Using Sticker Collector Chart (SCC)

to reduce disruptive behaviours

among year 4 pupils.

PREPARED BY,
ANNE SEBESTINA D/O MIACHEL
7 PISMP TESL
 Introduction
BACKGROUND
OF THE STUDY
In this 21st century, English
language is a common
language and widely used in
every classroom. When we
talk about classroom,
classroom management is the
first thing that comes into our
mind.
According to Kiltlike (2016),
Classroom management is a
term teachers use to describe
the process of ensuring
that classroom lessons run
smoothly despite disruptive
behaviours by the pupils
Reflection of
RESEARCH past
CONTEXT teaching
experience.
The school is located in 1) Many of my pupils
rural area and the did not attend my
pupils are from the English lessons
nearby villages.
There is only one
2) I found that my
session and the total
pupils did not
enrolment of the pupils
respond in English
is 858.
There are 65 teachers 3) Pupils were not
teaching in this school cooperative
and six of them is
qualified English 4) My pupils always
teachers who are talked unnecessary
teaching from year 1 to things while I am
year 6 pupils. teaching
 RESEARCH FOCUS
Disruptive
What behaviours in
problem? classroom

According to Guyana(2015), a student who intentionally creates a

disturbance in class that directly interferes with the teacher's ability
to instruct the class and with other students' ability to learn is
considered disruptive. Disruptive behaviour can have negative effects
on the classroom environment.

Sticker collector
What chart
action?

Barnes (2006), claims that a better way to

reward is to give plenty of verbal praises and
stickers that are worth having
 RO & RQ
Research Research
Objectives Questions

To find out whether the Can sticker collector

Sticker Collector Chart chart (SCC) reduce the
(SCC) can reduce the disruptive behaviours
disruptive behaviours among year 4 pupils in
among the year 4 pupils ESL classroom?

To study how disruptive How disruptive

behaviours among year behaviours among year
4 pupils can reduced 4 pupils can reduced
with the use of Sticker with the use of Sticker
Collector Chart (SCC) Collector Chart (SCC)?
 RESEARCH PARTICIPANTS

Gender : 12 males 19 females

Class : 4 Kreatif
Family Background : Less exposure to English
language
Level : Intermediate
 INITIAL SURVEY

 Observation
 Fighting in classroom.

 Talking unnecessary things to each other during T&L

process
 Out of seat without permission

 Day dreaming

 Not a cooperative learner.

As a evidence for my observation,

 checklist
 RESEARCH IMPLEMENTATION

Plan based on
the initial survey

Interview with Implement SCC

the teacher
L1 L2 L3

Observe and
Analyse student
behaviour
(KEMMIS &
MCTAGGART, 1988)
 DATA COLLECTION METHOD

• Conducted during the implementation of SCC

with the help from practicum partner.
Observation • Instrument : video recording, checklist

• Conducted after the implementation of SCC

• to see the changes in the improvement in pupils
behaviour
Interview session
• Transcribe the interview session
 DATA ANALYSIS METHOD

• Compare the data that I got from initial

survey and after the implementation of
Checklist sticker collector chart.

• 1) Tape recording -2)Transcribing-

3)content analysis 4)-coding-
Audio 5)subthemes
recording
 RELIABILITY AND VALIDITY
Checklist

Data triangulated

Video Interview
recording
 GANTT CHART

Date
3-Jan 13-Jan 23-Jan 2-Feb 12-Feb 22-Feb 4-Mar 14-Mar 24-Mar 3-Apr 13-Apr

Identifying topic and focus

Drafting Introduction

Drafting data gathering

Drafting analysis method

Start Date
ACTIVITY

Observation of issues
Duration

Analysis on the issues observed

Drafting proposal

Refining AR proposal

Writing the final proposal

Submission of the proposal

 BUDGET

No Materials Quantity/ Total

cost (per unit)

1 Mounting board 4/ Rm 2.00 RM 8.00

2 Stickers 10 pac/ RM1.50 RM 15.00

3 A4 paper 4 rim/ Rm 9.90 RM 36.90

4 Pocket fail 30 pc / Rm 0.80 RM 24.00

TOTAL COST RM 83.90

 ETHICAL CONSIDERATION

 Permission letter from headmaster, teacher, parents.

 Avoid biasness. (Smith ,2003)
 Do not manipulate the data
 Do not harm pupils during research
 References

 Barners, R. (2006). The practical Guide To Primary

Classroom Management. London: SAGE Publication.
 Evertson, C. (1994). Classroom management for elementary
eachers (3rd ed.). Boston, MA: Allyn & Bacon
 Guyana. (2015, September 7). Negatives of Disruptive
Behavior in the Classroom. Retrieved March 2,2017,from
Tips for teaching:
http://educationgy.org/web/index.php/teachers/tis-for
teaching/item/1674-negatives-of-disruptive- behavior-in
the-classroom#gsc.tab=0
 Kiltlike, B. (2016, December 6). An Effective Classroom
Management. Retrieved February 4, 2017,from
ADPRIMA: http://www.adprima.com/managing.htm
 Smith, D. (2003). Five principles for research ethics. 56.