INTRODUCTION

Language is the primary source for communication as we share our ideas and thoughts
with others. English language is one of the international languages in the world as it is the most
common foreign language and also the official language in a large number of countries. The
English Language Centre (2013) stated that the number of people in the world that use in
English to communicate on a regular basis is 2 billion. According to Rajadurai, J. (2011) stated
that, English is also essential to the field of education. In many countries, children are taught
and encouraged to learn English as a second language. This is because; English language can
create many opportunities in international markets and regions and improves knowledge to a
large extent by be more confident in communication and in writing skills. It is an indisputable fact
that English Language plays a significant role in Malaysia Education and the use of language
has increased tremendously. English is placed as a second language (L2) with the reference to
the Malaysian education system in line with the education policy (Ruby Vurdien, 2011). English
language is one of the compulsory subjects in schools. Despite that, English Language has
taken a back seat in classrooms to maintain the mother tongue of the 3 major ethnicities in
Malaysia.

In 1983, National Education Policy introduced New Primary Schools Curriculum or

Kurikulum Baru Sekolah Rendah (KBSR). Later Primary School Standard Curriculum (KSSR)
has been implemented in 2011 and fully implemented in 2016 beginning with Year 1. The
implementation of new curriculum was first announced in June 2010 by Malaysia Ministry of
Education (Malaysia Ministry of Education, 2013). The Standard-based English Language
Curriculum is modular in structure by organizing the curriculum standards under five modules
(four for Years 1 and 2), namely listening speaking, reading, writing, grammar and language arts
as the modules are interrelated. The curriculum content is stated clearly in terms of Content
Standard and Learning Standard that specify the knowledge that pupils need to acquire in a
particular year. For instance, by the end of the Year 3 pupils will master the mechanics of writing
and then learn to write at word, phrase and sentence levels (Dokumen Standard Kurikulum
Pembelajaran, 2012). Specified learning standards for writing lessons will enable pupils to begin
writing for a purpose and able to write a range of texts using the appropriate language, style and
form. Table below shows excerpt of Dokumen Standard Kurikulum Pembelajaran Year 3.

Content Standard Learning Standard

3.2 By the end of the 6-year primary schooling, 3.2.2 Able to write with guidance
pupils will be able to write using appropriate a) simple sentences.
language, form and style for a range of
purposes.

Based on the five skills that have been outlined by Ministry of Education, writing skill is
one of the fundamental skills that need to be taught explicitly by teachers. According to Jeremy
Harmer (2013) writing is one of the four skills and has always formed part of the syllabus in the
teaching of English. Writing is important for Malaysian students (Malaysia Ministry of Education,
2014). This is because writing skill is tested in English Language Paper 2 as it was added in
2016. Moreover, pupils should develop early foundation in writing in order to communicate their
ideas effectively and efficiently. Chitravelu et al. (2005) in her book ELT Methodology Principles
and Practice quoted that writing fluency is to enable pupils to write down any of their ideas with
ease and confidence. Therefore, it is essential to give utmost priority to develop pupils writing
skill.

During my first practicum and second practicum, I did not have sufficient time to identify
the issue explicitly. During my third practicum I was able to identify the issue and also carry out
my intervention. I carried out my practicum and research in SJK (T) Cemerlang Maju
(pseudonym). SJK (T) Cemerlang Maju is located in a suburban town of Seremban albeit it is
surrounded by society made up of various social classes and cultures. From my observation, I
realized that pupils in this school were better in terms of communication but lacks in writing skill.
I was assigned to teach Year 3 and Year 4 pupils as they have adequate language skills to
comprehend the instructions and they are well-behaved pupils. Based on my experience, I
realized that writing is the most challenging skill in English Language to acquire especially
among the second language learners in Malaysia. According to Neda Ghabool et al. (2012)
stated that most ESL pupils have problem in the writing skill. In the past a few weeks, I was able
to know that pupils were unable to construct simple sentences as it is the basic foundation for
writing skill. Moreover, I was able to teach the pupils on writing skill for a few weeks to know the
issue clearly and explicitly.

