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PARAGRAPH
1.0
INTRODUCTION
McDonough and Shaw (2004: pg-152) defined writing as a vehicle for
language practice which communicates the writer's ideas and thought. By having
people to communicate ideas and thought in written form, the process permits their
cognitive development to occur as they able to generate ideas independently and
creatively. The idea is supported by Defazlo & Jones (2010) who says that writing
also encompasses creative inspiration, problem-solving and reflection. In Malaysia,
the KSSR English language syllabus outlines that after six years of primary
schooling, pupils should be able to write a range of texts using appropriate
language, style and form through a variety of media. Thus, this stresses the
importance developing writing skill for primary school pupils.
1.1
their ideas on the paper. There were also some who tried to avoid attempting the
task. I marked the test for language and ideas and as expected most of them got low
marks for writing section.
I have also conducted few writing lessons and most of them were guided as I
have to provide few words to help them to have some ideas of what they have to
write. For example, the pupils were tasked to write few sentences based on picture
strips. This kind of writing task is really hard for them and it consumed so much time
and they were unable to complete the task in class. Then, I tried to provide pictures
and added on few words as guidance. The pupils seemed able to write sentences by
referring to the words and pictures and finished their task during the class. However,
when I checked their writing, I could see they were struggling to use the words to
construct sentences and some of them wrote the words back in the space given.
Thus, I realised that the pupils were not ready yet to write independently and
guidance from teacher should be given to them.
1.2
classroom that encourages the learners to interact with each other and
continue to actively make meaningful learning experiences. This kind of
social setting is required by my pupils since the problem of writing alone is a
hindrance to their emerging writing ability.
1.2.2
Collaborative Learning
The theory of social constructivism is related to collaborative learning
which is a process to facilitate the accomplishment of a specific end product
through people working together in groups. (Dooly, 2008). Throughout
interactive writing, pupils in Year 5 Dedikasi able to generate ideas together
as generating ideas may not be that easy for the young learners as they
may not be exposed with certain context and language which become a
barrier for them to present their thoughts. By discussing thoughts and ideas
with their peers and teacher as a facilitator, it allows the students to
brainstorm ideas to write. Yang and Wilson (2006) stated that learning is
both interactive in the sense that learners must interact with sources of
ideas/knowledge in social settings, as well as in the sense that they must
take an active part in reconstructing ideas/knowledge within their own mind.
More importantly, it means that students are responsible for one another's
learning as well as their own and that reaching the goal implies that students
have helped each other to understand and learn. (Dooly, 2008).
Collaboration between pupils and teacher will create positive learning
environment as they motivate each others to contribute ideas on what to
write. Having a positive interaction influences students motivation to learn
as
finds a way to activate and encourage their desire to invest effort in the
learning activity. (Ur 2005: pg-286)
2.0
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Writing is definitely a challenging skill to develop in ESL young learners because they
usually do not want to write or find writing unexciting. This is what I observed in my
Year 5 Dedikasi class. The issue of concern is their difficulty to write and present
ideas in writing tasks. Thus, I intend to make my writing class more interactive with a
communicative purpose.
2.1
PROBLEM STATEMENT
Based on some activities that I carried out in class, I found that their
weakest area is in writing. Thus, I am interested to do a research on
encouraging pupils to write using interactive writing. In interactive writing,
pupils not only develop their writing skill but speaking and reading skills as
well. Clay as cited in Button et al. (1991) explained that children are active
constructors of their own language and literacy. Their competence grows as
they gain inner control over constructing meaning from print. This growth
does not take place without environmental support. It is with supportive
instruction that children will develop in language and literacy competence
(Vygotsky, 1962). For my research, I will facilitate the pupils by assisting them
to prompt ideas and thoughts during their writing tasks through interactive
writing strategy.
2.2
Preliminary Investigation
To identify the problem, I conducted a preliminary investigation. I used
three methods which are observation, diagnostic test and interview. I
observed pupils' behaviour during my writing class. I jotted down important
details to identify their problem. To further investigate the problem, an
interview session was carried out with the English teacher. Apart from that, I
also carried out a diagnostic test which helped me to choose the participants.
2.2.1
Observation
During teaching and learning, I observed pupils' behaviour, ability and
interest towards the lesson. I found that the pupils were less interested in
writing lesson as they claimed writing is boring and hard to them.
