INTRODUCTION

Background
English language is an important language in Malaysia education system. The
language is being used in many aspects in our life. According to Gill (2012), in Malaysia
Education System, English is placed as a second language. English language continues to
be taught in schools. In line with the education policy, English language is made as a
compulsory subject at all levels of education implying its existence side by side with strong
indigenous languages, wide use in speaking, and intranational outstanding, sometimes
official functions, as the language of politics, the media, jurisdiction, higher education, and
other such domains (Thirusanku & Melor, 2012, ). English subjects must be taken by all
pupils from year one to form five and also including the pre-school. However, differences
between the school and university classrooms differentiate the language learning process.
Normally, there are many effective writers of English but to be effective in their
writing, they need another factor to become good at it. First of all, effective writers begin with
their knowledge on vocabulary and grammar, and by using these they will be able to transfer
it into their writing. Pupils are always having difficulties in writing. Grammar is one of the
major issue in writing. The focus of this research is on preposition of time. I will come up
with a solution to help pupils to identify the correct usage of preposition of time based on the
suitability of the context. Based on Standard Documents, the fifth objective, it is stated that at
the end of year 6, pupils will be able to use correct and appropriate rules of grammar in
speech and writing.
Context
I have chosen Sekolah Kebangsaan Kota Jembal for my practicum. I was given
pupils from 5 Arif to be taught, and it has 39 pupils in it. 5 Arif is a third class in SKKJ. Based
on the data that I have collected, I found that most of my pupils parents are labour and few
of them are teachers. By referring to their background, we can relate how the environment
make them less-exposed to the English language at home. The result is they have lack of
knowledge in English. The school is located in suburban area and most of the pupils are not
really aware the importance of learning English language. Other than that, I can see how few
of them are having lack of motivation to learn English. When it comes to writing, I noticed
that they are having problems especially on the grammar part. The use of preposition of time
which are in, on and at can be seen as one of the frequently used preposition. The main
resource is the textbook as for the new exam format for UPSR, it comprises two components
which are comprehension and writing. Most of the questions are based on the textbooks
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content. The use of the preposition correctly in writing sentences should be taken seriously
as it will help them in constructing the sentences.
Reflection on previous practicum
English language is known as a second Language in Malaysia. The use of English in
Kelantan, especially on secondary school can be seen as a rarely-used language. One of
the common problem faced by the pupils in constructing the correct sentence is because of
the grammar. They are facing problem in constructing grammatically correct sentence.
Based on my observation on the previous practicum, few of the pupils were able to do it
because they were guided by their teacher and when they were asked to do it on their own,
they could not do it. In, on and at are used to determine the place or time. I found that the
pupils are wrongly misunderstood the use of In, on and at. As In, on and at can be found in
preposition of time category and also in preposition of place category, we can see how it
makes the pupils confuse about these three preposition. I had tried to teach them grammar
in isolation but it seems like it did not work on them. I agree that it is more effective to teach
punctuation, sentence variety, and usage in the context of writing than to approach the topic
by teaching isolated skills (Beverly Ann Chin, 2000).
Preliminary data collection
For the process of collecting data, there were two tests have been done towards 5
Arif. The first test was about fill in the blank with the correct preposition of time. 10 questions
were provided with multiple choices of prepositions. Most of my pupils were able to answer
all of the questions. After the test, I was consulting my supervisor, she asked me to do a test
where my pupils have to write the answer in the blank space. The second test is more valid
because my pupils have to choose the provided prepositions of time, and put it in the correct
sentences. My pupils have to think about the most accurate prepositions to be used for each
sentences. This time it proves that my pupils were not able to identify the function of in, on
and at correctly. My pupils just randomly pick and put the preposition in the blank.

FOCUS OF RESEARCH
MAIN ISSUES
According to Jana Johnson (2014), proper grammar is also essential for
understanding English as a second language as well as for learning a new language, since
all languages follow grammatical patterns. It means that, the basic to master a language
needs the learner to equipped himself with the knowledge of proper grammar. In writing or
speaking, grammar makes both of this message

more understandable and interesting.

