1. Introduction

Theoretical framework

- Howard Gardner (1985), Multiple Intelligences: Visual intelligences

- Alan Paivio (1986), Dual Coding Theory: - helps learner to process information through

educational material such as pictures.

Related theory

- Picture can be used to stimulate and engage pupils motivation in writing.

- The use of concreteness, imagery, and dual coding makes students writing more

readable and memorable (Homstad and Thorson, 2000)

2. Focus of Investigation/ Issue of Concern

a.) Problem statement

- Pupils were unable to construct simple sentences correctly.

Eg. The monkey climbed the tree

- Subject+ Verb+Object > Pupils unable to follow the rules.

Using Picture Sequencing strategy. (Picture as aids in writing)

b.) Definition of Terms

- Simple sentence > is a group of words that forms a complete thought.

> it contain only one independent clause. Called simple because they

only contain one subject and one verb.

- Picture sequencing > a set of picture that used to assist pupils to construct simple sentences

which the pupils write the sentences based on the set of pictures that been given.

3. Research Objectives

- To improve pupils achievement in constructing simple sentences after learning

writing through Picture Sequencing strategy.

- To find out pupils motivation in learning writing by using picture in constructing

simple sentences.

Research Question

- Does the Picture Sequencing strategy improve the pupils writing skills in making

simple sentences?

- How the use of pictures can motivate pupils in constructing simple sentences?

4. Target Group/Participants

- SK Seri Aman, Batu Pahat

- Bahasa Malaysia as mother tongue.

- Low English proficiency level

- 30 pupils as participants.

- Middle- class family background

5. Action- Kemmis and McTaggart Action Research Model 1988

- Plan Design test, observation checklist and planning the lesson.

- Act Administer the pre-intervention test, implementation of the intervention and

check pupils behaviour using observation checklist.

- Observe Administer post-intervention test

- Reflect Analyse data, and the observation checklist.

Steps

- Week 1

Pre-intervention test

- Week 2

Conduct the intervention.

Observation checklist

- Week 3

Conduct the intervention.

Observation checklist

- Week 4

Post-intervention test

6. Data Analysis and Interpretation (Insert Table from AR)

7. Findings

- Does the use of Picture Sequencing strategy improve the pupils writing skills in

constructing simple sentences?

The pupils managed to score higher mark in post-intervention test and showing

improvement compared to pre-intervention test.

- Does the use of picture can motivate pupils in constructing simple sentences?

From the analysis of the observation checklist, most of the participants were

very interested and motivated in the lesson.

8. Suggestion for further research

- Using pictures as an aid in other aspect language skills.

Vocabulary

To introduce new words.

- Integration through ICT skill.

Using LCD

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