Besides, as a trainee teacher I faced difficulty in teaching writing skill. This is because I
could not tackle the skill well. I could vividly remember that I used to refer my supervisors and
my cooperative teachers about my ideas on conducting the writing lesson. During a few weeks
of my practicum, I used deductive approach to teach writing skill as it is suitable for the lower
level learners. A Deductive approach is an approach which starts with the presentation of the
rule and is followed by examples in which the rule is applied (Thornbury, 2002, p29). In
addition, I introduced the sentence construction of simple sentences on power point slides
without explaining further or any teaching material as I did not have confidence in teaching
writing skill. As a result, a few pupils were unable to complete the exercises on writing and could
not write without teachers guidance. This scenario worried me as I failed to teach writing in an
effective manner. After each writing lesson, I will spend some time to reflect on the strength and
weakness. Through reflection, I was able to know that I need to change my teaching techniques
and use different techniques in order to counter the problem. Besides, I also realized that
teaching style also plays an important role in transmitting the knowledge. An effective teaching
style engages students in the learning process and helps them develop critical thinking skills
(Marzano, J., 2002).

Furthermore, in SJK (T) Cemerlang Maju (pseudonym) most pupils scored low marks in
the Paper 2 and less than one-third of all students performed at or above the proficient level in
writing. This shows that pupils who are acquiring English Language as their third language have
difficulty in writing and it is a common phenomenon in all the primary schools.

Thus, I have concluded that teaching writing is the area I would like to focus on in my
action research. I have decided to address the issue as the pupils need a lot of effort and
practice and in order to overcome the issue. I have carried out my action research and cycle of
my intervention in SJK (T) Cemerlang Maju (pseudonym) on writing skill to help pupils to write
simple sentence. I used Tri-Flowable to help pupils in constructing simple sentences. I hope this
research would help future teachers to teach writing effectively and creatively and for the pupils
to become good writers.

(11214 words)

FOCUS OF INVESTIGATION
 From my past teaching experiences, I can conclude that most pupils have difficulty in
writing skill as writing is one of the vital skills that pupils need to acquire to write meaningfully,
purposefully and with confidence. In level one, pupils were taught about penmanship skills and
gradually to mechanics of writing, cursive writing of words, phrases and sentences in
paragraphs and finally progress to become independent writers. During my past teaching
experience, I find it that pupils have difficulty in writing simple sentences using the words given.
The pupils have difficulty in writing simple sentences (subject-verb-object). As we all are aware,
one more paper for English Language has been added for writing. It tests pupils writing skills as
they need to string the sentences using the words given. Moreover, it is one of the sections that
require pupils to write independently by writing the sentences using the words given. Based on
my observation, some pupils have difficulty in writing simple sentences. Therefore I would like to
highlight the issue in my research as it is a crucial skill that needs to acquire by the pupils.

According to Livingston et al. (2001) stated that a researcher should follow root cause
analysis as modelling approach to analyze the barriers through the event tree analysis. Below is
my RCA using 5-Whys to find out the root cause for my pupils inability to write simple
sentences.

Table 2

Root Cause Analysis

Issue: Pupils did not complete the worksheet

1. Why couldnt my pupils complete the worksheet?

My pupils couldnt complete the worksheet because they were not interested to do the
worksheet
2. Why pupils were not interested to do the worksheet?
My pupils were not interested to do the worksheet because they did not know how to write
simple sentences.
3. Why pupils did not know how to write simple sentences?
My pupils did not know how to write simple sentences because they did not understand the
sentence structure to construct simple sentences.
4. Why pupils did not understand the sentence structure to construct simple sentences?
My pupils did not understand the sentence structure to construct simple sentences because
they were not exposed to the sentence structure to construct simple sentences.
5. Why pupils were not exposed to the sentence structure to construct simple
sentences?
My pupils were not exposed to the sentence structure to construct simple sentences because I
did use any template to teach sentence structure of simple sentences.