2.2.2 Interview
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Diagnostic test
Archuleta (2001) claimed that diagnostic tests measure students'
understanding of a subject area or skills base. She added that the result will
be used to provide remedial instruction.(Archuleta,2001)I carried out two
diagnostic tests to test the pupils' proficiency which will pinpoint the area of
concern. In the first test, pupils needed to answer comprehension questions,
grammar questions, arranging words into a paragraph and constructing
sentences by referring to a picture. (The writing section is appended in
Appendix II) After narrowing down on skill that I want to focus in my
intervention, I carried out the second test which was writing about their
holiday. In the test, I just tell them to write about their holiday. Some of them
were able to write but it consumed quite a long time for them to write even five
sentences about the topic. I was able to find out the participants who were
having difficulty presenting ideas and writing them in the writing task given.
2.3
2.3.1
Observation
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A non- structured observation was carried out during the investigation where I
jotted down vital information in terms of their participation and their behaviour.
When the writing task was given, the pupils started to sigh and some of them
procrastinated to start writing. In addition, they kept telling me that the task is
hard and I have to assist them again and again to complete the task.
2.3.2 Interview
Based on interview conducted with the teacher, it is agreed that the
weakest area of the participants was writing as they were hardly able to
present ideas and write them down especially when writing alone. Apart from
that, I found that participants hesitated and not motivated to write or express
anything in English even though they have ideas in mind as they were
intimidated to do so due to the lack of proficiency. The teacher suggested that
scaffolding might help them to write better and the participants will show some
progress.
2.3.3
Diagnostic test
In the first test, I found out that the pupils were able to write simple
sentences even though there were some errors. Since they were able to write
despite the
second test. The second test required the pupils to write anything about their
holiday. Some pupils were not able to describe their holiday due to low
proficiency level. It was hard for them to narrate some events about their own
holiday. Thus, I realized that I should carry on a research to help them
improve their writing on tasks given. After some reading, I found that
interactive writing may be the scaffold needed by the pupils.
2.4
CRITERIA OF SELECTION
2.4.1 Workability
In terms of workability, my targeted group of students are Year 5
students. I have the opportunity to assess them as I am in charge in teaching
them English during practicum. From our interactions, I am able to point out
what their problem is and decide what course of action will be suitable for
them. Apart from that, for this action research, I will focus only on ideas they
will present after prompts posed by me. This has rendered my research to be
workable as I do not have to delve into other aspects or writing.
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2.4.2 Significance
The study is significant because writing is a challenging skill to teach
for most teachers in an ESL classroom. Lee and Tajino (2008) agreed that
writing seems to be one of the most important, yet difficult, academic skills for
students to learn.
significant to the pupils because the process of writing develops not only
writing, but also speaking and reading too. It is because the process of
interactive writing
posed by the teacher and brainstorming it into paragraph writing. The text is
then will be used as reading material for the pupils. Thus, it is essential for
teacher to carry out interactive writing with the pupils for their language
development holistically. Besides that, my pupils will be sitting for the UPSR
exam in a year's time so it is significant for them to master writing skill. It is a
good platform for me to nurture them and see whether interactive writing is
able to scaffold them to write. As required by curriculum specifications for Year
5, they should be able to write using at least simple language.
2.4.3
Practicality
In term of practicality, the intervention will be conducted in the
classroom using the resources that the students are familiar with such as
marker pen, paper and drawing paper. Furthermore, the session does not
require a lot of time as 20 to 30 minutes per session will be enough for the
pupils. Plus, the session can be carried out during the lesson as I can focus
on my target pupils to discuss details of a topic together with the help of their
friends.
2.4.4
Administratively
I have the authority over this research as the research and
Collaboration
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I will collaborate with the English teacher and my practicum mate for
this research. Since the English teacher is also the class teacher, she will
know her pupils achievement and acquisition in learning language better.
Before identifying the topic of my research, I will have to collaborate with her
to identify in which area the pupils are weak at and how is their proficiency
level in English language. From the interview, I can focus on certain pupils
who really need assistance and guidance in writing skill. Besides that, I will
also collaborate with my practicum mate for several sessions as she will
observe the participants' and complete the checklist provided.
2.4.6
Relevance to school
Even though my intervention will be done in a small group, it is still
relevant to be done in a lesson with a big group of pupils as the teacher can
always implement interactive writing during writing lesson. Patsalides (2012)
agrees that interactive writing can be taught in a whole class or small group
instruction. In addition, my intervention can be replicated by the school
teachers in other writing classes of different levels.
