PROPOSAL BEFORE EDITING

1. 1
CONTENTS
Coursework feedback form.....................................................................i
Collaboration form..................................................................................ii
Original work declaration form...............................................................iii
TITLE.................................................................................................................1
1.0 INTRODUCTION...................................................................................1
1.1 Background..............................................................................1-3
1.2 Reflection of past teaching.......................................................4-5
2.0 FOCUS OF INVESTIGATION................................................................6
2.1 Research Issue........................................................................6-7
2.2 Research Focus.......................................................................8-9
3.0 OBJECTIVES RESEARCH OBJECTIVES............................................10
3.1 Research Objective.....................................................................10
3.2 Reseach question........................................................................10
4.0 RESEARCH PARTICIPANTS...............................................................11
5.0 RECOMMENDED ACTION.............................................................12-16
6.0 DATA GATHERING METHOD.........................................................17-18
7.0 DATA ANALYSIS.............................................................................19-22
8.0 IMPLEMENTING PLAN OF ACTION...............................................23-24
9.0 CONCLUSION......................................................................................25
REFERENCES............................................................................................... 26
APPENDICES

2. 2
TITLE
USING PUPPETS TO ENCOURAGE YEAR 3 PUPILS TO RESPOND IN ENGLISH
1.0 INTRODUCTION
1.1 Background
English is one of the important subject in the school which the pupils need to
pass the paper in the examination.Learning English language, will enable the
pupils to communicate or interact with others in the world. The English Language
Curriculum for Primary Schools 2011 aims to equip pupils with basic language
skills to enable them to communicate effectively in a variety of contexts that’s
appropriate to the pupils’ level of development. That is why the one of the KSSR
objectives stated in The Primary School Standard Curriculum 2011 is :by the end
of the Year 6,pupils should be able to communicate with peers and adults
confidently and appropriately in formal and informal situations. It is to show that
how important the pupils need to learn communicating skill in English. Based on
this objective, a well-planned lesson and activity should be carried out to
encourage the pupils to respond in English especially during the lesson. Going
towards the aims and objective, most of the teachers used the Listening and
Speaking Skills to expose the pupils to the language. This is actually to arrouse
pupils’ interest in learning the English Language.
There are many techniques and approaches to help the teacher to teach the
pupils to learn communication skill. The teacher needs to apply all the skills that
related to communication skill. In this context, to encourage the pupils to respond
in English, the teacher can use puppets as an aid. Puppet is one of suitable
media can be used in the classroom especially for the level one pupils.

3. 3
Lev Vygotsky (1962), a Russian teacher and psychologist, first stated that
we learn through our interactions and communications with others. Vygotsky
(1962) examined how our social environments influence the learning
process. He suggested that learning takes place through the interactions
students have with their peers, teachers, and other experts.
As an English teacher, to teach a communication skill is a must. So, if the
pupils are not able to communicate in English, it means the objective is not
achieved. To ensure the skill can be mastered by the pupils and pupils enjoy
learning English, the teacher must have good planning to teach the skill. The
activities to be carried out must be suitable to the pupils’ level and the school
environment especially in the rural area.
My school is located in a semi rural area which is surrounded by rubber
estate and paddy fields.It is a small school consisting of 46 teachers and about
592 pupils.The majority of pupils in my school are Malays.My school has only one
session.Most of the pupils cannot converse and write in English well due to their
background and average achievement. Most of them come from low social
economic background because most of their parents work in industrial
sectors.Some of their parents work as farmers and gardeners. Due to lack of
encouragement and motivation from family members and community, the pupils
never use or speak English at home. They only use the target language during
English period in the school. Sometimes teachers have to force them to use or
communicate in the target language during English activities in the school
because they totally depend on the teachers. Due to their low achievement and
environment, I need to be creative to attract their interest to learn and understand
English well. According to Chomsky all humans are born with a native ability to

4. 4
acquire a language and that language develops automatically within us when we
are exposed to our surroundings (Ericsson 1993:106).
Even though they do not really understand the language, they have the
passion to learn.That makes me feel interested to find the techniques and
approaches to make them love English. I need to do some research on how to
enable my pupils to use and communicate in English well.
Therefore , the aim of this research is to let the Year 3 pupils to
communicate in English especially to respond to the teacher’s questions in the
classroom using English language rather than their mother tongue.

