in constructing descriptive sentences. We can see the
effectiveness of the Colour-coded table technique based in the results
obtained.

7.1.2 Analysis of document analysis (Pupils Worksheets)

The prescribed action was carried out for three weeks to guide
the

pupils

in

using

the

Colou-coded

table

techniques

when

constructing descriptive sentences focus on present continuous tense.

The analysing of pupils worksheets was carried out throughout the
three interventions in order to gain information of pupils progress as
the prescribed action is being carried out. After the pupils have
completed their worksheet, the data was collected to see their
progress after implementing the prescribed action.
In this study, the data has been collected by analysing the
pupils worksheet during the implementation of the prescribed action.
The purpose of collecting and analysing pupils worksheets is to
identify the effectiveness of the substitution table in assisting pupils to
construct descriptive sentences which focus on present future tense.

After analysing their worksheets, I was able to identify the mistakes

that they were doing and I was able to correct and guide them during
the second intervention and third intervention. The analysing of
pupils work after each lesson helped me to improve the teaching and
learning process of the activities by correcting the mistakes made by
the pupils such as subject sentence structure and spelling.
From the pupils worksheet, I was also able to identify some of
the common mistakes the pupils did during the implementation of the
recommended action. The mistakes that the pupils did were in
punctuation, capitalization, wrong choice word of grammar and lastly
the common error was spelling. The common errors that made by the
pupils is shown as below:

Table 7.4 Pupils score in three interventions of the prescribed

action
Pupils (P)

P1
P2
P3
P4
P5
P6

Intervention 1
Score (Total =
100)
30
50
40
30
30
40

Intervention 2
Score (Total =
100)
60
60
30
60
60
50

Intervention 3
Score (Total =
100)
80
60
40
70
90
80

P7
P8
P9
P10
P11
P12
P13
P14
P15
P16
P17
P18

60
30
60
50
30
50
60
40
70
40
40
70

60
40
60
70
20
50
60
50
70
60
60
50

70
60
70
70
30
70
70
60
80
70
70
90

Table 7.4 shows pupils score in three interventions that being

carried out. From the table we can see the increment of scores. Even
though it doesnt show a high increase of score but apparently it
shows positive outcomes. During intervention 1, most of the pupils
scored 30% and 40% but when for intervention 3 it showed that most
of the pupils were able to score 60% - 80%.

Table 7.5 Common errors made by the pupils in the worksheets

Aspect
Interventio

Frequency
Intervention

Intervention

Sentence

n1
8

2
3

3
2

structure
Spelling
Punctuation

1
11

5
9

0
3

Inappropriate

word /
vocabulary
Unclear

meaning
Capitalization

Based on table 7.5, there was 8 sentence structure error during

the intervention 1. However, it decresed to 5 errors in the intervention
2 and for intervention 3 there was 3 errors. In the spelling aspect,
there was one pupil that made this error during intervention 1 and it
increased to 5 pupils in intervention 2. While in intervention 3, the
pupils start to improve their spelling. None of the pupils made the
spelling error. In the aspect of punctuation error, there were 11 pupils
who made this error during intervention 1. However, the number
decreased to 9 pupils in the intervention 2 and 3 pupils in the
intervention 3.
As in the aspect of inappropriate word or vocabulary, there were
6 pupils who made this error during intervention 1 and in intervention
2 there were 5 pupils made the error. The number of pupil who made
the error decreased to only 1 pupil during intervention 3. Apart from
that, in the aspect of unclear meaning that made by the pupils, there
was 1 pupil who made this error in the intervention 1 and none of the
pupils made the error in intervention 2 and 3. Lastly, in the aspect of
capitalization error, there were 3 pupils who made this error in
intervention 1. The number increased to 5 pupils during intervention

2. However, the number of pupil who made this error decreased to 1

in intervention 3. Overall, the pupils error decreased in each time for
every interventions.

7.1.3 Analysis of questionnaire

Table 7.6 Questionnaire
No.
1.

