Ar report

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1.0 Introduction.
1.1) Introduction
Oral communication is the ability to talk with others, to give and exchange
information & ideas, such as asking questions, giving directions, explaining and
persuading. It is essential for researchers to equip respondents with oral
communication skills so that respondents can communicate effectively in English in
order to share and exchange their ideas, feelings and thoughts. Even when their
literacy abilities are formed, oral communication is the most important bind with the
outside world. Through it, children are able to share ideas, acquire new concepts,
organize old ones, compose stories and create new worlds. Likewise, oral language
takes children on a journey into the world of imagination where they can truly live
the adventure of using language for communication. It is our role as teachers to make
this journey a meaningful and enjoyable one. Primary school years are crucial for the
respondents to develop effective oral communication skills. It is the time where
respondents are exploring language, learning about emotions and building their self-
esteem.
Based on the learning standard for Year Three Standard School Curriculum
(KSSR) yearly scheme of work, pupils must be able to give simple direction in
school. Hence it is crucial for the researcher to find the right activities that can make
respondents to be able to give correct direction to places as the process can be
difficult without using the right method. Therefore, the researcher chose to use role
play information gap activities as a medium to develop her respondent’s oral

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communication skills by means of giving direction to places. According to Ladousse
(1987) , people is compulsion to receive and to pass on information has been brought
into communicative classroom in recent years, and developed into a technique called
information gap. Role play itself is based on this technique as different pupils are
given different role cards. According to Carol Read (2007 p. 17 ) , it is important to
provide frameworks for communication activities which encourage them to use
English for real purposes which they can relate to, rather than simply practice
language for its own sake. Role plays are essential in developing oral
communicative skills as they give respondents an opportunity to communicate in
various social contexts and roles.
According to Brown (2001 p. 183), "role-play minimally involves
(a) Giving a role to one or more members of a group and
(b) Assigning an objective or purpose that participants must accomplish."
Brown suggested role-play can be conducted with a single person, in pairs or
in groups, with each person assigned a role to accomplish an objective. By involving
the respondents in role play activities, they will have time to listen and absorb the
sounds of English before participating actively.
1.2) Reflection on Previous Teaching and Learning Process
Through the researcher’s experience teaching her respondents during
practicum, most of her respondents had problems to use the correct verb and
preposition when giving direction to places in school. Other than that, they also had
problems in spoken interaction where it was hard for them to ask and answer

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questions and handle exchanges with others. For example, during one of her lessons
for Unit Eleven, In School, she asked her respondents to interact with their group
members to practice giving simple directions to places in the school. Unfortunately,
they were not able to do it because they were confused with verbs like turn left, turn
right, walk along, and go up and down.
The respondents took a lot of time to come out with directions during the
conversation as they usually think of the words in Bahasa Malaysia first before they
were to say the full sentence. Furthermore, the respondents had limited range of
vocabulary hence restraining them from speaking in English. Other than that, the
researcher found that the respondents had limited time for oral practice in classroom
and the lack of conversational opportunities outside for them, especially in the
English language setting. Year Three textbook was not much of a help because the
information about preposition verb was only shown through dialogues without any
picture. Hence the respondents were not able to visualize the real movement and
setting of the place. Therefore, the researcher is interested to inquire ways to develop
giving direction skills by using role play information gap activities.
1.3 Related Theory and Literature
The theory underpinning this research is a theory by Krashen’s Theory of
Second Language Acquisition. This theory consists of five hypothesis but the
researcher would want to focus on one of the proposed hypothesis which is the
Affective Filter Hypothesis. According to this hypothesis, Krashen claims that
learners with high motivation, self-confidence, a good self-image, and a low level of
anxiety are better equipped for success in second language acquisition. Low
motivation, low self-esteem, and debilitating anxiety can combine to 'raise' the

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affective filter and form a 'mental block' that prevents comprehensible input from
being used for acquisition. In other words, when the filter is 'up' it impedes language
acquisition. On the other hand, positive affect is necessary, but not sufficient on its
own, for acquisition to take place.
Ladousse (1987) states that, the most important reason for using role play is
that, it is fun. Once the pupils can comprehend what they are expected to do for the
task, they will truly enjoy exploring their imagination. Based on the researcher’s
previous teaching experience at three different schools, she realized that most of her
pupils whether they are from urban or rural school loved to do role play the most.
Even though no scientific evidence that can prove that enjoyment can lead to better
learning, the researcher believes that it somehow is able to motivate the pupils to
excel in learning English. This is because, when the pupils have fun while learning
English language through role play, their anxiety level will be low and they will not
feel intimidated to learn the English language.
According to Krashen (1987), the best methods are therefore those that
supply 'comprehensible input' in low anxiety situations, containing messages that
students really want to hear. These methods do not force early production in the
second language, but allow students to produce when they are 'ready', recognizing
that improvement comes from supplying communicative and comprehensible input,
and not from forcing and correcting production. Ladousse (1987) also states that role
play helps many shy students by providing them with a mask as the pupils are
liberated by role play because they no longer feel that their own personality is
implicated.
Role play lightens up the atmosphere and brings liveliness in the classes.
Students learn to use the language in a more realistic, and practical way. Imaginative

