1.

0 INTRODUCTION

Capitalization is one of the basic mechanics in writing and should be mastered by

young learners in order to become good writers. Capitalization also shows emotions and in

written form. Based on the researchers past teaching experience, it was found that most pupils

of early age still could not use capital letters in their writing properly. Some pupil may even

have mixed the small letter and capital letter in writing their names. The researchers also

experienced that the problems of using capital letters may get worsen if teachers had not

stressed the importance of it. They will keep repeating the mistakes and the problem

continues when they get older. It is feared that secondary school student would have

experienced the same problems if they do not have the strong basic foundation of the basic

mechanics in writing. They tend to fossilize the mistakes done and are not aware of the

correct usage of the capitalization in context. It may bring a negative attitude towards being a

good and proficient writer.

Recently, when the researchers taught capital letters to Year 2 pupils, they could not

identify the use of capital letters in writing. Their main problem was most of them understand

that some words need to be capitalized yet they tend to make the mistakes due to fossilization

of error even after the rules are taught since year 1. This is mainly due to the interference of

mother tongue. According to Brown (2000), there are two main sources of errors, namely,

interlingual errors and intralingual errors. Interlingual (Interference) Errors are those errors

that are traceable to first language interference. These errors are attributable to negative

interlingual transfer.

L1 interference has important implications in the learning of written expression. L1

learning is different from L2 learning, as the person already knows about meaning and use of

one language. First language helps learners when it has elements in common with L2, but
hinders the learning process when both language systems differ (Cook, 2001). In this

research, the students use Tamil (L1) in their daily routines. The Tamil letters have no

capitalization even at the beginning of the sentences. Nothing is capitalized in Tamil words or

sentences. Therefore, the difference found in both language systems caused some difficulty

for the students to acquire the use of capitalization in writing English sentences.

In order to solve this problem, the researchers invented a board game for the students

with the intention to help the students to master capitalization. It is entitled as “Guess It, Step

It.” It consists of 21 boxes from the starting point to the finish box. It is a gigantic board

game with a colourful layout and can be spread over floor just like a mat to play it.

The researchers chose board game because it encouraged students to use the target

language in a creative and communicative manner (Yolageldili & Arikan, 2011). Apart from

that, games are used because they create fun and relaxing atmosphere (Uberman, 1988).

Based on the problem that had been identified by the researcher, constructivism approach had

been chosen in order to allow the students to learn through discovery learning and own

understanding they gain through activities facilitate by the teacher. For instance, through

activity like the board game, they will encounter problems that they need to fix such as

correcting the capital letters in sentences. They will also learn through mistakes they made

when they play and learn. So, it is hope that by using the board game, students are able to

master capitalization, thus improve their writing.

2.0 LITERATURE REVIEW

2.1 Capitalization

In English language, capitalization is one of the basic mechanics in writing and should

be mastered by young learners in order to become good writers. Capitalization can be defined

as the writing of a word with its first letter in uppercase and the remaining letters in

lowercase. Based on Davidson (2005), capitalization problems are part of the punctuation

problem which may be the result of inadequate learning or inefficient teaching. Punctuation is

essential in writing as it helps others to understand what we are intend to say.

2.2 Using Games to Learn English Language

According to Gaudart (1999), by using games as a learning technique, it

allows the language learners to practice in the target language and provide ESL students with

opportunities to practice language forms that they are familiar with, and they also drive them

to experiment with new structures. Based on analysis of the data gathered through research he

claimed that games as teaching – learning strategies create fun and a nonthreatening learning

environment, enhances communication and teamwork, encourages active participation and

enables students to demonstrate and apply previously or newly acquired language skills in a

real context.

Apart from that, games are used because they create fun and relaxing atmosphere

(Uberman, 1988). In addition, they encourage students to use the target language in a creative

and communicative manner (Yolageldili & Arikan, 2011). Furthermore, Yolageldili and

Arikan (2011) state that teachers can create contexts that enable unconscious learning because

learners’ attention is on the message, not on the language.