2.
3.

4.
5.
6.

7.
8.

ITEMS
CATEGORIES/ THEME
The colours in the table
help you in writing the
sentences.
The Colour-coded table is Pupils perceptions toward the
well organized.
Colour-coded table.
The Colour-coded table is
interesting and enjoyable
to use.
The Colour-coded table is
easy to be understood.
The colours in the table are
Distraction
distracting.
The Colour-coded table
help to write sentences
faster.
Ability
I can write the sentences
by myself.
The Colour-coded table

9.
10.

helps to write proper

sentences.
The Colour-coded table
motivates me to write.
The Colour-coded table
reduces my anxiety to
write the sentences.

Motivation

As the feedback during the interview were not enough for me to

analyse the data, questionnaire is given to the pupils in order to get
more reliable feedback among the pupils. The questionnaire consists
of ten items. Table 7.6 shows the result of the list of items used. The
items have been categorized into three different categories named
pupils perception toward the Colour-coded table, distraction, ability
and motivation. The analysis of the questionnaire data according to
the three themes or categories is tabulated as shown in Table 7.6.

7.1.3.1 Analysis of the Pupils Perceptions toward

the Colour-Coded Table.
In the questionnaire, item number 1, 2, 3 and 4 indicate pupils
perceptions toward the Colour-coded table. Pupils perceptions is
displayed in Table 7.7 in the formed of percentage (%).

Table 7.7 Analysis of the Pupils Perceptions toward the Colour-Coded

Table.
No.
1.

2.
3.

4.

Items
The colours in the table
help you in writing the
sentences.
The Colour-coded table is
well organized.
The Colour-coded table is
interesting and enjoyable
to use.
The Colour-coded table is
easy to be understood.
Total

Agree
16

Disagree
2

15

17

14

62 (86%)

10 (14%)

Table 7.7 showed that 86% of the pupils, who agreed that the
Colour-coded table is helpful, well organized, interesting, enjoyable
and easy to be understood. While a total of 14% of the pupils disagree
with the statements. It is apparent from this figure that

Percentage of Pupils' Perceptions toward the Colour-coded table

14%
Disagree
Agree

86%

Figure 7.4 Percentage of pupils perceptions toward the Colourcoded table.

7.1.3.2 Analysis of Pupils Feeling about the Colours in

the Table
Item 5 indicates pupils feeling about the colours in the table.
The result displayed in table 7.8.
Table 7.8 Analysis of the pupils feeling about the colours in the
table.

No.
5.

Items
The colours in the table

Agree
1

Disagree
17

1 (6%)

17 (94%)

are distracting.
Total

Percentage of pupils' feel about the colours in the table

6%
Agree
Disagree

94%

Figure 7.4 Percentage of pupils feeling about the colours in the

table

In the Table 7.8 and figure 7.4, it clearly shows that the pupils
disagree that the colours in the table are distracting them in
constructing the sentences. 94%(17) of the pupils shoes disagree
while only 6% (1) pupils chose agree.

7.1.3.3

Analysis

of

Pupils

Ability

in

Constructing

Descriptive Sentences
Items 6, 7 and 8 show pupils ability in constructing descriptive
sentences by using Colour-coded table. The number of pupils who
agreed and disagreed were tabulated in table 7.11 and displayed in
figure 7.6

Table 7.9 Analysis of Pupils Ability in Constructing Descriptive

Sentences

6.

Items
The Colour-coded table help to

Agree
16

Disagree
2

7.

write sentences faster.

I can write the sentences by

14

8.

myself.
The Colour-coded table helps to

17

47 (87%)

7 (13%)

write proper sentences.

Total

Percentage of Pupils' Ability in Constructing Descriptive sentences

13%

Agree
Disagree

87%

Figure 7.5 Percentage of Pupils Ability in Constructing

Descriptive Sentences

In Table 7.9, it shows that 87% of the pupils agreed that Colourcoded table help to improve their ability to construct descriptive
sentences. Most of the pupils in this research managed to write the
sentences faster and they were able to write the sentences by
themselves. A part of that, 17 out of 18 pupils agreed that they
managed to write proper sentences after a few times of the
implementation of the prescribed action.