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play not only aids intellectual development but also improves children’s social skills
and their creativity. In addition it gives children a chance to play out events that they
have observed or experienced in real life. By preparing for a situation using role-
play, it helps to build up experience and self-confidence with handling the situation
in real life, and respondents can develop quick and instinctively correct reactions to
situations.
When respondents memorize their scripts for the role play, they are able to
memorize the structure of the sentence and broaden their range of vocabulary.
Hence, they are able to apply it in real life. Imaginative play not only aids intellectual
development but also improves children’s social skills and their creativity. In
addition, it gives children a chance to play out events that they have observed or
experienced in real life.
By preparing for a situation using role-play, it helps to build up experience
and self-confidence with handling the situation in real life, and respondents can
develop quick and instinctively correct reactions to situations.
An information gap activity is an activity where learners are missing the
information they need to complete a task and need to talk to each other to find it. The
activity takes place between students, not between a student and a teacher, though a
teacher can certainly demonstrate the activity. The two pupils will be asking each
other questions to which they don’t know the answer; these questions are called
referential questions. The goal of the activity is for the students to discover certain
information, whether about the other person or related to a specific activity.
According to Burke (1958), curiosity is the most superficial of all the
affections as it changes its object perpetually. Stern (1973) states that curiosity has

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been consistently recognized as a critical motive that influences human behavior in
both positive and negative ways at all stages of life cycle. It has been identified as a
driving force in child development. Teachers are encouraged to stimulate curiosity
by providing guidelines for doing so. Ladousse (1987) states that one of the
mainsprings of human activity is curiosity, and most people enjoy finding things out.
In other words, curiosity and the desire to spread knowledge are two complementary
facets of human deprivation.
By doing role play, respondents will naturally become someone or something
else. Role play stimulates their imagination and “enhanc(es) their social
development, encourag(es) friendship through cooperation, listening and turn
taking”(Ute,2013). Respondents can learn how to be co-operative and be empathetic
with others through role play. They also can learn about other cultures and improve
their language and movement skills.
However, the researcher must be creative to get the right scripts and
situations for the respondents to do their role play. It is best if the respondents are
given situations that they are familiar with like a role play to tell their friends about
direction to places which they know and are familiar with. Hence, respondents can
practice the situation outside the classroom and as the respondents get used to it, they
will use the knowledge in everyday life.
Information gap role play is really a worthwhile learning experience for both
the students and the researcher. Not only can students have more opportunities to act
and interact with their peers trying to use the English language, but also students'
English language speaking, listening, and understanding skills will improve. Thus
they can become more aware of the usefulness and practicality of English. Role play

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is indeed a useful teaching technique which should be experimented and applied by
English as Second Language researchers more often in the ESL classrooms.

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2.0 FOCUS OF INVESTIGATION/ ISSUE OF CONCERN
2.1 Problem Statement
The problem of this study was, six of the Year Three Amanah pupils in
Sekolah Kebangsaan Hosba did not managed to communicate orally with their group
members to give direction to places in school. Based on the learning standard for
Year Three KSSR yearly scheme of work, pupils must be able to give simple
direction in school. Hence, the general focus of this study is on developing
respondent’s oral communication skills in terms of giving direction to places by
using role play information gap activities.
During the lesson for Unit Eleven, In School, the researcher did several
activities with the pupils which required them to give direction to their friends to go
to places in school. However, six of the respondents failed to perform in any of the
tasks given. The respondents were very shy to speak in English and they often use
their mother tongue when giving direction. In general, shyness brings on feelings of
apprehension and anxiety when a student is placed in the spotlight. When the
researcher asked them to speak in front of the classroom, they were likely to either
not speak at all or speak very quietly and be uncertain in their replies. Several times
the respondents blushed, trembled and perspired when they did not know the
answers. During group discussion, the researcher had to keep asking the respondents
to be more active and join their group members to come out with ideas. They

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preferred to isolate themselves and do their own activities that they like instead such
as reading book or colouring.
Other than that, the respondents had problems in receptive language as it was
challenging for them to follow instructions and did not respond appropriately to
questions and requests. The difficulties in understanding lead to attention and
listening difficulties and behavioural issues. Unfortunately, Year Three textbook was
not much of a help to teach the specific topic. This is because, the exercise given did
not include pictures to show the movements and pictures of places in the school.
2.2 Preliminary Investigation
2.2.1 Distribute the script
The researcher handed out role play parts to the pupils a week before the role play
exercise. Pupils had to practice their role play with their group members and
consulted the researcher regarding their role play a day before their presentation. The
scripts that the researcher gave to them were simple yet it emphasized on giving
direction to places.
For example:
Ana :
Excuse me, may I know where the canteen is?
Sara :
Sure, walk along the corridor. Then turn left. The canteen is opposite
the classroom.