 In addition to providing ESL learners with opportunities to practice and to improve

their speaking skills, games can increase students’ engagement in their learning process,

which can help them become better communicators. Indeed, as Sobhani & Bagheri (2014)

mention, when teachers suggest games in class, learners become excited and try their best to

play, which leads them to acquire new knowledge. Accordingly, the fact that team members

depend on each other’s contribution to meet the games’ objectives inevitably helps increase

students’ participation during the given task, as they do not wish to disappoint the other

members of the group.

Games have so many types and teachers can choose one they think compatible for the

students. One of the simple games can be applied to English class is board games. Studying

with board games might be more exciting since it also requires students’ competitiveness.

Their eagerness to become the best among their groups will motivate them to study better.

2.3 Using Board Game to Enhance Motivation

As Avedon (1971) discussed, games are considered to be effective learning

techniques as they spur motivation (as cited in Deesri, 2002) and capture students' attention

and participation (Deesri, 2002, para.10). In fact, games offer students a realistic challenge

that they will want to surmount by participating and taking more risks.

Furthermore, Mahdi (2015) claims that games can make students take interest in

subjects, which do not normally interest them. As Bergin (1999) states, “sometimes, as

students engage a task for the rewards it earns, they develop competence at the task and

actually develop intrinsic interest in the task” (as cited in Robinson, 2013). In other words,

although some students might not be interested in learning English, the fact that they need to
 use it in order to win or to complete the game, which they do find engaging, may encourage

them to participate and to take risks. Consequently, the more second language learners

participate and take risks in producing language, the more they will acquire and retain it.

Apart from that, games is said to be effective in improving positive attitudes towards

learning English (Lee, 2012). Read (2007), in addition, states that games improve interest and

motivation for learners. Games add interest to things that students find it uninteresting, and

increasing interest mean increasing effort (Wright et al., 2005). The students will not feel

insecure due to the pressure of the lesson, but they also will still learn from the activity. They

will have more time to learn with their friends during the games, and they will have more

chances to share their knowledge and understanding. Being able to interact with their peers

will make them more active and engaged to the learning rather than being asked to listen to

teacher’s explanations.

2.4 Triangulation Model

Pre-Test

 Worksheet
 Document Analysis

USING
“GUESS IT, STEP IT!”
BOARD GAME TO
HELP USE OF
CAPITALIZATION IN
SENTENCES
While
Post-Test
 Observation is done while
 Worksheet students are playing “Guess
It, Step It!” board game.
 Motivation checklist
 In this research, triangulation model is used in collecting data. According to Patton

(1990), triangulation model involves the combination of quantitative and qualitative

methodologies to strengthen a research design. It is based on the rationale that a single data

collection method is inadequate to provide accurate research results.

For pre-test, worksheet and document analysis were used to collect information

regarding students’ ability to use capitalization correctly. After that, the researchers observed

the students’ ability to use the 7 Rules of Capitalization while playing the board game “Guess

It, Step It!” and used the motivation checklist in order to observe their behavior before, while

and after playing the board game. Finally, for the post-test, the same worksheet that was used

in pre-test was distributed to students. This was done as to see the progress and improvement

of the participants’ result. Detail explanations regarding these steps were explained in the

next chapter.
3.0 OBJECTIVES

3.1 Research Aim

The main objective of this research is to improve pupils’ ability of Year 2 Mawar in SJKT

Tun Sambanthan to use capital letters correctly in sentences by playing the board game.

3.2 Research Questions

1. How can using board game help pupils to use capitalization correctly in sentences?

2. Does ‘Guess It, Step It!’ arouse pupils’ motivation in learning English?

3.3 Research Objectives

1. To find out whether the board game can help to improve pupils’ use of capitalization

correctly.

2. To find out whether ‘Guess It, Step It!’ enhance pupils’ motivation in learning

English.
4.0 RESEARCH METHODOLOGY

Action research methodology is an authentic research process that is typically viewed

as a tool for teachers to understand and respond to the situations in their classrooms (Mills,

2000). Hence, it needs empirical evidence to ensure that it can support the findings and help

the correct intervention to be carried out. In this action research the collection of data is

carried out using the triangulation model.