2.5
Definition of terms
This section will define the following terms as used in the context of this study.
2.5.1
Paragraph Writing
A paragraph is a group of related sentences that develop a main
2.5.2
Interactive Writing
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3.0
Research objectives and the research questions are crucial elements in an action
research because they act as guidelines for the researcher. In this chapter, I will
elaborate on the general objective, specific objectives and also the research
questions for this research.
3.1
General Objective
General objective refers to the broad goal to be achieved and it states what
the researcher expects to achieve by the study in general terms (Jayesh,
2013).
3.1.1
Specific Objectives
Specific objective refers to the specific goal that the researcher aims
to achieve at the end of this research. It systematically addresses
various aspects of problem, the action that should be taken to cater
the problem and the purpose of the research (Jayesh, 2013). The
specific objectives of this research are:
Research Questions
The following research questions are the basis of this study:
1. Does interactive writing improve Year 5 Dedikasi paragraph writing?
2. How does interactive writing improve Year 5 Dedikasi pupils
paragraph writing?
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4.0
TARGET PARTICIPANTS
My target participants for this study are pupils in Year 5 Dedikasi
of SK Bandar
Kinrara 2. My participants are all Malay and consist of two boys and two girls. Participant A is
a boy who scored 30/50 in the diagnostic test. He displays quite an active behaviour during
my lesson and he will try to answer my questions and accomplish tasks that being given.
Participant B is also a boy. He scored 17/50 in the diagnostic test. He is quite disruptive as
sometimes he tries to seek others' attention by teasing his friends. However, his behaviour is
still tolerable. Next participant C is a shy girl. She scored 36/50 in her diagnostic test. Her
mark is quite high as she was able to answer other sections of the paper well but low
proficiency in writing section. It is very difficult to have her speak or respond during my
lesson. She hardly answers my questions but she made interaction with her friends. My last
participant D is also a shy girl. She is not really actively engaged in my lesson or participated
in activity that I conducted but sometimes she would personally interact with me if she has
anything to ask. Her diagnostic test mark is 20/50.
The table below summarises details about the participant.
Participant
Gender
Boy
Race
Malay
Diagnostic
Behaviour during
test result
class
30/50
Actively engaged
during the lesson
Boy
Malay
17/50
Disruptive
behaviour and keep
teasing friends
Girl
Malay
36/50
Passive in lesson
Girl
Malay
20/50
Limited
engagement and
participation during
lesson.
5.0
RECOMMENDED ACTION
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In this chapter, I will explain briefly the model that I have chosen to be adopted for my action
research.
5.1
Cycle 1
My action plan encompasses basically four stages which are planning, acting,
Reflecting
In this stage, I will reflect on what skill the pupils are lacked on and not
interested with during my teaching and learning. I observed that the pupils will
sigh when they have to write anything during writing lesson. Plus, they will try
to procrastinate when I asked them to write. Thus, I realized that the pupils
are not motivated to write because writing will always make them bored.
5.2.2
Planning
In the planning stage of my research, after I have identified the
Acting
Action stage describes the course of actions taken to overcome the
problem I had identified. During the pre intervention, a pre test will be
conducted by asking them to write about a topic in a paragraph. This
paragraph writing will be compared with the post- test during postintervention to check on their development and progress.
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Observing
In this observation stage, I will collaborate with my peer to observe the
Reflecting
Based on the result of my intervention, I will identify the strengths and
Data gathering method is an important aspect of any type of research study. In order to
collect data for this research, I used some methods to evaluate the effectiveness of
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interactive writing to improve paragraph writing. The methods for my intervention are as
following:
5.3.1
Interview
I will be using open ended questions in the interview with participants
Document Analysis
Document analysis will be used in the research as it is useful in
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6.0
Schedule and budget are crucial in order to carry out an action research. Here I will present
the schedule and budget of my research action.
6.1
No.
Date
1.
Pre-test
2.
Interview
3.
Implementation of cycle 1
Remarks
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Intervention session 1
- Write
paragraph
about
'My
Favourite Place'
- The participants brainstorm ideas
about the topic among themselves
4.
5.
7.
in 150 words
- Reflects on the action taken.
Post test
8.
Analysing data
6.2
No.
Budget
Materials
Total price
1.
Drawing paper
1 x RM 5.00
RM 5.00
3.