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Ana: Oh, thank you.
Sara: You are welcome.
The topic of the role play was depended on which unit the pupils were currently
learning. For example, the above script was used while the pupils are learning Unit
Eleven, In School.
2.2.2 Teach the dialogues for the role play
The researcher pre taught the dialogues given to the pupils to make sure that the
respondents understood word by word of the script. The researcher asked pupils to
jot down the difficult words with their meanings in a small notebook specified for
role play activities to improve their vocabulary.
2.2.3 Practice the role play
Pupils were given a week to practice with their group members. A day before
presentation, each group had to consult the researcher first to correct or to improve
their performance before presenting in front of the class. If the pupils manage to
master the drill of the role play, the researcher improved the scripts to make it more
challenging for the respondents. During the role play, the researcher observed the
pupils and gave comments at the end of the role play.
2.2.4 Evaluate the respondents
Based on the researcher’s observation, the researcher had to give comments on
pupils’ performance in terms of pupils’ pronunciation and check whether they
managed to understand the meaning of vocabulary in the dialogue. For example, the

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researcher made oral tests after each role play and asked pupils to answer questions
regarding the role play.
2.2.5 Diagnostic test
The researcher gave several worksheets to the pupils to answer. The questions were
based on giving direction to places. For the first worksheet, the pupils had to replace
direction signs with the right answers and the researcher marked their test papers.
For their second worksheet, the pupils had to refer to a map to answer five questions
regarding on giving direction.
2.3 Analysis of Preliminary Investigation
2.3.1 Analysis of Role Play Observation
Table 1.0
Analysis of Role Play Observation
According to the table above, it showed that the six respondents were not able
to do the role play activities. Their results were highly different than the rest of the
classmates. The respondents did not managed to use preposition correctly. During the
Proficiency Level Respondents Result
A B C D E F
Descriptions √ X √ X √ X √ X √ X √ X
1. Able to use preposition
correctly.
/ / / / / /
2. Able to enjoy
communicating with
peers.
/ / / / / /
3. Able to communicate with
confidence.
/ / / / / /

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role play activities, the respondents were very silent and often hid behind their group
members. They spoke very slowly during presentation and avoid eye contacts with
the audience.
2.3.2 Analysis of Diagnostic Test 1
Table 1.1
Diagnostic Test 1 Analysis
No Respondents Marks/6 Percentage (%)
1. A 0 0
2. B 0 0
3. C 1 16
4. D 1 16
5. E 0 0
6. F 0 0
Graph 1.0 Pre-Test Analysis
0
10
20
30
40
50
60
70
80
90
100
A B C D E F
MARKS(%)
RESPONDENTS

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According to the analysis for diagnostic 1 , four respondents failed to score
any marks. Two of the respondents managed to get 16 marks out of 100. However,
the rest of the classmates managed to score above 70 marks for diagnostic 1.
2.3.3 Analysis of Diagnostic Test 2
Table 1.2
Diagnostic Test 2 Analysis
1. A 2 33
2. B 2 33
3. C 3 50
4. D 3 50
5. E 1 16
6. F 0 0
Graph 1.1 Diagnostic Test 2 Analysis
0
10
20
30
40
50
60
70
80
90
100
A B C D E F
MARKS(%)
RESPONDENTS

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For the second diagnostic, the respondents’ scores maintained below average
even though there were slight improvements for all of them. Respondent A and
Respondent B managed to score 33 % out of 100%. Respondent C and Respondent D
managed to score 50% and Respondent F failed to score any mark. For diagnostic 2,
the same six respondents got the lowest marks and percentages compared to the rest
of the classmates.
2.4 Criteria of Selection
The researcher selected the respondents based on several criteria. The first
criteria was based on the respondents’ results during diagnostic tests. The researcher
marked pupils’ tests and chose six pupils who had the lowest marks and selected
them to be the respondents for the research. Other than that, the researcher chose the
respondents based on their behaviour and attitude while doing the role play. Pupils
who were shy and reluctant to take part in the role play were also selected to be part
of the respondents.