According to Patton (1990), triangulation model involves the combination of

quantitative and qualitative methodologies to strengthen a research design. It is based on the

rationale that a single data collection method is inadequate to provide accurate research

results. In addition, triangulation method also helps the researcher to come out with the

conclusion related to the participants in the research besides the phenomenon related to it

(Kaplan & Maxwell 1994; Brown & Dowling 1998). Other than that, this model also helps to

improve the validity and trustworthiness of the data collected (Ralph, 1999).

In this action research, the data is collected using the instruments stated below:

1. Pre-Test (Worksheet)

2. Document analysis

3. Observation

4. Post-test

1. Pre-test (Worksheet)

A pre-test in the form of worksheet was conducted to year 2 Mawar on 28th March

2018. The purpose of this test is to analyse and measure pupils’ true knowledge

and ability in using capitalization correctly according to the respected places. The

test was administered to 6 pupils which consists of 21 questions with the duration
 of 1 hour and 15 minutes. In the test, the pupils have to circle the error in the

sentences given and rewrite it correctly.

2. Document analysis

In the document analysis, the researchers have meticulously checked and analyse

the pupils’ respond in the pre-test. Their handwritings were also analysed as it

reflects their motivation as well. Besides, researchers also focus on their misuse of

capitalization in sentences and also the way they write their own name whether it

is in correct capital letters or not.

3. Observation

Pictures were taken throughout the intervention in order to observe a few aspects

of each participant towards the board game. Researcher also prepared a checklist

consisting of pupils’ motivation towards learning English which later described in

detail for each participant. The purpose of this checklist is to provide more

evidence on the pupils’ motivation in order to improve the validity and reliability

of the research data.

4. Post-test

The final test that is a post-test was conducted to measure the effectiveness of

playing board game to help improve capitalization problem. The questions given

were the same as pre-test with altogether 21 questions. The post-test for this

research was carried out on the 30th March 2018. The post-test was administered

to all the 6 pupils for 1 hour and 15 minutes .Ten questions given are the same ten

questions from the pre-test in order to see the progress and improvement of the

participants’ result.
5.0 INTERVENTION SPECIFICATION

The researchers had discovered that Year 2 Mawar pupils’ focal problem was to place capital

letters in the correct place according to the words. There are all together 7 rules to be applied

and understood in order to use capitalization correctly in sentence formation. Below are the

seven rules word categories that beginning of each word need to be capitalized;

1) Beginning of a sentence

2) Names of pets and people

3) Names of occasions

4) Names of places

5) Days of the week

6) Months

7) Letter “ I”

Capitalization is one of the basic mechanics in writing and should be mastered by

young learners in order to become good writers. Capitalization also shows emotions and in

written form. Their main problem was most of them understand that some words need to be

capitalized yet they tend to make the mistakes due to fossilization of error even after the rules

are taught since year 1. This is mainly due to the interference of mother tongue. The Tamil

letters have no capitalization even at the beginning of the sentences. Nothing is capitalized in

Tamil words or sentences.

The intervention for this action research will be board game to master capitalization.

It is entitled as “Guess It, Step It.” It consists of 21 boxes from the starting point to the finish

box. It is a gigantic board game with a colourful layout and can be spread over floor just like
a mat to play it. Each box has different colours and 7 rules capitalization namely; months ,

names of occasions, days of the weeks, names of places, names of pets and people, beginning

of sentence and the letter “I” . The size of this board game 2.5meter X 2.5metre and it is like

a mat that can be rolled out on the floor. It is very convenient and can be folded and kept to

be used in next lessons too. The board game is accompanied with 22cm X22 cm colourful

and fluffy toy dice.

Picture 5.1

The “Guess It, Step It” Board Game

How to play the “Guess It, Step It”?

A card deck consists of numbered sentence cards are placed in the middle on the board. Each

player is given the same worksheet. The worksheet consists of the sentences from the

numbered cards from the deck.

1. The game starts with rolling the dice to decide the turn among the players.

2. The player with the most number shown on dice will get to start the game first.
3. The first player will roll the dice and pick up a numbered card from the card deck.

(For example if the dice shows number 3, then the player will pick card number 3 from the

deck)

4. The player will read the sentence written on the card picked (e.g. My name is

nishalini) and orally capitalize the word that need to be capitalized with facilitation.

