This action research proposal aims to enhance the vocabulary of Year 4 students through intrinsic motivation. The researcher observed that students had limited vocabularies, made spelling mistakes, and struggled to construct sentences. Pre-tests showed 35% could not give reasons for their choices. The researcher will introduce English songs and games to motivate students and indirectly increase their vocabulary. Objectives are to increase the number of new words learned, ability to apply words, and motivate an interest in reading. The targeted group consists of 29 Malay students. Activities will be adapted based on observations. A timetable outlines activities from April to June 2012. The estimated cost is RM244.

1. ACTION RESEARCH PROPOSAL
Name and School Address:
SK SERI AMAN, FELDA BUKIT APING BARAT, 81900 KOTA TINGGI, JOHOR. (JBA 3035)
Name of Researcher:
Title of Research:
ENHANCING THE VOCABULARY OF YEAR 4 BESTARI PUPILS THROUGH INTRINSIC
MOTIVATION 2012
1. Reflection of Previous Teaching and Learning
As I was marking the exercises given to the pupils of Year 4 Bestari, I was shocked that many of them
have very limited and low vocabulary. Adding on, they made a lot of spelling mistakes and even if they
were copying the same words, they would make the mistakes repetitively. Hence, due to their low and
limited level of vocabulary, the pupils are unable to construct sentences flawlessly and this has
inhibited their abilities to express their creativity as they would be constantly repeating the same
expressions throughout their writings. This has also caused their writings to be dull and boring. I had
tested them during pre-test and Test 1. The results of Test 1, Paper 2, Section B, showed that 35% of
the Year 4 Bestari pupils were unable to give reasons for their choices. Most of the pupils were unable
to attempt the question while some only managed to give poor and weak reasons with ample spelling
and grammar mistakes. Their incapability to do well seemed to have tire the pupils and discouraged
them to learn English and this has posed to be a large learning barrier for the pupils to be motivated
or interested to learn. They would always give excuses such as “tak tahu”, “susah”, “penat” and “ada
aku kisah” which proved their high affective filter and negative attitudes towards learning the “killer”
subject English.
As I reflected, I was constantly thinking of the pupils’ low motivation to learn. Was I doing my best?
Were my teaching and learning strategies and methods suitable? Was I helping them to be more
interested and motivated to learn? Should I drill or ask them to memorise? Should I give positive and
negative reinforcements? Am I capable to do more interesting activities given my limited abilities and
resources as well as time constraints? What are the ways and strategies that I can undertake to help
these pupils?
I had discussed with senior teachers about this problem during LET and tried their suggestions to
improve and motivate the pupils. I also varied my teaching and learning styles and even grouped the
pupils. However, it seemed that the efforts were to no avail as the results were still unsatisfactory.
Through my observations, I found out that I needed to put in more efforts to enhance their vocabulary
which is the key to improved English and the most important factor is to make the pupils to like the
killer subject “English”. If the pupils will love the subject, naturally, their interest and motivation to learn
will be enhanced greatly and conclusively, their results will be significantly improved. However, if this
is to be continued, the pupils will get worse and their dislikes towards English will be even more
aggravated and intensified. I surely do not hope this will be the outcome for these pupils who are
actually really bright and smart.
2. Focus of Research
The focus of my research will be to enhance the pupils’ vocabulary. The Year 4 Bestari has really low
and limited vocabulary given their years of studying the language. They constantly make mistakes in

2. using the exact words for more accurate expressions, spelling mistakes and repetitive words
throughout.
So, through enhancing the pupils’ vocabulary, I am convinced that their writings and expressions will
be greatly improved, and most importantly, they are able to give reasons for their choices. Hopefully,
in time, they will be more confident and motivated to learn the language and improve their fluency.
3. Objectives of Research
Through this action research, I hope that the pupils will be able to:
i. General Objective
Enhancing the Vocabulary of Year 4 Bestari Pupils
ii. Specific Objectives
• Increasing the amount of new vocabulary
• Increasing the ability of the pupils to apply the new learned words
• Motivate the pupils to like and be interested to read
4. Targeted Pupils
The targeted group for this research is 29 Malay pupils of Year 4 Bestari which consists of 11
male pupils and 18 female pupils.
5. Ways to Overcome
5.1 Observations of Problems
I will conduct observations by collecting data from pre-test and Test 1 and exercises given to
diagnose and analyse their strengths and weaknesses.
5.2 Songs
Teacher introduces English songs that are suitable for the pupils to learn and sing-along. Songs are
really easy way to motivate the pupils to like the subject and learn indirectly which is fun and stress
free. Teacher lets the pupils listen to the songs and asks the pupils to find words that they do not
understand using the dictionary. The pupils list the words in a special vocabulary notebook. Teacher
asks the pupils to fill in the blanks of the lyrics given to the pupils as they listen to the song after a few
time. Teacher can also ask the pupils to circle the nouns or verbs.
5.3 Games
Games are also very powerful tool to motivate and increase the pupils’ interest to learn English
intrinsically. Both traditional and modern games are equally powerful to build up the pupils’
vocabulary, acquire new vocabulary and apply what they have learnt. First, teacher introduces and
explains the rules of the game to the pupils. Teacher demonstrates to the pupils how to play the
game. Teacher divides the pupils in groups or stations. Teacher shows examples. Teacher scaffolds
and observes the pupils, group by group. Teacher summarises the lesson or the game.
The activities will be adapted or changed in accordance to the needs of the pupils after I have
conducted the observations.

3. 6. Timetable
No. Activities Date
1. Identifying the problem and data collection 01 April 2012
2. Proposal of action research 20 April 2012
3. Planning 28 April 2012
4. Execution of Activity 1 03 May 2012
5. Discussions of problems arising from Activity 1 07 May 2012
6. Execution of Activity 2 13 May 2012
7. Discussions of problems arising from Activity 2 18 May 2012
8. Execution of Activity 3 23 May 2012
9. Discussions of problems arising from Activity 2 28 May 2012
10. Post test 03 June 2012
11. Reflection 08 June 2012
12. Writing of Action Research 13 June 2012
13. Presentation 18 June 2012
7. Costs of Research
No. Resources Quantity x Price Per Unit Total
1. A4 Paper 01 x RM 12.00 RM 12.00
2. Printer Ink 02 x RM 65.00 RM 130.00
3. Photostat & Report RM 50.00
4. Notebook 01 x RM 2.00 RM 2.00
5. Marker Pens 10 x RM 4.00 RM 40.00
6. Manila Cards 10 x RM 1.00 RM 10.00
GRAND TOTAL = RM 244.00