Marker pens
4 x RM 3.50
RM 14.00
4.
Paper files
4 x RM 1.00
RM 4.00
Total
RM 23.00
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REFERENCES
Archuleta, N. (2001). Diagnostic Testing in Education | The Classroom | Synonym. Retrieved
from http://classroom.synonym.com/diagnostic-testing-education-5096.html
Button, K., Johnson, M. J., & Furgerson, P. (1996). Interactive writing in a primary
classroom. The Reading Teacher, 49(6), 447.
Flick, U. (2014). An Introduction to Qualitative Research. London: SAGE Publications.
Grady, M. P. (1998). Qualitative and Action Research: A Practitioner Handbook. Indiana.
Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge, and action
research. London: Falmer Press.
Defazlo, J., & Jones, J. (2010). Academic literacy: The importance and impact of writing
across the curriculum a case study. Journal of the Scholarship of Teaching and
Learning, 10(2), 34. Retrieved from http://josotl.indiana.edu/article/view/1746
Dooly, M. (2008). Constructing Knowledge Together. Telecollaborative Language Learning,
21. Retrieved from
http://pagines.uab.cat/melindadooly/sites/pagines.uab.cat.melindadooly/files/Chpt1.
pdf
Kasturi, R. (1990). Image Analysis Applications. New York: Marcel Dekker.
Lee, N. S., & Tajino, A. (2008). Understanding Students Perceptions of Difficulty with
Academic
Writing
for
Teacher
Development:, 14.
Retrieved
from
http://www.highedu.kyoto-u.ac.jp/kiyou/data/kiyou14/01_nancy.pdf
Lynch, R. L., & Harnish, D. (2002). Review of literature on contextual teaching and learning
and
qualitative case study methodology in education. Washington, DC: U.S.
Department of Education.
McWhorter, K. T. (2011). Part Two Reading Writing and Organizing Paragraphs. InPathways:
Scenarios for sentence and paragraph writing (3rd ed., p. 144). New York: Pearson.
NCATE (2001). Standards for professional development schools. National Council for
Accreditation of Teacher Education, 1-32.
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Parke, C. S., Lane, S., Silver, E. A., & Magone, M. E. (2003). Using assessment to improve
middlegrades mathematics teaching and learning. Reston, VA: National Council of
Teachers
of Mathematics.
Swartz, S. L., Klein, A. F., & Shook, R. E. (2001). Interactive writing & interactive editing:
Making connections between writing and reading. Carlsbad, CA: Dominie Press, Inc.
Ur, Penny. 2005 , A Course in Language Teaching: Practice and Th eory (ed) .
Cambridge University Press.
Yang, L., & Wilson, K. (2006). SECOND LANGUAGE CLASSROOM READING: A SOCIAL
CONSTRUCTIVIST APPROACH. The Reading Matrix, 6(3), 365.
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APPENDIX I
Interview session
Date: 6th February 2014
Responses
3. How do you deal with the problem? Is For writing class, I always ask them to copy
writing from text book or I will write the text
it working?
on the board and they will copy. It is the only
way to get them to write and finish their
writing task.
4. What kind of writing tasks would you Like I said just now, they will copy any text
normally do with them? Were they that related to the topic and yes they will
able to complete the task?
complete their writing. If I give a task that
needs them to write on their own, they will
take like forever to finish it. For me, at least
the students get to write anything, it is okay.
5. Did all the students really participate Only some of them participated in the writing
in the writing activity during the activity but only if I keep forcing them to
volunteer or I call names. If not, very few will
lesson? To what extent?
volunteer. And they will only say chunks of
words and not in a complete sentence.
6. Did
you
scaffold
their
writing
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APPENDIX II
Diagnostic Test 1
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APPENDIX III
Test 1
Test 2
APPENDIX IV
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Interview session
Date: .........................................
Venue: .............................
Time: ........................................
Interviewee: The participants
Question
1. How
Responses
do
you
feel
about
writing
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APPENDIX V
OBSERVATION CHECKLIST
(Interactive Writing Session)
Participant's name: ................................
Date: ...............................
Session: .........................
RATING SCALE
Almost Always- the participant consistently involve during the intervention.
Often- the participant occasionally involve during the intervention.
Sometimes- the participant seldom involve during the intervention
Almost Never- the participant never or rarely involve during the intervention.
Almost
Often
Sometimes Never
Always
1.1 Participant's ability to express ideas
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