5. 5
1.2 REFLECTION
During the teaching and learning process,I realized that some of my pupils were
not able to communicate and respond in English. When I asked them something that
was related to the topic, they would answer me in their mother tongue,the Malay
Language. They ever use their mother tongue to give a one word answer,when I
repeated their answer in English then only they would answer it in English. So, I am
not happy with this situation because it may affect my lessons. In the Year 3
Document Standard it is indicated in the content standards of Listening and Speaking
Skills, 1.1.1 Able to speak with correct word stress and 1.2.1 Able to participate in
daily conversations which need the pupils to speak or talk in English. If my pupils
could answer me in English even a single word response, it will enable me to help
pupils pronounce or speak English correctly and my objectives can be achieved.
Even though there were a few pupils giving good responses to me, I felt dissatisfied
because not all of them could answer in English. This situation made me frustrated
and I need to do some research to find the reasons and ways that may help me solve
the problem. Sometimes I felt like I am teaching the Malay Language instead of
English.
I am teaching a Year 3 average class. They are supposed to be able to
respond or answer the questions using simple English rather than answer it in their
mother tongue. Actually, they knew the answer but they felt ashamed or afraid of
doing mistakes. I told them not to worry of trying to answer in English if they want to
improve their language. I did try many techniques and approaches to overcome their
anxiousness and shyness such as asked them to role play the dialogue or doing
group work in the classroom,yet they still face the problem of anxiousness and
shyness. In 1997 Tornberg points out that pupils studying a foreign language usually

6. 6
think that it is important to be able to speak the target language but in order for the
pupils to be able to communicate orally in the target language a certain amount of
self-esteem among the pupils is required. To build pupils self-esteem, I tried to ask
them something close to them that can help them to get the idea to respond in
English. I just asked them for simple words and give them rewards or compliment if
they responding in English.

7. 7
2.0 FOCUS OF INVESTIGATION
2.1 Research Issue
As a fifteen- year experienced teacher, I notice that during my teaching and
learning process, some of my pupils like to respond or communicate in L1 when I
asked them questions or asked about their opinions.They seemed ashamed or afraid
to use target language because perhaps they fear of being laughed at for making
mistakes or giving the wrong answer. I observed that about nearly half of the class
were not able to answer in English. Most of them are used to speak in L1. When I
asked them to discuss in group,they would surely discuss in L1. I can accept this
because they were talking among themselves but the issue is they respond to me in
Malay language. For example, when I asked them to talk about their hobbies in front
of the class.They will tell the class their names in English.When it comes to telling
about other things or answering questions,some of them did not know how to speak
and it was found out that pupils had difficulty to speak especially when they were
asked to talk in front of the class.They will only be able to speak or talk when they
were guided by the teacher. I need to give them a few examples then only they will
try to talk in English. Through my observation,I noticed that they also not confident to
answer or respond in English because when they tried to answer the question they
looked nervous and tremble.Some of them were already get used to answer in their
mother tongue that make them not answering in English. This situation happened
since the first day I entered the class. When I asked them to introduce about
themselves,some of them introduced themselves in English and a few of them used
their mother tongue because I gave them choice to answer in English or Malay
Language. Actually, I just want to test and identify their readiness and abilities to
respond in English. The good pupils had tried to answer in English but nearly half of

8. 8
the class answered or responded in Malay Language. In a few months teaching
them, I noticed that, during Listening and Speaking sessions, some of them were
really not able to answer or refuse to respond in English. They will only respond in
English if the topic is familiar or close to them. If I let this problem to continue like this
, they might not be able to improve using the target language. To make them respond
in English,sometimes I asked them to refer to the textbook or activity book that they
could find the answer. I think this problem is quite serious because if they do not want
to respond in English it might affect their speaking or reading skills because I will not
know their abilities to speak in English and their pronounciation might be wrong and
no one can correct them.Thus I need to find a way to apply the techniques or
approaches that can help them to respond or communicate in English.