7.1.3.4 Analysis of Pupils Motivation to Construct

Descriptive Sentences.

Items number 9 and 10 indicates pupils motivation to construct

descriptive sentences. The number of pupils for each item was
tabulated in Table 7.12 and the percentage of each item displayed in
the form of pie chart Figure 7.8.

Table 7.10 Analysis of Pupils Motivation to Construct Descriptive

Sentences.
NO.
9.

ITEMS
Colour-coded

The

10.

motivates me to write.
The
Colour-coded
table

table

AGREE
14

DISAGREE
4

12

26 (72%)

10 (18%)

reduces my anxiety to write

the sentences.
Total

As we can see in the Figure 7.8, it illustrated that 72% of the

pupils agree that the Colour-coded table able to make them feel
motivated to construct the descriptive sentences. The data obtained
showed they agreed that Colour-coded table managed to reduce their
anxiety to write the sentences. While 18% of the pupils were disagree.

Percentage of Pupils' Motivation to construct Descriptive Sentences

20%
Agree
Disagree

80%

Figure 7.6 Percentage of pupils motivation to construct descriptive

sentences

7.1.4 Analysis Of Pupils Interview

Four of the participants were selected for this individual semistructured interview. They were from different levels of achievements.
One is from the low achiever which is P3. Two of them were mediumachievers which are P6 and P14, and the last one is P7 who is high
achiever. There were five questions asked during the interview
session.

To make sure the pupils understand the questions and cater all
their needs, the questions were asked in Malay language to avoid the
pupils to misunderstand. The questions were about the effectiveness
of the Colour-coded table and how the method would help them in
constructing the sentences.
Table 7.11 Transcription of pupils interview
Q1: Do you like Colour-coded
table?
Why
P3
Suka. Sebabaaaada
warna-warna. (I like it
because it has colours)
P6
Yeseasy to use.
Senang faham. ( Yes, it
easy to be used and
easy to be understood)
P14
Yes, I like itbecause
mm I know how to
write use the table.
P7
Yes, I like the Colourcoded tableaaa
because easy to
understand and I like the
coloursthe colours
help me in wiritng and
remember the word
classes.
Q2: Before using Colour-coded
table,
are you able to write
sentences using
the picture given?
P3
Susah nak tulis because
I dont knowmacam
mana nak start tulis. (it

Analysis
Notes
Keywords:
Suka like

Theme/
Category
Motivation

Pupils like/
prefer the CCT
as they able to
construct the
sentence by
using the
table.

Analysis
notes

susah
tak reti
not sure

Theme/
Category

Struggle in
constructing the
sentence.

is difficult to write
because I dont know
how to start)
P6
AaaAda yang saya tak
reti. I know little je.( I
just know a little)
P14
Can. But I dont know
correct or
not..mm..macam tak
pasti.
(Im not sure whether it
is correct or not)
P7
Yes. I can write but dont
know correct or not the
sentence.
Q3: How do you feel when you
write the sentences?

P3

P6

P14

P7

Ntahsaya rasa tak

happy sikit ( I feel a
bit unhappy)
mmm saya rasa
stress. Tak buat.
(I feel stress)
I feel not happy.

correct or not

The pupils
have the
difficulties to
construct the
sentences.

tak happy
stress

Pupils feeling

Pupils are not

feeling happy
as they dont
know how to
construct the
sentences.

I dont feel happy

because I dont know
how to do.

Q4: Aftere using Colour-coded

table,
are you able to write
sentences using
the picture given
P3
Yes.
P6
Yes.

Analysis
notes

Yes

Theme/
Category

The pupils able

P14
P7

Yes. I can write the

sentences.
Yes. I can.

