Using Memory Game to Enhance Year Four Pupils

Performance in Subject Verb Agreement

1
 Introduction
Malaysia pupils always face difficulties in understanding Subject
Verb Agreement (SVA).
Affendi Hashim & Shazwani Rahman (n.d)

There is an interference of the pupils first language

which is the Malay language.
It is because Malay language does not
require the verb to agree with the subject.
Teacher used drilling method to teach
the pupils about SVA by using
Substitution Table.
2
 Introduction
Problem encountered during Practicum 3
Pupils were weak in understanding the rules of grammar
such as subject verb agreement.

Without correct grammar, it will create confusion when a

person trying to convey his or her thoughts.

Invention of Memory Game

3
 Introduction
My Intervention: Memory Game
Adapted from the card game called
Pelmanism. According to Bently (2013),
Pelmanism is used to strengthen and
developed one's mind to cure
forgetfulness.
Memory Game
decrease the chances of forgetfulness
increase the understanding the rules of
SVA effectively
produce good long-term retention. 4
 Focus of Investigation

Problem encountered:
The pupils confused about the usage of SVA
Singular subject, the verb must be singular.
Plural subject, the verb must be plural.
5
 Focus of Investigation

Data Collection
Methods

Observation Document
Interview
Analysis

Pupils Work Diagnostic English

Test Language
Teacher
6
 Focus of Investigation

Adapted Version of McNiff and Whitehead (2010)

7
Schedule for cycle 1
Steps/ Weeks Actions
Observe Observed the main problem of the pupils
(Intervention 1, Cycle 1)
Reflect Reflected on the factors that contribute to pupils wrong usage of SVA.
(Intervention 1, Cycle 1)
Act Carried out the interventions (memory game cards with pictures)
(Intervention 1, Cycle 1)
Evaluate Evaluated whether memory game helped to enhance pupils usage of
(Intervention 1, Cycle 1) SVA.
Modify Modified the session by removing the picture of the memory cards.
(Intervention 1, Cycle 1)
Act Carried out interventions (memory game cards without pictures)
(Intervention 2, Cycle 1)
Evaluate Evaluated whether memory game (without pictures) helped to
(Intervention 2, Cycle 1) enhance pupils usage of SVA.

Outcome Evaluated how the memory game (without pictures) helps to enhance
(Intervention 2, Cycle 1) the usage of SVA among Year Four pupils?
8
 Objectives
This action research was carried out to explore the way to
improve Year 4 pupils usage on SVA.
This research was aimed to explore the use of creative game
such as Memory Game to enhance pupils knowledge of
SVA.

Research Questions
How can I enhance the correct How can memory game help
usage of Subject Verb to enhance the correct usage
Agreement among Year Four of Subject Verb Agreement
pupils? among Year Four pupils?
9
 Research Participants
Five boys and three girls
Table 3.

Purposive Sampling
The results of the diagnostic test of the eight research

participants
Almost had the same Diagnostic Test of Results of Numbers of Percentage
vocabulary level Respondents
DTR
Diagnostic
Test (%)
Pupils (%)

(Interview with the English RODT

DT R5 66 2 25.00%
Teacher) DT R8 68
DT R2 58 62.50%

DT R6 64 5
DT R7 64
DT R17 50
DT R19 50
DT R20 46 1 12.50%

Mean of the 8 research participants: 58.25%

DT-Diagnostic Test, R-Respondent, RODT-Results of Diagnostic Test

-Grade B (high proficiency) -Grade C (average proficiency)

-Grade D (low proficiency)
10
 Plan of Action
Introduced the Showed the rules Conducted the
subjects and the of SVA by using Memory Game
verbs to the pupils Memory Game (without picture)
Cards

Showed the rules Introduced the

of SVA by using subjects and the Administered a
Memory Game verbs to the pupils test for SVA
Cards

Conducted the
Memory Game Administered a
(with picture) test for SVA
11
 Methodology

Data Collection
Methods

Field Note Pupils Work Interview

12
 Methodology

Data Analysis
Methods

Thematic Tabulation Descriptive

Coding Statistical
Analysis
Interview Transcript
Field Notes Pupils Work Pupils Work

13
 How can I enhance the correct usage of SVA among
RQ 1
year 4 pupils?
1. Frequent exposure of SVA

Saturation Pointa
point of limit, where no
more information or
skill can be absorbed
under the given
conditions.

Adams (2015)

14
 1. Frequent exposure of SVA

The pupil knew that the verbs must agree with the subjects.

Kang (2016)
15
 2. Incorporation of fun elements in learning
Table 7

Interview session of research participants

Do you like this game? Why?

RP1: I like this game because the game is fun.
RP5: Yes, missI like to playsyok (fun).
RP6: Ya, miss... It is not boring. Want..play again

The pupils were having fun in playing Memory Game and they
wished to play the game again.
Lau (2014)

16
 2. Incorporation of fun elements in learning
Table 8

Observation chart adapted from field note 2 (Appendix K)

Stage Observation
10 August 2017 The pupils were excited in
Conduct the Memory Game playing the game. Pupils chose
the correct verb that match with
the subject by using the picture
as guidance. The pupils were
having fun motivated and focus
on playing the game at the
same time learning the usage
of SVA.
Reflection
The game has aroused the
interest of the pupils to learn
SVA. By using game, the pupils
learn SVA by fun learning, not
by memorisation.