9. 9
2.2 Research Focus
Based on the objectives stated in The Primary School Standard Curriculum
2011 is :by the end of the Year 6,pupils should be able to communicate with peers
and adults confidently and appropriately in formal and informal situations, the pupils
should be taught or trained to speak, respond or communicate in English. One
question that needs to be asked,however,is whether the pupils are really can
communicate in English confidently in formal and informal situations.
Ur (2005:5-6) claims that in order to get the pupils to communicate with each
other and express themselves freely in the target language it is necessary to use
interesting topics, but more importantly the discourse must have a meaningful
purpose.
To communicate in foreign language if the pronounciation is different, the
meaning might be wrong. Tornberg (1997:17) points out how important it is that
pupils understand that what they practice and learn in the foreign language
classroom is meant to be used outside the classroom situation, in reality. To improve
the use of language,we must always use the language in all situations.
Pupils have different strategies for learning and achieving their goals. A few
pupils in a classroom will grasp and learn quickly, but at the same time there will be
those who have to be repeatedly taught using different techniques for the pupils to be
able to understand the lesson. As a teacher,I need to continuously monitor the pupil
in order for me to be aware of any difficulties the pupil is having. Understanding the
pupil’s problem, fear, or confusion will give me a better understanding the pupil’s
learning difficulties. Once I become aware of the problems, I will have more patience

10. 10
with the pupil, thus making the pupil feel secure or less confused when learning is
taking place in the classroom.
The communication between the pupils and the teacher serves as a connection
between the two, which provides a better atmosphere for a classroom environment.
Of course a teacher is not going to understand every problem for every pupil in his or
her classroom, but will acquire enough information for those pupils who are struggling
with specific tasks. A significant body of research indicates that “academic
achievement and student behavior are influenced by the quality of the teacher and
student relationship” (Jones 95). The more the teacher connects or communicates
with his or her pupils, the more likely they will be able to help pupils learn at a high
level and accomplish quickly.
Interaction between the pupils and teacher becomes extremely important for a
successful relationship through the entire time of a school year. A close, but limited
relationship between the pupils and teacher can be helpful for those pupils who are
shy, and find speaking in front of the classroom difficult or pupils who have low self-
esteem. The tension these pupils hold in a classroom will have the confidence they
had always wanted, but never achieved due to not having a good relationship with
the teacher. Teachers can establish a positive relationship with their pupils by
communicating with them.
The focus of my study is on speaking skills. My action research attempts to
examine my pupils’ lack of ability to respond and communicate in English to enable
them to use the target language well.

11. 11
RESEARCH OBJECTIVE AND RESEARCH QUESTION
3.1 RESEARCH OBJECTIVES
a. To find out whether using puppets as an aid can help Year 3 pupils to respond
or communicate in English.
b. To examine how the use of puppets can be used to help Year 3 pupils to
respond or communicate in English.
3.2 RESEARCH QUESTIONS
a. Can the puppets help Year 3 pupils to respond or communicate in English
orally?
b. How can the use of puppets help the Year 3 pupils to respond or
communicate in English?

12. 12
4.0 RESEARCH PARTICIPANTS
4.0 THE PARTICIPANTS
The total of 34 pupils of Year 3M from one of the primary school (SK) in the
area of Tasek Gelugor participated in the study. The students are 16 boys and 18
girls. One hundred percent of the class population consists of Malay pupils.
The background of the pupils is from low social economic status because most
of their parents work in industrial sectors.Some of their parents work as farmers and
gardeners.Their achievement in Midyear Examination shows that they are weak in
English.The shyness and anxiousness are the factors that the pupils do not want to
speak in English.Most of them are weak in speaking.From 34 pupils in the
class,about 7-8 pupils are inable to answer or respond in English orally. They used to
answer in their mother tongue. The rest are able to respond or try to respond in
English orally even though only a word.