5. Player A gives reason for the word “nishalini” to be capitalized based on the 7 rules

taught. Nishalini is names of people.

6. Player A steps in or jumps to the box of categories which suits the rule of

capitalization (e.g. names of people) or stay in the same box if they got wrong answer

7. All the players circle the letter need to be capitalized in the sentence number 3 on the

worksheet. ( In question number 3 , the letter “N” is capitalized )

8. The game is continued by repeating from step 3 by the next player.

6.0 RESEARCH FINDINGS

This section will discuss the findings of this research and the summary of overall findings.

The findings are categorized into 4 sessions and each student is analysed separately.

Session 1

The first session was conducted on 28th of Mac 2018 with the aim to identify pupils’ level of

mastery in capitalization of words in sentences. The pre-test was administered to 6 pupils for

1 hour and 15 minutes. Then, the teacher introduced the rules of capitalization to pupils

explicitly before they play the board game in session 2. The rules of capitalization were

taught as part of set induction using Power Point for 30 minutes. During this session, the

students’ motivation level was observed. Their readiness towards English lesson and non-

verbal communications were also took into account by the teacher using the checklist.

Student 1

From the pre-test result, it was found that the boy was very weak in capitalization where he

only answered 4 out of 21 questions correctly. The boy mastered none of the seven rules of

capitalization in the pre-test. He managed to answer 2 questions that tested on beginning of

sentences and 2 more that tested on names of people correctly. He was unable to answer any

questions that tested on other aspects of rules of capitalization such as places, months, days of

week, occasion and letter “I”. During the introduction of the rules, the boy portrayed a

passive behaviour and often side tracked from the lesson. He was walking around and

whispering to his friends during the input was delivered. He was not able to answer teacher’s

questions and remained quiet then. Besides, it was found he was lost when questions were

asked and looked puzzled at the end of the lesson when he was to recall the rules of

capitalization. In the end he was able to recall 3 rules correctly with teacher’s facilitation.
Student 2

Based on the pre-test analysis, it was found that this pupil was average as he was able to

obtain 10 out of 21 questions correctly. His pre-test showed that he has prior knowledge on

capitalization. He managed to answer the questions that tested on beginning of sentence, days

of week and two questions regarding places correctly. He did not manage to get any correct

answers for the questions tested on occasions, months and letter “I” whereas the rest of the

rules he got correct. It shows that he needs more practice on the targeted areas. It was noticed

that this student was quite attentive but looked dull during the class. He was also put up his

hand twice to clear his doubts. He was able to answer some of the questions asked by the

teacher correctly which shows he has prior knowledge on the targeted lesson (capitalization).

He was also able to recall the rules introduced at the end of the lesson.

Student 3

This student only scored 5 out of 21 questions correctly where one question was left

unanswered. Based on the pre-test analysis, it was found that she only knows to capitalize the

beginning of the sentence whereas the rest of the rules have not been mastered yet. Pre-test

results proved that this pupil has poor knowledge in capitalizing the letters at the appropriate

places. It was found that she is slow in completing a task as the teacher has to keep telling her

to write and she did not manage to answer the last question. She was very passive throughout

the lesson and displayed lack of attention during the lesson delivery. She was day dreaming

halfway through the lesson and teacher often needs to call out her name to alert her.

Student 4

This pupil did fairly well and her potential can be polished up for further progress. Her score

was 10 out of 21 where the pre-test analysis showed that she has the knowledge on
capitalization and some of the mistakes were due to lack of focus and confidence. She was

rushing to finish the pre-test and she kept asking the teacher “Is this correct?” and “Is my

answer correct?” This evidence showed that this student is not confident of herself. Based on

the pre-test analysis, it was found that she was able to apply 3 out of 7 rules of capitalization

correctly namely; beginning of sentence and days of weeks. During the brief lesson, she lost

focus easily and seemed to portray off task behaviours such as talking and sharpening pencil

which was not related to the lesson at all.

Student 5

This pupil has the highest score in the pre-test. She managed to obtain correct answers for 15

out of 21 questions. Based on the pre-test analysis, she has mastered 4 rules of capitalization

namely; letter “I” , beginning of sentence, places and names of people and pets. She was

unable to answer question 11, 14 and 18 respectively which tested on capitalizing the days of

week and question 21 which tested on capitalizing the occasions. During the teaching session,

she was quiet but was very attentive. She constantly told the friends to be quiet during the

teaching session.