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2.5 Interventions
1. Pre-Test
2.
Reinforcement
Activities
3. Charades 4. Simon Says
5. Information
Gap Role Play
Activities
6. Post- Test

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The first step of the intervention was by doing Pre-Test. Six of the
respondents were gathered at the school’s hall and they were given a set of four
questions to answer. The researcher marked their paper to compare their results with
their Post-Test results at the end of the research. This is important to see whether
there are any improvements to prove that the interventions work on the respondents.
The second intervention was called Charade activity. In this activity
which was held at the school’s hall, the respondents were divided into pairs and they
had to pantomime the movements according to the flashcards that they received. The
researcher was inspired to do this activity because the respondents are kinesthetic
learners and they love to move, bounce, and travel around the classrooms.
The third intervention was a well-known game called Simon Says.
Usually, pupils play this game to show their body parts. However, in this
intervention, the respondents had to give directions to their partners to move around
the school’s compound.
The fourth intervention is Information Gap Role Play activity where the
respondents were divided into pairs. Each pair of respondents received different
worksheets. One of the respondents received a map without any names on the
building and the task for them was to find one of the buildings according to the
questions. In order to solve the problem, they need to ask questions to their partner
whom had the complete map.
Finally, the respondents had to answer post-test questions which were the
same questions as the pre-test questions. The reason was because, the researcher
wanted to know whether the specific interventions managed to help respondents to
answer questions to give direction by using map and completing dialogues.

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2.6 Definition of Terms
Information Gap activity is an activity where learners are missing the
information they need to complete a task and need to talk to each other to find it.
This activity is useful for various reasons. They provide an opportunity for extended
speaking practice, they represent real communication, motivation can be high, and
they require sub-skills such as clarifying meaning and re-phrasing. Examples of
information gap activities include, describe and draw, spot the difference, jigsaw
readings and listening and split dictations. According to Ladousse (1987), role play
itself is based on information gap technique, as different pupils are given different
role cards.
According to Brown (2001), "role-play minimally involves (a) giving a role to one
or more members of a group and (b) assigning an objective or purpose that
participants must accomplish." Brown suggested role-play can be conducted with a
single person, in pairs or in groups, with each person assigned a role to accomplish
an objective. Normally according to Nunan (1990), role plays “can be wholly
scripted or wholly improvised, students are given choice in what to say and there is a
clear aim to be achieved”

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3.0 OBJECTIVE AND RESEARCH QUESTION
3.1 Objective
The researchers’ aim is to examine whether the use of information gap role
play activities can be an effective tool to develop oral communication skills in terms
of giving direction to places, for Year Three pupils.
3.2 Research Question
 Can information gap role play activities be considered as an effective means
to improve the oral communication skills?

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4.0 TARGET GROUP
Age Year Three pupils
Gender 5 girls and 1 boy
Respondent A  Respondent A scored very low during both
diagnostic tests.
 Respondent A was shy and refused to mingle with
her group members during group discussion.
Respondent B  Respondent B scored the lowest for the first
diagnostic test and second lowest for the second
diagnostic test.
Respondent C  Respondent C did not managed to give correct
directions to places during role play activities.
Respondent D  Respondent C used mother tongue (Bahasa
Malaysia) to give direction to places
Respondent E  Respondent E scored very low for both diagnostic
tests.
 Respondent E spoke very slow and refused to have
eye contact while giving direction.
Respondent F  Respondent F scored very low during both
diagnostic tests.

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5.0 ACTION
5.1 Procedure of Action
5.1.1 Pre-Test
Respondents had to read the dialogues and replaced the pictures with correct
directions to complete the dialogues. The researcher marked each respondent to
compare their results with the post- test at the end of the research.
5.1.2 Reinforcement Activities
For the first activity, the researcher showed several flashcards which were, turn
left, turn right, walk straight, walk along, go up and go down. The researcher asked
the respondents to read the flashcards together and asked them about the meaning of
each word on the flashcards. Howard Gardner's multiple intelligence theory states
that there are many types of learners within any one class. For visual learners, using
flash card can make a huge impact on them. Then the researcher showed the
movements of each word by using body gestures. By doing so, the respondents can
grasp the meaning of each direction and remember the movements better. By
gesturing, the researcher not only unfreezes her body but also she unfreezes the
respondents’ mind. Secondly, gesturing conveys enthusiasm and energy to the
respondents.
For the second activity, the researcher showed pictures of places in the school.
For example, pictures of the school’s canteen, computer laboratory and school’s

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field. The researcher asked the respondents to name the places in the pictures to
make sure that they recognized the places correctly. Hence, the respondents would be
able to give direction to the places correctly.
5.1.3 Charades
First to teach direction, the researcher first introduced each direction with
flashcards, and act out each of the direction and have students say each out loud with
the researcher during reinforcement activities. Then the researcher divided the
respondents into pairs. Each respondent took a flashcard, a card with a direction
written on it, and pantomime the movements involved so that his or her teammates
can guess what it was. Teammates had to answer for example: Turn right, walk
along, go up, go down or turn left. The researcher observed each respondent and
filled up the observation form based on their performance throughout the activity.
5.1.4 Simon Says
Simon Says is a classic outdoor game that young children love. Total Physical
Response (TPR) is a method that was developed by James Asher in the late 1960s,
with the goal of helping students acquire a second language. Activities in ESL
activities which involved TPR are very enjoyable for pupils, even for grown ups. But
it is precisely because children are less self-conscious about moving their bodies
around the classroom, that these activities are excellent ways to get young learners
up and about. For Simon Says activity, the researcher pasted pictures of places in the
school which she had shown them earlier around the hall. Each pair of respondent
had to stand at the same point in the hall.