13. 13
5.0 RECOMMENDED ACTION
My Action Reseach focuses on problem in speaking. One of the problem
that faces by my pupils is their inability to respond or communicate in English orally.
To enable the pupils to speak and talk in English well, as a teacher, I should drill and
let the pupils practice communicating in English daily. This will help the pupils to
overcome their pronunciation problem and shyness to speak in English. Furthermore
it can built their self-esteem especially when using the target language.
According to (Brown 2000:144)Second language learners need to be receptive
both to those with whom they are communicating and to the language itself,
responsive to persons and to the context of communication, and willing and able to
place a certain value on the communicative act of interpersonal exchange. To apply
the communicative skill to the pupils ,as a teacher I think using puppets as a media
can help me to generate learning conversations amongst the pupils.It can help the
pupils to enhance their ability to interact or respond in English. The use of puppets in
the curriculum from preschool to college classes can offer many benefits. Sandra M.
Reidmiller (2008) states about the research published in the Journal of Child
Neurology and the Pediatric Academy Societies (2002) showed, using sophisticated
imaging technology, that the use of puppets in play dramatically boosted blood and
oxygen levels to the brain. The use of puppets prepares the brain for learning and is
a powerful motivator in learning.
Sandra M. Reidmiller (2008) states that the research conducted by Vida
Zuljevic (2005) found that teachers reported that the use of puppets in the classroom
increased student involvement, motivation, and the development of student’s
reading, oral language, and communication skills. She also states that C.L. Piazza

14. 14
(1999) indicates that the use of puppets may encourage students to “try out ideas
and investigate on their own.”
According to Atika Sugiarti (2012) using puppet is one way to teach more
effectively in teaching speaking. It is interesting and easy to learn speaking as a
second language learner in a fun setting activity. Children can express what they
want to say to the puppet confidently with all of their attention. They can give their
responses in this activity such as giving an idea, asking a question or answering a
question. Puppets successfully as a tool to encourage children to express their
feelings, and even to change their behaviors (Lennon & Barbato, 2001). In regards of
the advantages highlighted above,I attempt to show that using puppet can help the
Year 3 pupils respond or communicate in English. The focus of my research is to
enable the Year 3 pupils to respond and communicate in English orally in order to
develop their communication skill.

15. 15
5.1 ACTION PLAN
The first step in my action research is conducting a pre interview. The purpose
of the pre interview is to identify the ability of the pupils to respond in English and to
obtain information from the pupils who had difficulties in responding or
communicating in English. The pre interview will be conducted before the action.The
pre interview will be conducted based on the pupils’ background or details that
familiar with their daily life. The questions will be based on the topic they are learning
(Unit 1 – Things I Do). There are five questions to be answered by certain
participants to find out the ability of the pupils to respond in English. The teacher will
use a checklist to obtain the information of the pupils’ abilities in responding or
answering in English.
On the second week, the teacher will introduce the puppet to the pupils by
entering the classroom with a puppet at the hand. Then the teacher will use simple
greeting to encourage and activate the pupils to respond or answer in English. The
teacher will act as a puppeteer and try to greet the pupils using simple sentences or
familiar words to the pupils. This activity is to give the idea to the pupils on how to
use the puppet to interact with teacher or friends confidently without any pressure.
Unconsciously pupils learn on how the teacher conducts the puppet and use the
simple conversation in order to interact with others. Starting with the topic Things I
Do, the teacher slowly introduce the role of puppet in the lesson.From day 1 to day 4,
the teacher will use the same technique for induction set while entering the class to
ensure the pupils mastering the words or sentences that used by the teacher while
using the puppet based on the learning standard 1.1.1- which is able to talk with
correct word stress.On day 5, the pupils will make their own puppets for Language
Art period then using the puppet to sing a song. The pupils will be given chance to