Student 6

Based on the pre-test result, it was confirmed that he is weak in capitalization. He has only

got 5 out of 21 questions correctly. He only applied one rule of capitalization correctly;

capitalizing the first letter of a sentence. This can be identified through questions 1, 3 and 12.

He did not know the letter “I” (pronoun) in English sentence, occasions, months and places

need to be capitalized. He got wrong for all the questions that tested on the targeted rules of

capitalization except for beginning of sentence. He was passive and easily lost focus.
Session 2

The intervention was implemented in this session on 6 pupils of Year 2 Mawar with the aim

to investigate the effectiveness of the “Guess It, Step It” in improving capitalization among

the Year 2 pupils of SJK (T) Tun Sambanthan. The intervention was carried out for 1 hour 30

minutes where the rules of the board game were explained in detail before the game was

played. Each player was given a worksheet (Worksheet 1) which they need to complete as

they complete the game with teacher’s facilitation. The session was carried out on 29th of

March 2018 by the year 2 English teacher (Ms. Sintuja). Their motivation towards the

treatment was also observed using the checklist.

Student 1

The pupil showcased an active involvement in the intervention. He was able to participate

actively in the board game especially he enjoyed stepping from one box to another. He

seemed to be focused and listened to every instruction given from time to time. Initially, he

needed guidance to identify the rules of capitalization from time to time but he improved as

the game continues.

Student 2

It was noticed positive behaviours such as active participation throughout the intervention

process. He was anticipating his turn and has improved self-confidence as he was able to

guide his friends to answer the questions orally. He was listening attentively to the teacher’s

instructions and looked cheerful. He was able to answer all the questions correctly during the

intervention.
Student 3

This student has displayed some changes in her behaviours today. She stayed focused during

the activity and showed active participation while playing the game. Even though she took

longer time to answer the question but she managed to answer it fairly well.

Student 4

It was identified that this particular pupil is competitive when it comes to games. She was

engaged well and showed competing manner in the game. She was very attentive to every

rule of the games and was able to facilitate the friends on how to play the game. She was also

capable to teach her peers who were unable to answer the question during the game.

Student 5

The pupil showed positive involvement throughout the game and followed teacher’s

instructions carefully. During the game, she was able to answer most of the questions

correctly and felt happy about it. She even requested to play again the game in the following

class.

Student 6

This student participated quite actively and cheerfully. He lost focus for a short period but

managed to follow up with the game afterwards. He managed to answer most of the questions

correctly with very little facilitation.

Session 3

The post-test for this research was conducted in this session which was carried out on 30th of

March 2018. The post-test was administered to all the 6 pupils for 1 hour and 15 minutes.

Student 1

In the aspect of written assessment, this student showcased the highest improvement

compared to the other research participants. He managed to score 16 out of 21 questions

correctly which was improvement compared to his first session. He did apply the techniques

taught on the first session by circling the mistakes before rewriting the correct answers. He

did some careless mistakes and was able to master 5 rules of capitalization including the

letter “I”.

Student 2

He scored 20 out of 21 questions correctly. He has showed good progress compared to his

pre-test result where he only obtained 10 marks. He got wrong for question 16 which tested

on names of places. This shows he needs enrichment with various places as target of question

to familiarize him. He has answered all the questions which tested on occasion (Question 9,

15 and 23) correctly compared to previous achievement. He mastered all the rules of

capitalization after the intervention where initially he only able to apply 4 rules of

capitalization. The pupil has progressed throughout the process of intervention.

Student 3

The pupil has shown increment in the post-test score where 12 out of 21 questions were

answered correctly. The mistakes were not circled as taught hence it can be concluded that

she fail to apply the technique taught by the teacher. She was able to apply 4 rules of

capitalization namely beginning of sentence, months, letter “I” and places in the post-test
where initially she was only able to apply one rule. This can be identified through the

mistakes done in post -test question 8, 9, 11, 14, 15, 17, 19 and 21. She needs more practice

on targeted rules such as more questions testing on days of week, occasion and names of pets.