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One of them gave direction to their partner to go to any pictures that they wanted
and the partner had to move according to the direction given. For example, “Walk
straight and turn left to the canteen” or “Turn right and walk straight to the library”.
The researcher observed each respondent and filled up the observation form.
5.1.5 Information Gap Role Play Activities
For this activity, the researcher divided pupils into pairs. Each pair was given
two different worksheets. For the first round, Respondent 1 will asks question on
how to go to places in the map, and Respondent 2 answered by referring to the
map which Respondent 1 did not have in his/her worksheet. Therefore, to satisfy
their curiosity, the respondents count on the willingness of their partner to tell
what he/she knew. Based on Respondent 2’s answer, Respondent 1 had to circle
the correct building.
For the second round, Respondent 1 and Respondent 2 switched roles to
answer the second task. Respondent 2 asked question to go to places in the map
such as the hospital, and Respondent 1 had to answer by completing the
dialogues. After the dialogues for both tasks were completed, each pair had to
practice to read their dialogues and act out the role plays in front of the
classroom. The researcher recorded the respondents’ performance throughout the
activity and by using the videos, the researcher filled up observation forms to
analyse their achievements and behavior.

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5.2 Data Gathering Methods
The activities in this research allowed the researcher to collect data using both
quantitative and qualitative techniques. There were three methods that the researcher
used to analyse the respondents. The first method was the Pre-Test and Post-Test
analysis. The Pre and Post Test are the measurement of the learning received during
the intervention as a result of comparing what the pupil knew before in a pre-test and
after the intervention experience in a post-test. The reason why the researcher used
this method was to quantify the knowledge attained through the intervention from the
respondents with diverse learning styles and educational backgrounds. More
specifically, the tests indicate how the respondents were learning in the intervention
throughout the research.
The researcher used the Pre-Test to measure a starting point or the amount of pre-
existing knowledge on the specific skills which is on giving direction. Other than
that, the researcher wanted to compare with the starting point of a post-test and to
allow respondents to test out of course with a 100% correct score. The researcher
used the Post-Test to measure the learning as a result of the intervention experience
and to analyze the appropriateness of the learning objectives. Other than that, the
Post-Testing helped the researcher to recognize students who need additional help
and to target any instructional needs to improve the intervention and the research as a
whole.
The second method used by the researcher to collect data was by using
observation. This method involved spending a lot of time in the setting and the
researcher wrote field notes throughout the observations which was focused on what

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was seen. For example, the researcher focused on respondents’ achievements and
failures in every task given and also their behaviour while doing the tasks.
The advantages of using observation as one of the methods were this method was
very direct method for collecting data or information and best for the study of human
behavior. Other than that, data collected is very accurate in nature and also very
reliable. It also improves precision of the research results and helped the researcher
in understanding the verbal response more efficiently. However, observation
involved a lot of time as the researcher had to wait for an event to happen to study
that particular event.
The third and final method used by the researcher to collect data was video
recording. The use of mechanical recording devices usually gives greater flexibility
than observations done by hand (Smith, 1981). Video and audio recording are less
common to be used as a research tool. This is unfortunate, because, despite its
‘technical’ nature, there is much to be gained from its use, particularly for non-
participant observation. (Bowman, 1993) By recording respondents’ performance, it
helped them to improve the quality of their role play, allowing them to observe and
assess their own performance. Other than that, it also helped the researcher to see
respondent’s progress from day to day. Different observers may focus on the same
video as the basis of a shared analysis. This increases inter-rater reliability, and if the
required level of reliability is not achieved initially, further training of observers may
be conducted to increase the reliability (Trucano, 2013). Most importantly, the
videos of respondents role play can be analyzed many times at any time and place.
The videos can be paused, rewind, and fast forward to analyse respondent’s
performance further. In order to build respondent’s confidence level to perform in

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front of the class, the researcher can first record the respondents in small groups and
let the respondents to see themselves performing in the video first. When the
respondents are ready, they can proceed to do the role play in front of bigger
audience. Other than that, respondents recorded performance can be shared with
respondent’s parents, school website and with other the researchers as well.
In order to collect the data for the research, the researcher recorded
respondent’s performance every day. After respondents do their role play, the
researcher will show the video to the respondents and at the same time they received
feedback from the researcher. Thus, respondents can see their strengths and
weaknesses clearly and it will help them to enhance their self-esteem to
communicate in English. Other than that, video and audio recording also allowed
respondents to listen to themselves speaking in English. Hence, they can make
improvement if they need to in terms of pronunciation, rhythm and stress.