16. 16
explore the puppet world using their own puppets.Perhaps they will immitate what the
teacher does everyday to them using the puppet.
On the third week, the teacher will explain to the pupils about the function of
using puppet in communicating with others.Based on the learning standard 1.2.1(e)-
which is able to talk about oneself in the topic Being Healthy,the teacher will give a
short dialogue and pupils will interact with their friends using the puppets based on
the dialogue given. This activity is to develop the pupils self-esteeem and enable
them to interact in English without feeling pressure or fear. During the lesson,teacher
will observe the pupils who had difficulties in communicating in English.
On the fourth week, based on the topic Having Fun,the teacher will give
situation to the pupils and they need to respond to the teacher questions using
puppet.This will help them to overcome their shyness and anxiousness to talk or
speak in front of the class because they will not feeling pressure or fear.They will act
as the puppet at their hand and surely they manage to overcome their shyness
because they will think they are not talking but the puppet itself. Based on the
learning standard 1.2.1 which is able to participate in daily conversation, this
activity will help the pupils to take part in the daily conversation unconsciously with
self-confidence. During the lesson,teacher will ask the questions based on the topic
that the pupils need to find the answer on their owns.This activity actually to enable
them orally can respond to the teacher in English naturally.
Table 1 and Figure 1 shows the explanation of steps and activities that will be carried
out and the justification of activities.

17. 17
Table 1 : Explanation of steps and activities that will be carried out and justification of
activities.
WEEK LESSON ACTION TAKEN RATIONALE
1 Things I Do
1.1.1
Method
Pre Interview
-To identify the ability of the
pupils to respond in English.
-To obtain information from
pupils who had difficulties in
responding or communicating
in English.
2 Being Healthy
1.2.1(e)
-Teacher will enter the class with
a puppet at the hand.
-Teacher will be a puppeteer to
greet the pupils using simple
greeting.
-Pupils will make their own puppets.-
-Pupils will sing with their own
puppets at their hands.
-To expose and introduce the
use of puppet to the pupils for
communication skills.
-To encourage and activate
pupils to respond or interact
with the teacher.
-To give chance to the pupils
to explore the puppet world.

18. 18
Method
Observation and checklist.
3 Having Fun
1.2.1
-Teacher will explain the function of
using puppet in communicating with
others.
-Teacher will give a short dialogue
based on the topic and the pupils
will interact with their friends using
the dialogue given with the puppet
at their hands.
Method
Reflection journal
-To provide input and
information on using puppet in
communication skill.
-To guide the pupils to carry
out the activity using the
puppet.
-To encourage the pupils to
communicate in English
among themselves.
4 1 -Teacher will give the situation to
the pupils based on the topic taught
and they will interact with their
friends using the puppets.
-Teacher will ask questions based
on the topic taught and they need
-The data collected from the
checklist will be analyzed by
comparing the pre interview
and post interview.
-To identify the change of their

19. 19
to answer or respond in English
orally using the puppet to help them.
Method
Post Interview
-Identify the change of their interest
in communicating in English after
implementing the intervention.
interest to communicate in
English after implementing the
action.

20. 20
6.0 DATA GATHERING METHOD
The qualitative and quantitative data will be used in this research that attempt
to show the using of the puppet as a media to help the Year 3 pupils respond or
communicate in English orally.
OBSERVATION
An observation will be one of the data gathering method in this research
because to help the teacher to identify the pupils who had difficulties in responding
or communicating in English orally. It is also can help the teacher to identify the
pupils who are good in responding or communicating in English.
PRE INTERVIEW AND POST INTERVIEW
Pre and post interview will be used to obtain information on who had difficulties
in responding or communicating in English.It is to investigate whether using the
puppet will help and enable the pupils to communicate in English orally without
shyness and anxiousness. The pre and post interview will help the teacher to
complete the checklist in order to identify the pupils’ achievement and the change of
their interest after implementing the action.
Pre Interview
A pre interview will be conducted before the action.It will be conducted before
implement the action. I will choose 7 pupils who had difficulties in responding or
answering question orally in English. Five questions will be asked based on the
pupils’ background or details that familiar with their daily life to find out the ability of

21. 21
the pupils to respond in English. The teacher will use a checklist to obtain the
information of the pupils’ abilities in responding or answering in English.
Post Interview
A post interview will be used to see the result of the actions.It will be conducted
to identify the change of their interest in responding or communicating in English
orally after implementing the actions.
CHECKLIST
The checklist will be used to gather the information and identify the achievement
of pupils abilities in responding and communicating in English orally.
JOURNAL REFLECTION
I will write journal reflection after the lesson to help me to recall and identify the
pupils behaviours and abilities during the lesson especially after implementing the
actions.