Grammatical errors can come in many forms and all of these can easily confusing and the
meaning could not be understood.
As for this research, I focused on the use of preposition of time. According to Lorincz
and Gordon (2012), Prepositions are challenging for English language learners to be
mastered due to quite number of them and their polysemous nature in English language. As
a part of the grammar, it is important for english learners to be able to recognise the use of
each prepositions as it will affect the meaning of their writing or speaking. Apart from that,
pupils also confuse between the usage of in on and at for place and time. For this situation,
pupils have to understand the sentences context, so they will manage to use it properly
based on the context. For an example, my pupils know how to differentiate between the use
of in and on for places. When something is on the table, they managed to explain why it is
on should be used but not in.
The most frustrating challenge to prepositions is how they are taught, or rather, how
they are not taught (Boquist, 2009). One of the truth is the prepositions cannot be translated
and it is a big challenge for teachers. Other than that, the minimum teaching content of the
prepositions in the textbook can be seen and it is allocated in one page only or lesser than
that. According to Evan and Tyler (2005), the teacher often encourages the pupils to simply
memorize the prepositions. This is because there is no awareness on how importance
prepositions of time as a part of grammar in learning English.

Action / Innovation
InOnAt Table is an innovation that will help pupils ability in recognising the
prepositions of time, in, on and at accurately based on the context. For this table, it has a
shape like pyramid. On the body, it will be 3 layers and it looks like food pyramid. The base
is the biggest, the middle is the medium one and the top layer is the smallest one. This table
will be on combination of 16 papers with A4 size. For the base or the first layer, I will put
word in inside it. On the left side of it, I will paste pictures with few numbers of years such
2005 and 2016. For the second layer or the medium one, I will put word on inside it. On
the left side of the second layer, I will paste few pictures of days we have in a week like
Monday, Tuesday and pictures of date combine with month such as 25 th June or picture
of Christmas day. Last but not least, for the top layer, the smallest one, I will put word at
inside it. On the left side of the top layer, I will paste clock picture to symbolise hours and
pictures during the daytime, afternoon and night to represent specific timing.
For the first intervention, they will be told about these three preposition which are in,
on and at. These three prepositions should be recognised by their position in the InOnAt
Table. After that on the right side of the table, it will be an arrow and it is showing
downwards. It is to show that the time becomes bigger. Started with hour, it will change to
day and day together with the years. Lastly, it will reach years and so on. Pupils have to
remember about the arrangement of the in, on and at and also the arrow direction. They will
understand about the prepositions and when it should be used. For the pictures on the left of
the table, they will be pasted by using plasticine. It can be pasted and remove easily.
One of the technique that can be used to teach pupils is by using illustration and
pictures. In using this, pupils are able to memorise the pictures and the table. It will help in
improving pupils ability to recognise the right prepositions to be used in specific context.
What is true, however, is that one appropriate picture can be a catalyst giving rise to the
production of thousands of words and a multitude of creative and analytical thoughts ( Ryan,
1993 ). Through this method, it will help the pupils to memorize easily.

RESEARCH OBJECTIVES AND RESEARCH QUESTIONS

Research Objectives
1) To improve year 5 pupils ability in using prepositions of time correctly based on its
Context.
2) To help the pupils recognise prepositions of time through the use of InOnAt Table.
3) To identify the advantages of using InOnAt Table.
Research questions
1)

How will pupils be able to use the prepositions of time correctly based on the
context through the use of InOnAt Table?

2)

Can the use of realia help pupils to recognise prepositions of time?

3)

What are the advantages of using InOnAt Table in helping the pupils to recognise
Prepositions ?
CORRESPONDENTS
The class that I have to teach is Year 5 Arif. I will focus my research towards this

class. This class has 39 pupils. They come from different background and it influenced their
proficiency level. This can be seen through my observation. Other than that, I had
interviewed few teachers about this classs proficiency level. For this class, there are mixedabilities pupils. After done the screening test, I had chosen 3 pupils with intermediate level.
They are going to be my researchers future corresponder. There is a reason why only 3 of
them were chosen by me. It is because, when conducting a qualitative research it is
common for the researcher to choose few corresponders or cases. I will focus my research
on these 3 correspondents.