The pupils focused on the playing at the same time they

learned grammar without realising it.

Kiryk (2010)
17
 How can memory game help to enhance the usage of
RQ 2
SVA among Year Four pupils?
Increase in motivation And self-confidence by using
1.
fun elements
Table 9

Interview session of research participants

Are you afraid to learn English?

RP1: No, I like to play English game...in the class.

RP5: I like to learn English.

RP6: No, I am not scareI want play the game again.

The affective filter had been reduced because Memory Game

increased the motivation and the confidence of the pupils.

Bilash (2006) 18
 Increase in motivation and self-confidence by using fun
1.
elements

Table 10

Observation chart adapted from field note 2 (Appenidix K)

Stage Observation Reflection

10/8/2017 They were more confident and Memory Game had
Conduct the Memory having fun in learning SVA reduced the affective
Game while playing the game. They filter of the pupils.
were more eager to learn
English.

The pupils gained motivation and self-confidence, they would

be able to perform well.

Mubaslat (2012)
19
 Increase in motivation and self-confidence by using fun
1.
elements
Table 11

Interview session of the research participants

Do you know how to find the wrong Subject Verb Agreement and correct it?

RP2: Yes, I know. SeeI get all correct.

RP6: Yes, easy, Miss.

RP7: I know how to do it.

They had the confidence in correcting the wrong SVA of the

passage.

Mubaslat (2012)
20
 Increase the understanding of pupils in applying the
2.
usage of SVA
Table 12

Observation chart adapted from field note 3 (Appendix L)

Stage Observation Reflection

17 August 2017 Some of the pupils even
Conduct the Memory correct their friends that their
Game answer was wrong when
playing the game.
Production In order to correct the
mistakes of SVA of the
passage, they need to have
the knowledge of SVA.
Memory Game had
reduced the affective
filter of the pupils.
The pupils able to
correct the passage.

The pupils had the ability to correct their peer is mistakes they
found out they had the wrong answer.

Mubaslat (2012) 21
 Increase the understanding of pupils in applying the
2.
usage of SVA

Before implementing the

intervention, the pupil did
not have the knowledge
on the usage on SVA.
After implementing the
intervention, the pupil
was able to understand
the usage of SVA and
applied SVA correctly.

Simatwa (2010)

22
 Findings
1.How can I Frequent
enhance the exposure of SVA
correct usage
of SVA among
Year Four Incorporation of
pupils? fun elements in
learning

Findings Memory Game

increase in
motivation and
2. How can self confidence.
memory game
help to Memory Game
enhance the Increase the
usage of SVA understanding
among Year
Four pupils? of pupils in
applying the
usage of SVA.
23
 Suggestions for Further Research
1. SVA for Collective Nouns

Explanation of the SVA for Collective Noun

Examples Explanation
1. A bunch of us are going to the
Refers to the subject us, therefore
movies.
use are.
2. A bunch of grapes is plucked by
The verb is singular for collective
John.
nouns.

Ascoli (2015)
24
 Suggestions for Further Research
2. SVA for Indefinite Pronouns

Explanation of the SVA for Indefinite Pronouns

Examples Explanation

1. All of the blood is donated by Refer to everything, consider as

students. one.

2. Some of our doctors work the

Not refer to every doctors.
midnight shift.

Ascoli (2015)
25
 References
Affendi Bin Hashim & Shazwani Binti Abd Rahman. (n.d.). Using songs to reinforce the learning of subject-
verb agreement. Retrieved July 31, 2017 from: http://eprints.utm.my/10751/1/using_songs_to_
reinforcethelearning_of.pdf

Adam, A. (2015). The thanksgiving principle: how overstuffing your brain destroys learning. Retrieved
August 20, 2017 from: http://sensorynexus.com/thanksgiving-principle-how-overstuffing-your-brain-
destroys-learning/

Ascoli, S. D. (2015). A group of subject-verb agreements: finding quantity in group and number. (Graduate
Thesis). Iowa State University

Bilash, O. (2009). Krashen's 6 Hypotheses.Retrieved May 8, 2017 from: https://sites.educ.ualberta.ca/staff

/olenka.bilash/Best%20of%20Bilash/krashen.html

Bently, J.(2013). What was pelmanism? And what became of the Pelman Institute? Retrieved September 18,
2017 from: https://www.theguardian.com/notesandqueries/query/0,,-2241,00.html

Kang, H.K. (2016). Spaced repetition promotes efficient and effective learning: policy implications for
instruction. Policy Insights from the Behavioral and Brain Sciences. 3(1), 12-19.
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 References
Kiryk, A. T. (2010). Using games in a foreign language classroom. MA TESOL Collection, 484, 1-53.

Lau, I, C. (2014). Improving Form and meaning recognition of vocabulary through intentional vocabulary
learning among Year 4 pupils. (Degree Thesis). Institut Pendidikan Guru Kampus Kent Tuaran.

Mnciff, J &Whitehead , J. (2010). All you need to know about action research. (2nd ed). London: Sage
Publications Ltd.

Mubaslat, M. M. (2012). The effect of using educational games on the students achievement in english
language for the primary stage. Retrieved February 6, 2017 from: http://files.eric.ed.gov/
fulltext/ED529467.pdf

Simatwa, E,M. (2010). Piagets theory of intellectual development and its implication for instructional
management at pre secondary school level. Educational Research and Review.5(7), 366-371.

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