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6.0 DATA ANALYSIS AND INTERPRETATION
6.1 Analysis of Pre-Test
Table 1.0
Pre-Test Analysis
1. A 0 0
2. B 3 50
3. C 0 0
4. D 0 0
5. E 3 50
6. F 0 0
Graph 1.0 Pre-Test Analysis
0
10
20
30
40
50
60
70
80
90
100
A B C D E F
MARKS(%)
RESPONDENTS

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According to the Pre-Test analysis, we can see that four out of six
respondents failed to answer all questions correctly. They scored zero mark out of six
marks. Hence, they did not manage to get any percentage. Two out of six
respondents managed to get three marks out of six marks. Hence they managed to
score 50% out of 100%. During the Pre-Test, the respondents were gathered at the
school’s hall and they were seated far from each other to answer the questions. All of
the questions given were already taught previously during the lesson in the
classroom. However, the researcher expected the result as the respondents also failed
to perform during their diagnostic tests.
6.2 Analysis of Charade Activity
Table 1.3
Observation analysis (charades activity)
A B C D E F
1. Able to pantomime the
movements correctly.
X / / X / /
correctly.
X / / X / /
As we can see in the table above, there was slight improvement in terms of
the respondents’ performance. After the respondents had gone through and
participated in the reinforcement activities where they read the flashcards and looked
at the researcher’s gestures to show the movements, the respondents managed to
pantomime the movements correctly. They also managed to use preposition
correctly. However, Respondent A and Respondent D failed to do both tasks
correctly. Both respondents were still confused with the movements such as turn
right and turn left.

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6.3 Analysis of Simon Says Activity
Table 1.4
Observation analysis (Simon Says activity)
A B C D E F
1. Able to give direction
correctly.
/ / / / / /
correctly.
/ / / / / /
3. Able to use correct
sentence structure.
/ / / / / /
4. Able to communicate with
confidence.
X / / / / /
As we can see in the table above, all of the respondents managed to do Simon
Says activity correctly. This data was taken after the third time doing the activity.
Hence, the respondents were able to comprehend what they had to do and practice
with their partners for several times. The respondents were able to give direction
correctly from places to places in the hall and also in the school.
However, some of the respondents managed to use full and proper sentence
structure like, “Please walk straight and turn left to the canteen”, whereas some
respondents only managed to utter short and simple direction like , “Go straight and
turn left. The respondents also managed to use correct sentence structure and able to
communicate with confidence.

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Respondent B was very enthusiastic throughout the activity and he gained
confidence to even teach other respondents on how to give direction correctly. It
showed that, when the respondent was able to comprehend the task, it will motivate
them to do the task excellently well. His anxiety level was low. Hence, he did not
feel intimidated to do the task. Respondent A was still hesitated to do the activity
and had to be corrected for several times during the first few tries of the activity.
Respondent A also gave direction using a very slow tone of voice and the partner
could hardly hear what she said. It showed that even though the activities done
during previous interventions helped her to identify the movements correctly, she
still did not managed to overcome her fear to talk and give directions in English.
6.4 Analysis of Post Test
Table 1.1
Post-Test Analysis
1. A 6 100
2. B 5 83
3. C 6 100
4. D 6 100
5. E 6 100
6. F 6 100

30
Graph 1.1 Post-Test Analysis
According to the analysis for the Post-Test, we can see that there were drastic
changes for the Post-Test results compared to the Pre-Test results. Five out of six
respondents managed to get 6 out of 6 marks which landed them to get 100% for
their total percentage.
The respondents managed to answer the questions correctly and they were
very confident while answering the questions. Most of them managed to answer the
questions within 30 minutes whereas during the Pre-Test the respondents exceeded
the time given which was 45 minutes.
0
10
20
30
40
50
60
70
80
90
100
A B C D E F
MARKS(%)
RESPONDENTS

31
6.5 Comparison of Pre-Test and Post Test Analysis
Table 1.2
Comparison between Pre-Test and Post-Test
No Respondents PRE-TEST POST-TEST Marks
Differences
Percentage
(%)
Grade Percentage
(%)
Grade ±
1 A 0 E 100 A +100
2 B 50 C 83 A +33
3 C 0 E 100 A +100
4 D 0 E 100 A +100
5 E 50 C 100 A +50
6 F 0 E 100 A +100
Graph 1.2 Comparison between Pre-Test and Post-Test
0
10
20
30
40
50
60
70
80
90
100
A B C D E F
Marks(%)
Respondents
Pre-Test
Post-Test