Table 2 Using Root Cause Analysis (RCA) to obtain the Focus of my Investigation.

Prior to the Root-Cause Analysis, I conceive that there is a need of change in my teaching
methodology. The result of RCA clearly showed that the activities carried out were not effective
in rectifying the issue that pupils are having difficulties to construct simple sentences. Thus, I
have decided to explore the effectiveness of Tri-Flowable to improve pupils ability in
constructing simple sentences.

There are a few criteria that need to be followed in order to evaluate the focus of
investigation namely, workability, significance, practicality, control, collaboration and relevance
to school. Workability is one of the most important criteria that need to be bear in mind by a
researcher. The issue that I have highlighted was workable in the school as the skill has been
taught using the modular approach. This is because the teaching aids helped me to deliver the
content affectively and also enabled pupils to grasp idea easily. Moreover, the use of teaching
aids helped me to save time. As my focus is on the writing simple sentences, I used Tri-
Flowable as an intervention that helped pupils to construct sentences using the table.
According to Larseen-Freeman (2011) the intervention must be user-friendly as the intervention
is easy to do it ourselves, durable and flexible for teachers to use during the teaching and
learning at the same time able to fulfill the objective of the study in which to improve pupils
ability in writing simple sentences using the words. This research was also user-friendly
whereby other teachers might use it to teach their pupils. Moreover, I easily carried out the issue
as it is the most common issue faced by second acquisition learners. Besides, I was able to
know the progress of the pupils in that area explicitly and able to make necessary changes to
overcome minor issues. In addition, I was able to integrate the technique to overcome the
problems by the pupils. For instance, trying -out the techniques during the writing lesson and will
be able to know the immediate response from the pupils as the intervention created is easiest
method to overcome the problem and can be used in the classroom during teaching and
learning.
 Secondly, it is equally important to know the significance of the issue addressed as the
issue plays a significant role in pupils education. Writing is emphasized since year 1 and it has
been tested in English Language Paper 2. In the English Paper 2, it requires pupils to write
independently and it carries the highest marks in that section. Thus, it is vital to identify the
issue and prepares the pupils to write independently with correct sentence pattern. If the issue
is not addressed immediately, sooner or later pupils will have difficulty when they step in to
secondary school as it helps pupils to write using the words given and eventually prepares them
to write narrative writing in secondary schools. Moreover, pupils need to master this section as it
carries the most marks. In addition, it can help them to answer in English Paper 2. Moreover,
pupils can do well in their English Paper 2 and at the same time and score will in the English
Language in the UPSR examination where the paper 2 is counted separately unlike the
previous years. Hence this action research is indeed essential as it will help pupils in near
future.

Mill (2014) stated that practicality is one of the crucial criteria to be considered in this
issue. Using Tri-Flowable to improve pupils ability in writing simple sentences is practical to be
used in the classroom within the time frame and flexibility. This is because this issue can be
done within the time and the researcher will be able to know the result immediately. For
instance, this issue can be carried out during the writing lesson and can make necessary
changes that to be done. Since, it is the familiar problem faced by second acquisition learners in
primary school; the issue is practical to be carried out in the classroom. Furthermore, it is
manageable by a teacher and can easily bring to the next class. In other words, the intervention
could be carried out in any rooms because it does not require a blackboard. Moreover, there is
no room for the use of technological devices and thus this can be carried out without any
technical disruption during the lesson.

Besides that, researchers should bear in mind the control of the issue. Writing problem
existed in my classroom as my own pupils were not able to construct simple sentence in
English. I was in control because I have selected the particular pupils and also in charge of the
research. The main factor for selecting them was because they were not able construct simple
sentences. In addition, collaboration helps to gather more information on the particular issue. I
asked the permission of the school administrators before conducting the action research. In
order to address the issue, I discuss with the pupils and to colleagues to gather sufficient
information on the issue. I collaborated with the English Language teacher by discussing about
the pupils performance and area of weakness. From this, I can have a good relationship with
the pupils and my colleagues and able to know more about my pupils.