Q5: How do you feel when you

write the sentences?
P3
P6
P14
P7

Rasa happy sikit.

(feel a bit happy)
Happy.
I feel happy and
motivate to write.
I feel happy.

to write the
sentences.
(pupils ability)
Analysis
notes

Theme/
Category

Happy

Pupils feeling

Overall, the individual interviews for each pupils indicated that

they were not able to construct the sentences due to certain factors.
As shown in the table 7.13, the themes found from the interview
indicated the problems faced by the pupils. Before the action
implementation, all the pupils found difficulty in constructing the
sentences as they were not sure how to start the writing. They found
the task is difficult and this matter makes them feel unhappy and
stress. After the implementation of the prescribed action, the pupils
discover that the method was very helpful for them. They are able to
construct the sentences by using the Colour-coded table. This
motivates them to write as they feel happy for their achievement. As
we can see the respond from the low achiever, she stated that she
love the table as it has colours which make them easier to understand
the sentence structure. If we compare the response of the pupils

before and after the implementation of the prescribed action, they

would say they struggle to start writing the sentence and this makes
them feel unhappy and demotivate them to write. It clearly showed
that the table is easy to be used and an effective method for the
pupils in helping them to construct the sentences.

7.2 Finding and Conclusions

7.2.1 Research participants performance in constructing
descriptive sentences.
Table 7.12 Instruments used to answer Research Question 1
Research Question 1

Instrument

Can Colour-coded table help to

improve pupils ability to write

Pre-test and Post-test

descriptive sentences?

In relation to research question 1, pupils performance in

constructing descriptive sentences after the implementation of the
prescribed action had showed positive results. Two test; pre-test and
post-test were implemented in this research. The tests were carried
out to determine pupils performance in constructing descriptive

sentences. Pupils results for both tests of this research are displayed
in the Table 7.15

Table 7.14 Descriptive statistics for the pre and post test
Pre-Test
0
60
41.67

Min
Max
Mean

Post-Test
40
90
70.00

Difference
40
30
31.67

The results obtained from the analysis showed in the pre-test,

pupils skill in constructing descriptive senteces are not satisfying
enough with the mean score of 41.67% with the minimum score of 0
and maximum score of 50%. Upon all three interventions of the
prescribed action in three weeks time, the pupils showed an increment
of the results. Their improvement clearly showed with the mean score
of 70.00% which increase by 31.67% compared to Pre-test results.
Based on the tests
construct

descriptive

carried out, the pupils were able to

sentences

by

using

Colour-coded

table

technique. Apart from that, the result of the low scorers (P1, P2, P3,
P4, P8, P9, P10, P11, P18) in their post-test showed improvements and
increment after carrying out the prescribed action. The prescribed

action was successful as it was able to show the effectiveness of

Colour-coded table towards the pupils.
This finding is consistent with the previous research done by
(Khan,2005) in a research carried out among 30 Form Five students
found that most of the students are weak in grammar. It is also
corelated with the reserch done by Surina (2009), where she have
found out that high institution students are having problems in
applying rules for sentences and grammar in their writing even though
they have learnt English since primary school level. This problem
occurred among high level students, thus it will be not impossible if it
occurs among the primary students like my pupils.
There are some factors that may contribute to the poor results
obtained during the pre-test. One of the factors might contribute to
the poor achievement is the pupils interest in learning the second
language which is English. This

might be the reason why they

struggle in constructting descriptive sentences. Some of the pupils did

not show any interest in English because they had difficulty in
understanding

the

teachers

instruction

especially

in

creating

sentences using the correct grammar. As they faced difficulty in this

matter, the pupils motivation will be decreased. Motivation has an
important role in success and failure in learning a second language.

