ACTION

Procedure of Action

After the subject and the issue on the study had detected, for the first week, I
implemented them the words that have vowels sound [ai] by using the short jazz chant. It
conducted in orally. A teacher provided a checklist for the sounds that be mastered by the
pupils. The pupils practiced these sounds in the classroom. The intervention implemented in
the group for almost 3 days in a week and every single intervention took around 20 minutes.
Every single pupil was given a chance to practice in the group with the guidance from the
researcher. After the intervention, I made some checklist to record the pupils ability to
pronounce the words of vowels sounds [ai]. I asked the pupils to read one by one the words
individually.
In a second week, I gave personal coaching for practice pronounced the jazz chant
of vowel sounds [ai] that has been identified. I asked the pupils to practice with pairs. .
Pictures were provided as visual cues for rhyme recognition.
I displayed pictures and asked the pupils to select and said the sounds. A variation of
the pictures and the words of vowel sound [ai] being displayed and the pupils had to select
the one of the sound with the word being said by the researcher. During the intervention, I
made some written activities. After the intervention, I also made some checklist to record the
pupils ability to pronounce the words of vowels sounds [ai]. During the intervention of
minimal pairs, I checked the pupils pronunciation.
In the third week of intervention, I used the various jazz chants for the pupils in the
classroom. I asked the pupils to revise the words they had learnt in the last intervention. I
made repetition to reinforce the pupils memories of the vowel sound [ai] being taught for last
week intervention. I made additions in every word of the jazz chant in this time of treatment.
Treatment sessions enhanced by providing group and individual treatment. The weak pupils
will be taught individually and separately after the group treatment sessions. The treatment
session took about 4 days a week. I used the rewards to strengthen the memory of the
student about the pronunciation on the vowel sound [ai]. After the intervention, I made some
checklist to record the pupils ability to pronounce the words of vowel sounds [ai]. I asked
the pupils to read one by one the words individually.
In the end of each session, these 15 pupils had been given a brief assessment
exercise to track pupils progress. Records of pupils' progress had been record by using

Pupils check list observation as one of the indicators of progress. During the treatment
sessions, video recording has been made to record interactions with pupils and researcher
and the processes involved in teaching and learning process.
After completion of treatment sessions, pupils were given the post-test (Appendix 2)
as in appendix 2 to determine the level of pupils' pronunciation on the vowel sounds [ai] .

Diagnostic test
Newton.R( 2009) states pre and post-test is chosen as to measure the progress of performance
and also to see educational impact on the students. The main thing is to identify the level of pupils
understanding by looking how the performance made by them said by Martyn (2009). There will be
no any multiple choice answer provided and the pupils need to write what they heard as to answer the
questions. The nearest answer to the correct answer shows their level of understanding and this is
based to the marking rubric.
Pupils will face this test for two times, before the implementation (pre-test) and after the
implementation (post-test). Martyn (2009) stated by doing this kind of test, we can keep it highly
validity and reliability.
The data that I collected is from the diagnostic test, pre -test and post-test. The pre-test and
post-test is for gathering the quantitative and qualitative data to see the pupils performance before
and after the intervention.
Creswell (2012) states researchers administer this instrument to participants and collect data
in the form of numbers.
Pre test
The pre-test was administered a week before the intervention class was introduced.
The pupils took the pre-test that contains part A and part B. Part A asks the pupils to circle the words
that have vowel sounds [ai] and match with the picture provided and part B has 4 reading
paragraphs that the pupils to circle the words that contains the vowel sounds [ai]. All the words of
vowel sounds [ai] were taken from the textbook Year 3. From the pre-test, I got the data about the
pupils for my problem in the classroom.
Post-test
After the treatment is given to the pupils for about 3 weeks in the classroom, it will be
a post-test; a test where I took the data whether my strategies of drilling the jazz chants by using
vowel sound [ai] will be achieve or not. The post-test used the same questions that I gave in the pretest. The duration for answering the questions is about 30 minutes.

Classroom observation checklist

Observation, as a method of collecting research data, involves observing behaviour and
systematically recording the results of those observations. Observations are guided by the research
questions. Therefore the observations are conscious and planned. They differ from casual everyday
observations of behaviour which are often casual, selective, and inaccurate.
It is systematically recorded, often using an observation check list. The Data are analysed
using both quantitative and qualitative data analysis methods.
I did observation checklist (Table 2) to ensure the test reliability of the implementation of the
drilling the vowel sounds [ai] through the jazz chant in the classroom. Brown(2012) states that
observations are usually flexible and observations findings are considered to be strong in validity as
the researcher will collect in-depth information about a particular behaviour.
When using the observation as the primary data collection technique the data can be greatly
influenced by the observers expectations about what the researcher observing which can influence
the selection of the specific incidents to which the researcher pays attention, which in turn influences
the amount and type of information that is recorded.
The observation checklist was given during the treatment of the intervention in the classroom.
Every session of the treatment of the pronunciation of vowel sound [ai] I did the observation
checklist. I asked the pupils to say the words individually and I recorded in the table of observation
checklist ( Table 2)