PLANNING OF THE ACTION RESEARCH

Steps involved
Phase 1: Recognise the Problem
The first phase is recognising the main issue for the action research. The
issue chosen is to help pupils to identify preposition of time. This is based on
screening test and their ability in using prepositions correctly. Supervisor has agreed
about this research problem.
Phase 2: Planning an Action
The idea is to use InOnAt Table to help the pupils in recognising the use of
the prepositions. Done with approval of the research problem and the suggested
intervention, the intervention will be carried out.
Phase 3: Intervention of Action
To have an effective intervention, correspondents will be taught isolated. It is
going to be only 3 of them during the lesson. the focus could be given fully only on
them. The intervention will be done according check and recognise method.
Activity 1: check and recognise method.
The teacher will explain about the position of in, on and at on the table
in form of pyramid. Then, the pupils have to look at the questions, then they
have to find the similar situation or pictures on the left side of the InOnAt
Table.
Activity 2 : visualise the situation.
For the second intervention, the researcher will look at the questions
with specific time on it. For an example, if the question is about lunch, the
pupils will look at the left side of the InOnAt Table to see the picture that
same as their imaginative thinking.
Phase 4: Collecting and Analysing Data
Observation and the result of the test will be collected as the data. The first
data is the proof of their problem in identifying the prepositions. The data is collected
and known as document analysis. Questionnaires will be given and will be observed
same goes to the pre-test and also the post-test. It is done before the intervention
and pre-test and post-test are aiming on to see the comparison of before and after
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the process of intervention. When intervention will be done, the result of the post-test
will be collected and ready to do the comparison.

Phase 5: Reflection
All the result will be analysed and interpreted, reflection will be done to reflect on the
intervention.

Data collection method

Triangulation Method
Triangulation is a method to validate a research. The purpose of the triangulation is to
confirm the finding.

Observation

Documented
Data

Test (Screening test

Pre-test, diagnostic
test, post -test)
Figure 1: Triangulation Method of Collecting Data

Instrument
a) Observation
I use observation to collect the data of this research. Pupils who are having difficulties in
identifying the prepositions will be detected through observation. The gestures and the
pupils behaviour can be observed and will help in validating the data. The process of the
research can be observed by me how it effects on my correspondents.

b) Documented Data
All the data will be analysed and will be kept as document analysis. Screening tests results,
pre-tests result and the observation result will be documented.

c) Questionnaires
Questionnaires are set up for these 3 correspondents. The questionnaires are totally based
on the problem that they encountered. Respondents will be told about the aim of the
questionnaires and the finding will be shared to them.
d) Screening test
Screening test has been conducted to 39 pupils on 1st January 2016 in 5 Arif. The pupils
were given 30 minutes to answer the test. The aim of his test is to test on pupils ability and
proficiency. The test consists of 10 questions on prepositions of time. This test is to classify
the pupils in weak, average and good level. After the classifying, pupils will be grouped into
their groups.
e) Pre-test
Pre-test has been conducted on 16th March 2016. This test is conducted before the
implementation of the techniques which is the check and recognise method and visualise
the situation techniques. The pre-test is conducted before the implementation of the
techniques aimed to help pupils to identify prepositions.
f) Post-test
Done with the intervention and the techniques implemented, the post-test is carried out to
the participants. The result will be the indicator whether the intervention is effective or not.
The result will show the effectiveness of the implemented intervention.

Data analysis
The administered test had been conducted. The result will be collected and will be analysed.
The analysed data will be called as document analysis and kept as the findings result.
Observation
The pupils will be observed throughout the intervention. The responses from the
correspondents are important and it needs to be observed. Their attention also can be seen
through their participation. And this can be seen through observation.
Questionnaires
To get the data, I will distibute to my pupils the questionnaires. The first set of questionnaires
is distributed to the pupils to check on pupils understanding on preposition. The
questionnaires are given before and after the implementation of the intervention
Pre-Test and Post-Test
To collect the pupils result, it can be done through these 2 tests. Pre-test is carried out
before the implementation of the intervention. While post-test is carried out when the
intervention is implemented.