Spolsky (1990) stated that motivated students are likely to learn

more and learn more quickly than students who are less motivated. In
a particular learning situation, students who are less motivated are
likely to lose their attention, misbehave and cause discipline problems
(Wimolmas, 2013). On the contrary, Wimolmas (2013) stated that
students who are more highly motivated will participate actively and
pay more Language learning should be more fun and enjoyable for
students to learn. Teacher plays a vital role in order to motivate the
pupils to learn. Teachers need to have effective teaching strategies in
order for pupils to grasp better in learning English. It is important for a
teacher to facilitate pupils interest towards learning the English
Language.
With the constant used of Colour-coded table over the period of
time, pupils started to show their interest during writing lesson. Based
on the interview I have been carried out to the pupils. They claimed
that they like the colours in the table and it promotes a clear
understanding on how to construct the sentences with minimal
mistakes. As they are less likely facing the difficulty in constructing
the sentences, they feel happy and motivated to learn during the
process.
Another factor that contributes to the poor results of the pupils
in the pre-test is pupils background. Most of the pupils are come from
low income and marital problem families. Some of the parents cant

afford to provide them with extra classes to learn English. Besides,

most of the pupils did not practice English language in their daily
conversation as their family didnt promote the culture. They prefer to
use their mother tongue even during English lesson. As their parents
didnt pay more attention towards their childs learning, it affects the
attitudes and perception towards the language. Young learners are
particularly vulnerable to parental and familial behaviours and
attitudes. Attitudes are often shaped by the social context, develop
early in childhood and are the result of parents and peers attitudes
(Brown, 2000 p.180) as well as contact with others from different
cultures. Attitudes towards a language, such as whether a language is
considered worth learning, often begin at home. As a result, the pupils
lack in vocabulary and indirectly affecting their ability to construct the
sentences.
Based on all the results obtained, I can conclude that pupils
ability in constructing descriptive sentences improved from the pretest to the post-test.

7.2.2 Research

participants

ability

to

construct

descriptive sentence.

Table 7.15 Instrument used to answer Research Question 2

Research Question 2

Instrument

To examine how Colour-Coded

Table can improve Year 5 pupils
ability to write descriptive
sentences.

Document Analysis
(Research participants
Worksheet)

Based on the results obtained from the pupils worksheet, I was

able

to

observe

that

the

pupils

had

shown

improvement

in

constructing descriptive sentences with minimal mistakes. Initally,

there are numbers of mistakes were done by the pupils when
constructing the sentences. My pupils were having difficulty in
constructing the sentences and making common errors such as
unclear meaning of sentences, spelling and so forth. Similar to
(Khan,2005), in a research carried out among 30 Form Five students
he found that most of the students are weak in grammar. Thus, with
the use of substitution tables, my pupils showed a paradigm shift in
constructing simple sentences related to subject-verb-object clause.
But after a few runs of the interventions, slowly the number of
mistakes done by the pupils reduced in frequency and they able to
construct the descriptive senteces with minimal mistakes. This
posasible

due

interventions.

to

the

drilling

and

repetition

throughout

the

Skinner (as cited by Santrock, 2010) views language as a form

of behaviour and language learning as a process of habit formation.
The behaviourist theory emphasizes more on repetition and drillings.
Repetition is seen as important to bring about habit formation and
learning (Nesamalar Chitravelu, Saratha Sithamparam and Teh Soo
Choon, 2005). Behaviourist theory tells that in learning pupils need a
lot of drilling from the teacher in order to understand the language
that are being taught before they can produce its own individual.

7.2.3 Research participants perception in using Colourcoded table method

Table 7.16 Instrument used to answer Research Question 2

Research Question 2

Instrument

To examine how Colour-Coded

Table can improve Year 5 pupils
ability to write descriptive
sentences.