Lastly, the issue that I would like to address is relevance to the school and plays an
important role in the performance of the school as it is tested in the English Language Paper 2
in UPSR examination. Pupils performance in the public examination contributes a major role in
the performance of the school. It was relevant as I had reflected and analyzed the pupils work
in this school before analyzing and carrying out my research. According to Sagor (2000) a good
action research will be able to improve the performance of the school and acts as a guideline for
the teachers to follow. Thus, it is important to address the issue and rectify the issue and it can
greatly affect the performance of the school.

PRELIMINARY DATA

According to Koshy (2005), preliminary data helps a researcher to have information on

the issue and helps in the write-up. In order to ensure the validation of the issue, I used three
methods of qualitative data namely, students exercise on writing note expansion, diagnostic test
and semi structured interview with the pupils English Language teacher as for my preliminary
data collection. After three weeks teaching year 4 pupils, I have prepared exercises on writing
note expansion as it is the new format introduced by Minister of Education. This was carried out
in the form of task sheets in order to confirm the validity of the issue. The task sheet were given
to all the pupils after the writing lesson and asked to construct sentences based on words given
in order to know pupils levels on constructing sentences. Throughout the exercise, I was able to
know pupils who lack writing skills and able to validate the issue.

I gave brief introduction on how to construct simple sentences. Later, I gave worksheet
to know pupils understanding and their proficiency in writing simple sentences based on the
words given. From the exercise given, I was able to ensure the issue, number of participants
and able to proceed to the next stage. Exercise on writing simple sentences using the words
given helps me to know pupils level in writing skill and also gives an opportunity to tackle the
issue more efficiently. I have attached pictures of pupils answer below.

Furthermore, I carried out a diagnostic test to validate the issue. After a week, I carried
out diagnostic test for the Year 4 pupils. I gave a series of pictures and the words to guide them
to construct simple sentences. During the test, some pupils could not write simple sentences
based on the pictures given. Moreover, some of the pupils could not construct simple sentences
based on the words given appropriately. From the diagnostic test, I was able to know the issue
clearly and explicitly. The picture below shows pupils level on writing simple sentences.

Besides exercise and diagnostic test, I carried out semi-structured interview with the
English Language teacher of the pupils. This is because semi-structured interview gives a wide
area for further investigation. From the semi-structured interview I was able know pupils level
more clearly and able to identify the research participants for my action research. I interviewed
the English Language teacher after the diagnostic test to know her perception on pupils level in
the writing skill especially their ability to write simple sentences. Through the semi-structured
interview I was able to know the area precisely that I want to do my action research. In addition,
it gave me a platform to know Year 4 pupils more as she teaches the pupils since Year 1. The
picture below shows the excerpt from the semi-structure interview.
Figure 1 Sample of Pupils Work on Writing Simple Sentences using words.

Figure 2 Sample of Pupils Work on Writing Simple Sentences using words.

The pupils have difficulty in writing simple sentence using words. They find writing
sentences is the hardest skill for them. I have introduced how to construct simple
sentences, yet some pupils failed to write it during the writing lesson. Besides, they
would give reasons for not completing their writing homework and it worries me the
most.

Figure 3 Excerpt from the semi-structured interview with English teacher of Year 3.

AR MODEL AND INTERVENTION.

I have selected Stephen Kemmis and McTaggert Model (1988) as my model for action
research. Stephen Kemmis has developed a simple model of the cyclical nature of the action
research process. Goh (2016) stated that the procedure is cyclical in nature and is intended to
foster deeper understanding of a given situation. The model outlined by Kemmis and McTaggart
(1998) as shown in the diagram below.
Figure 4 Kemmis & McTaggart Action Research Model (1988)

Each cycle has four steps namely, plan, act, observe and reflect. The reflection leads to
the next stage of the planning which is cycle 2. The planning is not a separate step; it is
embedded in the action and reflection. In short, multiple cycles allows accurate result to be
achieved. The first phase of the model is planning. In the first phase, researcher needs to
decide the issue and should find ways to address the issue and how does it help pupils to
improve their performance. In the second phase, the action takes place followed by data
collection in the third place. Reflection takes place after the data collection and the cycle
continues if it is unable to rectify the issue. The diagram below shows phases in the Stephen
Kemmis and McTaggert model.