32
7.0 FINDINGS
Based on the results of the data analysis, the findings will be divided into
three main assumptions that can be made.
7.1 Respondents are no longer shy to speak in English to give directions to
places
The findings in the research indicate that Information Gap Role Play
activities are able to help respondents to be confident to speak in English in terms of
giving directions to places in school and other places as well. Through the
intervention done by the researcher, the respondents managed to overcome their fear
to speak in English to give direction to places. Based on the three indicators which
are, post-test scores, observation and video analysis, it is proven that there are drastic
changes in knowledge and attitude among the respondents in terms of giving
direction to places. As the researcher goes on with the four progressive interventions,
the respondents are also progressing and improving.
During the Charade and Simon Says activities, the respondents were still
reserved and fearful to make mistakes. Hence, some of them were hesitant to give
directions to their friends loudly. However, after the respondents moved on to the
Information Gap Role Play activities, they were able to give their own directions by
completing the dialogues on their own. At the end of the intervention, the researcher
recorded the respondents’ performance while they were doing role play and all of

33
them did excellently well. The researcher can see through their facial expressions
that they were satisfied with their achievements to speak in English and to answer the
questions correctly.
7.2 Information Gap Role Play activities can be considered as an effective means
to improve respondents’ oral communication skills in terms of giving direction
to places.
From the pre and post-test scores, the researcher had done a comparison to
show the improvement of knowledge in terms of giving direction to places.
Table 1.2
Comparison between Pre-Test and Post-Test
No Respondents PRE-TEST POST-TEST Marks
Differences
Percentage
(%)
Grade Percentage
(%)
Grade ±
1 A 0 E 100 A +100
2 B 50 C 83 A +33
3 C 0 E 100 A +100
4 D 0 E 100 A +100
5 E 50 C 100 A +50
6 F 0 E 100 A +100
As we can see in the above table, it is clear that the respondents have
improved tremendously in terms of their results from the pre-test to the post-test.
Before the interventions took place, the respondents were not able to answer the

34
questions correctly. Most of them did not understand and were confused with the
movements. They were also very shy to speak in English in order to give directions
to places. However, after the intervention, the respondents managed to speak fluently
to give directions and they were confident during the role play activities. This is
because, during the interventions the respondents were exposed to the usage of the
directions many times during the reinforcement activities. Hence, they slowly
managed to understand the meaning of each direction. As they moved on to the
Charade activity, they were pushed out of their comfort zone and they had to
pantomime the movements in front of everyone. By using TPR , it encouraged
respondents to listen and respond to the spoken target language commands of the
researcher. In other words, TPR method built the coordination of speech and action
and is able to teach language through physical (motor) activity.
When the respondents were already familiar with the movements, the next
intervention which was Simon Says activities emphasized on giving directions using
proper sentences. Simon Says activity is one of the recommended activities to
overcome receptive language problems. In Simon Says activity, the respondents used
chunk verbal direction, for example, “walk straight and turn left” , and through
repetitive practices, they managed to improve their sentence structure when giving
direction. During information gap role play activity, the respondents can already
fathom the meaning of the direction, ways and structure to give directions and during
the activity, all of the knowledge that they have learned throughout the interventions
were applied.

35
8.0 Limitations
The biggest limitation that was faced by the researcher was time. The
time given to collect data were only four days which means there was no time to
make any mistakes. Hence, the researcher asked permission from the teachers to take
the respondents out to the school’s hall to do the interventions. Within the four days,
the respondents had to do the activities for hours and they were expected to give
results in a very short amount of time.
The second limitation was the lack of space. When the researcher arrived at
the school, there was no class available to use. Hence, the researcher and the
respondents had to waste their time on the first day of intervention to find a suitable
space to carry out the activities for the research. Finally the researcher got the
permission from the headmaster to use the school hall. In terms of space, the hall was
the perfect spot to carry out the interventions. However, the hall is located next to
Year Two classrooms. Hence, it was very noisy. The researcher had to go to the
classes for several times to ask the pupils to slow down their voice as the researcher
was not able to record the respondents due to the noise.
The final limitation was the respondents’ participation. On the second day of
the intervention, Respondent B failed to attend the school due to sickness. Hence, the
researcher had to spend more time on Respondent B during the third day of the
intervention to fill in the information that Respondent B had missed on the previous
day.

36
8.1 Recommendations for Further Actions
The first recommendation is to implement the activities many times. The
researcher was not able to carry out the information gap role play activities many
times because of the lack of time. However, if the researcher is given ample time to
do the research, she would give the respondents more worksheets on information gap
role play activities. This is because, the respondents can really benefit from the
activities as it help them to practise their giving direction skills and enhance their
confidence level to speak in front of an audience.
The second recommendation is to get feedback from the respondents and
improve to get new ideas for future classes. Ultimately, in order to create a high-
performance learning team in the classrooms, the pupils and the teacher have to be
accountable to one another. Feedback from the respondents is also a way for the
researcher to grow and to be able to come out with better interventions in the future.
According to Bellon et al (1991), academic feedback is more strongly and
consistently related to achievement than any other teaching behavior and this
relationship is consistent regardless of grade, socioeconomic status, race, or school
setting. Feedback can improve a student's confidence, self-awareness and enthusiasm
for learning.
The last recommendation is in term of organization. In order to do this
research, it is highly advisable to consider respondents’ abilities and personalities
when dividing them into groups. The level of proficiency of each pair of respondents
must vary so that one could help the other. Hence, the teacher must be alert with the
pupils’ potential and level in order to create dynamic pairs of respondent.