Interview
and
Questionnaire

During the interview, I managed to observed 4 out of 18 pupils

in my research felt that the colour-coded table method is helpful to
improve their ability in constructing the descriptive sentence and
happy to use it during their learning process. All 4 pupils were

selected from three diffierent level of proficiency which are low,

average and high achiever.
There were several perceptions given by the pupils which they
think when they undergone the prescribed actions. Most of the pupils
agree that the Colour-coded table really benefits them as the method
help them to construct the sentences. For example, one pupils from
high achiever group, P7 said that the by using the Colour-coded table
she able to construct the sentences easily as the colours in the table
made her remember the word classes such as Subject, verb-to-be and
object in the sentences. This similarly stated in ESL.Gold, 2009,
substitution table enable pupils to focus on structure while learning
related vocabulary. In addition, Mackay (n.d) stated that colours can
produce a higher level of attention and is effective to increase
memory performance. Therefore, it can be concluded that colours
have the tendency to capture better attention level, and thus, better
memory.
Other pupils also stated that they feel happy and motivated to
construct the sentences when they used the Colour-coded table in
their learning. It was able to reduce their anxety during constructing
the sentences. As they are being introduced with the used of the
Colour-coded table they are likely familiar with the method.

I felt dissatisfied with the pupils feedback somehow, thus a

questionnaire were designed and distributed to all my research
participants to gain clear feedback on this matter. This questionnaire
consisted of 10 items and all the research participants need to choose
whether they agree or disagree on the items stated. Based from the
feedback that I received from the research participants, most of them
agreed that the Colour-coded table aids them in constructing the
sentences. The agreed that the Colour-coded table are simple, easy to
be understood and able to attract them in constructing the sentences.
Plus, they also agreed that the Colour-coded table able to helps them
to write proper sentences complete with the subject, verb, object.

7.3

Summary of Findings

Overall, based on the data analysis and findings of this action

research, it clearly indicates that Colour-coded table is an appropriate
and effective technique to be used in improving pupils ability to
construct descriptive senteces.

8.0

REFLECTION AND SUGGESTION FOR FUTURE RESEARCH

In this chapter, I will state the reflection throughout my research

and I will include the limitation faced in this research and suggestions
for further research. Therefore, improvement can be made in the
future research.

8.1 Reflection
The effectiveness of the Colour-Coded Table has been proved as
this action research had shown a positive results and improvement of
the participants in constructing descriptive sentences related to
Subject-Verb-Object

(SVO).

The

feedback

received

from

the

participants throughout the research showed that they are able to

construct the sentences correctly and the Colour-coded table had aids
them to understand the sentence structure better. Overall, all the
pupils showed positive changes in terms of behaviours and interest in
learning.
While completing this research, I found out that this research
help me with a lot of positive outcome. I learned on how to conduct an
action research. Action research is a form of investigation designed for
use by teachers

to attempt to

solve problems

and improve

professional practices in their own classroom (Parson and Brown,

2002). Thus, by doing this action research I had an opportunity to
know in depth about the problems related to my teaching and
learning. Apart from that, I managed to improve my teaching practices
in the classroom. This is very important in order to achieve the
objectives of teaching and learning.
To summarize, I believe that teachers should practice action
research culture in their practices. This is not only benefits to the
pupils as they can improve their learning but able to improve
teachers teaching quality in the future. With the improvement,
teacher managed to create a better classroom for the pupils when
teaching and learning process take place.

8.2

Limitations of the Research

There are some limitations in this action research. One of the

limitations that I faced was time constraints. Action Research is
demanding of space and time, both of which are stretched to their
limits. The timeline given to complete the research was quite packed.
There were a lot of other errands that I had to complete as this
research was conducted during my third phase practicum. Thus, I was
not able to carry out the prescribed action effectively. I felt that there
were some of the pupils were not fully understand the technique. This
is because some of the pupils were still having difficulties in
constructing the descriptive sentences during the implementation of
the prescribed action.
Another restraint is that lack of generalizability. Findings of this
action research are typically only relevant to the specific classroom
that is being investigated. In this case, the method used to overcome
the problem only suit to my pupils and their ability. It may yield
different results in other classrooms and context. For there were only
a small sample of pupils selected to be used for this research thus
making the data obtained might not be able to be generalized to all
the other pupils in Malaysia. Even though this action research had
shown a positive result, it might not show the same effect to the other
schools if the same research or technique is being used. This might
happened because of the pupils background and their level of
proficiency.