Process of data validation

Research Model
I have chosen Lewin (1946) and Laidlaw Model (1992).

Figure 2. Model of Lewin (1946) and Laidlaw (1992)

For my research, I have done an observation towards my pupils. At first, I was giving
my pupils the screening test. It was to check on my pupils understanding on the preposition
of times. Other than that, I also check their previous work. To get more valid confirmation, I
had interviewed Year 5 Arif teacher. After done the screening test, I will choose 3
correspondents that unable to perform for the screening test. I will give these 3 pupils the
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pre-test. It is to make the comparison of the tests result with the post-test l=result later on.
After that, the intervention will be done towards them. Done with the intervention, they are
going to sit for post-test. The result will be collected as the documented data. The
documented data will be analysed and will be called as data analysis. Reflection will be done
by comparing their pre-test and the post-test result.
Implementation Schedule
Date

Action

25 / 01 / 2016 - 28 / 01 / 2016

Identify issue to be improved in year

5 Arif

The screening test had been

conducted

Preliminary investigation been

conducted

31 / 01 / 2016 - 04 / 02 / 2016

39 pupils were answering the test

Result as the data were collected

Distribute questionnaires

Correspondents were chosen

Pre-test was carried out

Analyse the result

Preparing the intervention

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14 / 02 / 2016 - 18 / 02 / 2016

Teacher carried out the intervention

2 activities using InOnAt Table has

been used

21 / 02 / 2016 - 25 / 02 / 2016

Test has been given.

Teacher analyse the data

Comparison for pre-test and post-test

had been done

Reflection has been made

Budget
The budget for the InOnAt Table :-

No.

Materials

Amount

1.

A4 Paper

1 rim

Proposed Budget
RM 10.80 x 1 = RM
10.80

2.

3.

Printer's Ink : Black

1 Black Ink, 5

RM 10 x 6 = RM 60

and Colour

Coloured Inks

Marker Pens

3 pcs

RM 3.00 x 3 = RM 9

TOTAL

RM 79.80

Conclusion

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The main aim of this research is to help the pupils to identify prepositions of time. The
research is done by implementing intervention towards the correspondents chosen. The data
are collected through triangulation method that is through observation, distributing
questionnaires and administering pre-test and post-test before and after the implementation
of the intervention.

Reference
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Boquist, (2009). The second language of acquisition of English Preposition.

Retrieved from http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?
article=1106&context=honors
Chin, B. A. , (2000). The role of grammar in improving students writing.
Retrieved from
http://people.uwplatt.edu/~ciesield/graminwriting.htm
Evan, Tyler (2005). The second language of acquisition of English Preposition.
Retrieved from http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?
article=1106&context=honors
Gill, (2012). English language in Malaysia education system. Retrieved from
http://www.academia.edu/4275280/English_language_in_the_Malaysian_ed
ucation_system_Its_existence_and_implications
Johnson, J. (2014). Why is grammar important?. Retrieved from
http://ask.dailygrammar.com/Why-is-grammar-important.html
Lorincz, K. , Gordon, R. (2012). Difficulties in learning prepositions and possible
solutions. Retrieved
from http://repository.stcloudstate.edu/cgi/viewcontent.cgi?
article=1012&context=stcloud_ling
Thirusanku, Melor, (2012). English language in Malaysia education system.
Retrieved from
http://www.academia.edu/4275280/English_language_in_the_Malaysian_e
ducation_system_Its_existence_and_implications
Triangulation (social science). Retrieved from
https://en.wikipedia.org/wiki/Triangulation_(social_science)
Ryan, R. L. , (1993). Using pictures in teaching Art and other stuff. Retrieved from
http://www.mun.ca/educ/faculty/mwatch/vol2/ryan2.html

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