22. 22
7.0 DATA ANALYSIS
The data collected will be tabulated in a checlist and graph to see the
achievement of pupils in mastering the communication skills especially in responding
to the teacher questions during the lesson.
OBSERVATION
During the observation I will use the checklist to identify the pupils’ abilities in
responding or communicating in English. The data obtained from the observation
checklist will be used to identify the amount of pupils that are good and able to
respond in English and the total of pupils that have difficulties or lack of ability in
responding or communicating in English.I will observe how they interact among
themselves.
PRE INTERVIEW AND POST INTERVIEW
The interview session will be taped or recorded then will be transcribed word by
word. The data text will be used to analyze the problem or weaknesses of the pupils.
I will elecit the exact information that will help me to overcome their problem in
communicating or responding in English orally.

23. 23
CHECKLIST
The data collected from the checklist will be used to identify the level of pupils
abilities in responding or communicating in English. The data collected will be
tabulated in a bar graph.
JOURNAL REFLECTION
The information data gathered from the journal reflection will be used to help the
teacher to identify the problem and to find out the method or approaches that can
help the teacher to overcome the weaknesses in Learning and Teaching session and
to solve the problem that occured during the lesson.It is also can be used to help the
teacher to plan well for the next lesson to make the lesson goes smoothly and
affective.

24. 24
Table 2 : Data Gathering Method and Method Of Analysis.
No DATA GATHERING METHOD METHOD OF ANALYSIS
1. Observation
-will be used to identify the pupils who are
good and who had difficulties in
responding or communicating in English
orally.
- The data will be used to identify the
pupils who had difficulties and good in
responding or communicating in English
orally.
- The data obtained from the observation
checklist will be used to identify the
amount of pupils that are good and able
to respond in English and the total of
pupils that have difficulties or lack of
ability in responding or communicating
in English
2. Pre Interview and Post Interview
Pre Interview- will be conducted before
implement the action to
obtain the information of
the pupils’ abilities in
responding or answering
in English.
Post Interview- will be carried out to
- The data will collected from the
interview by comparing the achievement
of the pupils from the pre interview and
post interview.
- The result obtained will be recorded and
tabulated in a checklist form.
- Tape and record the interview session

25. 25
identify the change of
their interest in
responding or
communicating in English
orally after implementing
the actions.
and then transcribe the text word by
word.
- The transribe text will be becomes the
data to analyze.
3.
Checklist
- will be used to gather the information and
identify the achievement of pupils abilities
in responding and communicating in
English orally.
-The data collected from the checklist will be
used to identify the level of pupils abilities in
responding or communicating in English.
-The data collected will be tabulated in a bar
graph.
4.
JOURNAL REFLECTION
- to help the teacher to recall and
identify the pupils behaviours and
abilities during the lesson especially
after implementing the actions.
- The data collected will be used by the
teacher to overcome the weaknesses in
Learning and Teaching session and to
solve the problem that occured during
the lesson.
- The data identified will be used to plan
well for the next lesson to make the
lesson goes smoothly and affectively.

26. 26
8.0 IMPLEMENTING PLAN OF ACTION
Table 3: Gantt Chart from the start of planning till writting up of the research
report.

27. 27
Table 4 : The budget for this research

28. 28
9.0 CONCLUSION
In my oppinion, using puppet as a media in teaching speaking can improve
and develope pupils self-esteem in speaking in english. Children can speak
confidently using the puppet without any pressure from the teacher or environment in
formal condition learning. They will feel more comfort to say what they want to say or
what they feel in a situation or condition that make them feel comfort and interesting
for them to learn. By using the puppet, I hope it will help me to achieve the objective
of learning to enable my pupils to respond or communicate in English.