Student 4

The score has improved from 10 correct answers in the pre-test to 20 correct answers in the

post-test. She applied the technique taught as the mistakes in the questions were circled using

a red coloured pencil before it was rewritten in correct form. Initially, she was only able to

apply three rules of capitalization correctly which later at final session has increased to

understanding and application of seven rules of capitalization. For an example, in the pre-test

she was found using lowercase for days of week , occasions months and also letter “I” but she

corrected her mistakes in post-test. Based on the post-test result, it was found that she is now

able to apply all the seven rules of capitalization correctly. The mistake in question 21 is

assumed as careless mistake due to lack of focus.

Student 5

The student has slightly improved where there is not much difference between the scores of

pre-test and post -test. She obtained 19 out of 21 questions correctly which is 4 marks higher

than the pre-test score. This student initially mastered 4 rules of capitalization. However, she

did not know that the first letters of names of pets, days of week and occasions need to be

written using capital letters. However, after the post-test it was noticed that she was able to

use capitals letters for days of weeks and occasions. Hence, after the intervention, she has

mastered 6 rules of capitalization leaving behind the same mistakes on two questions which

was testing the names of pets. It can be said she needs more drilling on targeted area to

improve her understanding.

Student 6

This student has shown significant improvement as the student was able to score 15 out of 21

questions correctly whose score was initially 5. Post-test results proves that he has improved

after the intervention where he has applied 5 rules of capitalization correctly compared to

earlier stage where he only applied one rule correctly. The post-test analysis shows that he

has learned to use capital letters for places, months, beginning of sentence, days of week and

as well as letter “I”. This can be seen as one of the good achievement among the research

participants.

Summary of findings

Based on the evidence from the analysis of pre-test and post-test as well as observation

checklist on motivation it can be concluded that all the research participants were able to

achieve the desired learning outcome and achieved the objectives of this research. They were

able to understand and use capital letters correctly in sentences and know the rules of

capitalization. In some cases, they may not be able to master all the rules but definitely there

is a progress and improvement. Their motivation towards English lesson has also started to

increase where most of the pupils started to show active participation and high attention while

playing the board game. They seemed to enjoy learning through fun and frolic manner which

caters more students’ engagement.

 Comparison of pre-test vs post –test

Student Pre-test Post-test

S1

S2

S3

S4

S5

S6
7.0 CONCLUSION

As a conclusion, the researchers would like to emphasize that learning through playing is an

effective method to let students engage with the lesson. The focus had increased therefore

enable students to learn the knowledge implicitly with guidance from the teacher. When

students got into the ‘game mode’ they immediately being triggered and increased the brain

activity thus allowing more teaching and learning activity to take place actively.

Through this research, the researchers is able to improve our-self-reflection practice

and try to find the most possible and creative solutions to help fix the pupils’ problems. Not

only that, the researchers’ observation skills had also improved where we were able to see the

core problems and used our critical thinking skills to solve the problems. In order to generate

the ideas, the researchers had done lots of research and readings from various sources such as

books and internet. This had trained us to be more analytical and to act based on proofs and

information from credential sources.

Among the advantages of playing the board game for this particular research was to

fix the writing problem that was pupils were able to learn the content implicitly. In addition,

the fun element was added to the lesson which increased the pupils’ brain activity. According

to Piaget, children had no other way than to acquire language implicitly. Therefore, teacher

had guided them in learning by introducing them to the rules of capitalization they had

unconsciously used during completing the task for the games.

In that way, it could also help pupils to remember the rules better as it was used in

context. Not only that, it also promotes group interaction that provide peer learning among

the participants. In the situation, teacher acted as a facilitator to guide and help them in the

contextual and constructivism approach. The interaction had provided a stress-free

environment and pupils were able to learn in a fun and comfortable way.
 The board game can be improved and one of the improvements that could be

implemented is to have retreat cards like ‘Go Backwards’ and ‘Go Forward’ so that it would

be more fun and challenging to the pupils. Above all, the board game is really one of the

creative way teacher should introduce to pupils for language learning as to avoid the tedious

traditional method in class teaching.

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APPENDICES