Last but not least, the limitation in this research is the data
gathering methods which are the questionnaire and the interview. For
the questionnaire, the result or the feedback can be deficient. This is
because there is a possibility that the pupils did not honestly
answering the questions. Instead, they just circle the number provided
in the questionnaire. Besides, some of the pupils did not give enough
elaboration on their feedback during interview session. Therefore, it
gives me a difficult time to interpret the data obtained.

8.3 Suggestions for Future Researcher

Even though the use of Colour-coded table has been proved as
an effective way to improve pupils; ability to construct descriptive
sentences, there are still a lot of improvements that can be done in
the future.
It is recommended that this action research should be carried
out over a longer period of time. The longer duration given to the
researcher, more activities and improvement can be done. Since
action research involves many processes and procedures, good and
perfect writing cannot be achieved in a short time. Besides that, there
should be more cycles of interventions. It would not sufficient enough
to conclude the result obtained by carried out only three interventions.
Though it showed positive results, there are still a lot more can be

done. Researcher can study more in depth about the relationship

between the prescribed actions with the pupils ability in constructing
descriptive sentences.
The strength Of Colour-coded table is that it helps to improve
pupils constructing simple sentences among Year 5 pupils. On the
other hand, the weakness of the technique is it does not cover other
sentence structure. I recommended that this technique should be
added more keywords so there will be expansion of skill. Instead of
only focusing on simple sentences I should focus in compound and
complex sentences as well. Thus, this technique can be implemented
to the other pupils with different background and level of proficiency.
For data gathering method, in order to obtain a sufficient data
and information from the pupils, I will make sure the pupils totally
understand with the purpose of the action taken. A simple yet clear
explanation will be given to the pupils before they undergo the
process. As they have a clear understanding about the process, they
will give full commitment towards it. Besides, I suggest the interview
session is carried out in less threatened place. Instead of interview
them in the staff room, I suggest to have the interview at the library or
other comfortable place for the pupils. So that they wont hold
themselves from being honest or be shy.

As a conclusion, the limitations of this study should be taken

into considerations so that a better result could be achieved in the
future. Throughout the implementation of Colour-coded table method,
I strongly believe that this method will be able to help the pupils to
improve their academic achievement. Indirectly, the pupils interest in
learning English language can be improved.

8.4 Conclusion
This study aimed to explore and investigate the effectiveness of
the Colour-coded table to improve Year 5 pupils ability to construct
descriptive sentences. From this action research, several conclusions
can be drawn about the effectiveness of the technique. It was
discovered that the Colour-coded table able to help and motivate the
pupils to write the sentences with minimal errors in their writing. This
technique generates pupils interest in learning. This motivation could
transfer to other writing tasks. All guided writing and academic writing
are based on sentences. Sentence structure is the order of the
elements in a sentence, a group of words that expresses a complete
thought.

Colour-coded table is the adaptation of substitution table with

the addition of colours to differentiate the keywords to make it more
interesting and memorable. It importance to vary the technique in
teaching and learning such as the use of

Colour-coded table in

educational context. This is to promote meaningful and enjoyable

teaching and learning. This was because to make certain that the
teaching and learning can be interesting if we able to explore different
medium that already used constantly in our life. Substitution table
enable pupils to focus on structure while learning related vocabulary.
(ESL. Gold, 2009). Using substitution table is related with drilling,
which is under the theory of behaviourism. Philip (2000) stated that if
you get someone to repeat something often enough, theyll usually
get it right in the end. Thus, if the pupils used the substitution table
for several times, they may get familiar with the terms need to be
used to construct the sentences. Besides, with the presence of the
colours which aids the pupils to remember the keywords will definitely
benefits a lot to the pupils. Mackay (n.d) found that colours can
produce a higher level of attention and is effective to increase
memory performance.