1st
Phase:
Planning
6th Phase:
2nd
Action Plan
Phase:
(repeat
Action
2,3,and 4th
Plan
phase)

3rd
5th
Phase:
Phase:
Data
Replanni
Collectio
ng
4th n
Phase:
Reflection
and data
analysis
Figure 5 Phases in the Stephen Kemmis and McTaggert model.

Kemmis and MacTaggerts (1988) action research provides precise description on each stage
and guides clearly on carrying out an action research. Moreover, this model contains self-
reflective cycles which enable the researcher to carry out the research effectively and in a
structured manner systematically. Furthermore, this model gives me a great platform in
analysing the phenomenon in a greater depth each time, consequently resulting in greater level
of understanding of the problem. Moreover, this model is also transparent as compared to other
research models as it helps to carry out the intervention with a good transition.

Based on the model above, the intervention that I carried out to improve pupils ability in
constructing simple sentences is Tri-Flowable. This intervention helped me to achieve the
proposed goal. This is because Tri-Flowable created a platform for the pupils to write simple
sentences based on words and pictures. The elements in the Tri-Flowable consist of Subject-
Verb- Object. Pupils used the Tri-Flowable as a guide to construct simple sentences using
words. Canning- Wilson (1998) as cited by Maria (2012) in her writings has stated that visual
aids can be used to help the student see an immediate meaning in the language may benefit
the student and the teacher by clarifying the message. In other words, visuals help to enhance
and act as a supplement for the language point. Pupils were able to write the information in the
Tri-Flowable and transferred the information later in the task sheet. From this, the pupils were
be able to recognize the sentence structure in a more systematic way and able to write simple
sentences easily.
 reflect on the feedback and data gained identify the significant elements for this
through the implementation of the reserach namely, research problem,
intervention. objectives and also a suitable intervention
reflect on the improvements that can be for the issue.
made on the intervention in order to
achieve the proposed goal
in the next cycle

Reflect Plan

observe to what extent the

intervention has proven its
effectiveness in improving theObserve
pupils' Action
ability in constructing simple Implement the suggested intervention,
sentences on note expansion. 'Tri-Table', among the pupils
conduct a post test

Figure 6 The steps of the intervention using Kemmis & McTaggart Action Research Model
(1988).

Firstly, I reflected on the issues that I have experienced in my previous teaching

experiences. Then, I would select the common issue that I can find in my three schools. After
identifying the issue, I would collect preliminary data as to ensure the genuineness of the issue
namely document analysis, diagnostic test and semi-structured interview. Moreover, I would
recommend an intervention that could help in solving the issue identified. This intervention
would be designed after taking into consideration the pupils proficiency level and their
performance in constructing simple sentences. Not In the action stage, I would carry out
intervention which has been carefully developed to address the issue. I would carry out writing
lesson in the class by implementing the Tri-Flowable technique to stimulate the pupils ability in
constructing sentences. In addition, I would carry out post-test to know pupils performance
using the intervention. Next, I would collect data to know the effectiveness of my intervention.
Next, I would observe the implementation of the intervention and would reflect on the feedback
and data gained through the implementation of the intervention focusing on the effectiveness of
Tri-Flowable. Later, I would reflect on the feedback and data gained through the
implementation of the intervention focusing on the effectiveness of Tri-Flowable as it helps me
to reflect on the necessary adjustments and improvements that can be made to the intervention
in order to obtain better feedback in the next cycle of the research.

Tri-Flowable is a tool kit to help pupils to construct simple sentences. It compasses word cards
on subject, verb and object in three different colour codes, A4 coloured pictures, and also a 3D
table which contains three columns in three different colour codes namely, subject, verb and
object respectively. According to Canning- Wilson (1998) colour coding is an easy way to help
pupils to remember the sentence structure. Thus, I have used word cards in three different
colours namely green, red and yellow for subject, verb and object. Pupils were given pictures
and word cards. Pupils need to construct sentence using the pictures and the word cards given.
Later, pupils need to paste the word card in the 3D table.

Word cards: The tool kit contains A4 size word cards in three different colours on subject
(green), verb (red) and object (yellow). For instance:

Amirah likes cheesecake

Pictures: The tool kit contains A4 size colour pictures as the pupils will be able to construct
simple sentence based on the pictures. Pupils need to construct sentence according to the
picture. According to Marzano, J., (2002) pictures have the ability to prompt pupils to construct
sentence according to the picture. According to Marzano, J., (2002) pictures have the ability to
prompt pupils to construct sentences. For instance:

3D Table: This table is made from flannel material which contains three columns namely,
subject, verb and object. After constructing the sentence using word cards according to the
picture, pupils need to paste the word cards according to the column. For instance,
Subject Verb Objectt

RESEARCH OBJECTIVES AND RESEARCH QUESTIONS

The purpose of my action research is to explore the effectiveness of the Tri-Flowable to

improve pupils ability in writing simple sentences. Based on my research issue, my research
questions and objectives as follow:
Research Objectives Research Questions
This research aims to: The research questions are:
i. Explore the use of Tri-Flowable as i. How does the use of Tri-Flowable
a technique in helping learners to help my pupils to write simple
construct simple sentences. sentences?
ii. Explore the learning points which ii. What are the learning points from
arise from the action research that this research?
may improve and enrich me
professionally.

Table 2 Research Questions and Research Objectives.

(103 words)

Target Group

According to Pine (2009) claimed that it is vital to know the research participants as it
adheres to the research guideline and techniques by selecting appropriate participants who has
problem in writing skill. I have chosen Year 3 pupils, from the class SJK (T) Cemerlang Maju
(pseudonym) as my research participants as it will be easier for me to carry out my action
research as I was assigned to teach English Language. All of them are 9 years old. I have
selected 6 respondents consist of 3 male and 3 female respectively who needed help to
improve their writing skills. As stated earlier, learners self-perception of proficiency level was
generally low. The table below shows their achievement and behaviour in the class of the
targeted group that I have selected for my action research.

PARTICIPANTS GENDER OBSERVED BEHAVIOUR PROFICIENCY

LEVEL
P1 Female - not attentive during Low to intermediate
(Indian) teaching and learning
process.
- always ask question
regarding the lesson.
- loves group work and
finishes on time..
- can communicate well but
unable to construct
sentences.
P2 Male - attentive during teaching Low to intermediate
(Indian) and learning process.
- asks questions to their
friends.
- loves to do work
individually but can work
together in a group.
- can communicate well but
unable to construct
sentences.
P3 Female - not attentive during Low to intermediate
(Indian) teaching and learning
process
- do not asks questions
regarding the lesson.
- loves to do group work.
- can communicate well but
 unable to construct
sentences.
P4 Female - attentive during teaching Low to intermediate
(Indian) and learning process.
- rarely asks questions
regarding the lesson.
- loves to do group work.
- can communicate well but
unable to construct
sentences.
- often daydreamed.
P5 Male - not attentive during Low to intermediate
(Indian) teaching and learning
process.
- asks questions regarding
the lesson.
- loves to do group work.
- can communicate well but
unable to construct
sentences.
P6 Male - attentive during teaching Low to intermediate
(Indian) and learning process.
- does not asks questions
regarding the lesson
- loves to do group work.
- can communicate well but
unable to construct
sentences.

Table 2 Demographic Profile of the Selected Research Participants.