37
9.0 References
Bellon, J.J., Bellon, E.C. & Blank, M.A. (1991) Teaching from a research knowledge
base: a development and renewal process. Facsimile edition. Prentice Hall,
New Jersey, USA.
Brennan, W. K. (1974). Shaping the education of slow learners. London: Routledge
& Kegan Paul.
Brown, H.D. (1994). Principles of Language Learning and Teaching. N.J.:Prentice
Hall Regents.
Bowman M. (1994). Using video in research. Retrieved 12th March 2015, from
http://www.sfu.ca/media-lab/cmns362/Spotlight45.pdf
Burke, E. (1958). A philosophical enquiry into the origin of our ideas of the sublime
and
beautiful. London: Routledge & Kegan Paul (Original work published 1757
Chan A. (2011). Learner receptivity toward role play simulation. Retrieved 11th
March
2015, from http://ijer.eab.org.tr/media/volume2/issue1/Andrew_Chan.pdf
Gardner Howard(1993): Multiple intelligences: the theory in practice. New
York: Basic.
Drills dialogues and role play. (2011) Retrieved 12th March 2015, from
https://www.press.umich.edu/pdf/0472032038-web.pdf
Haylock, D. (2010). Mathematics explain for primary teachers third edition.
London: SAGE Publications Ltd.
Krashen, Stephen D. (1987) Principles and practice in second language acquisition.
Prentice-Hall International, 1987.
Ladousse, G. P. (1991). Role play. Hong Kong:
Oxford University Press.
Ments M.V. (2011, January 19). Early simulation and gaming. Retrived 12th
March 2015, from
http://www.unice.fr/sg/authors/bios/van%20Ments,%202011
Read, C. (2005). 500 activities for the primary classroom. Thailand: Macmillan
Publishers Limited.
Stern D.N (1973) , The Interpersonal World of a Child,New York: Basic Books.

38
Trucano M. (2013, August 3). Using video to imprive teaching - and support
teachers.
Retrieved 12th March 2015, from
http://blogs.worldbank.org/edutech/miga/using-video-improve-teaching-and
support-teachers
Ute. (2013, February 3). The importance of role play for students. Retrieved 11th
March
2015, from http://expatsincebirth.com/2013/02/03/the-importance-of-role-
plays
for-children-and-us/
Yearly scheme of work for year three, Retrieved 12th March, 2011, from,
http://www.slideshare.net/AdrianneAnne/yearly-scheme-of-work-year-
three-2013

40
Read the dialogue. Replace the pictures with the correct words and write the
complete sentences.
1. Adam: Where is the library?
2. Balqis: the corridor and
____________________________________________________________________
_______
3. Sharifah: Where is the canteen?
Alia: the stairs and
canteen
toilet
field
library
classroom
computer room
laboratory

41
____________________________________________________________________
_______
4. Liana: Where is the field?
Daniel : the corridor and
______________________________________________________________
Name
POST-TEST
walk along turn right turn left go down

42
Read the dialogue. Replace the pictures with the correct words and write the
complete sentences.
1. Adam: Where is the library?
2. Balqis: the corridor and
____________________________________________________________________
3. Sharifah: Where is the canteen?
Alia: the stairs and
____________________________________________________________________
4. Liana: Where is the field?
Class
canteen
toilet
field
library
classroom
computer room
laboratory

43
Daniel : the corridor and
___________________________________________________________________
Read the dialogue. Write the right words in the blanks.
walk along turn right turn left go down
Excuse me, may I know
where the police station
is?
Sure, ________ Main
Street. Then turn
________. The police
station is opposite the
drug store.
You’re welcome.
Mr. John Hafizi

44
Read the dialogue. Write the right words in the blanks.
Oh, thank you.
Mr. John Hafizi
JalanAmpang
Jalan Mahawangsa
Ja;anTunkuIsmail
Excuse me, may I know
how do I go to the
hospital from here?
Sure, turn _______ and
________ to Jalan
Tunku Ismail. Then turn
________. The hospital
is ______ the Pet Shop.
Oh, thank you.
You’re welcome.
Dr. Anis
Sti

46
Observation Form
Able to give
direction
correctly.
Able to use
preposition
correctly
Able to use
correct sentence
structure.
Able to
communicate with
confidence.
Able to read the
map correctly
Pupils’
name
Class
Activity Information Gap Role Play activity
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Pupils’ description

47
Pupils’
name
Class
Activity Charade
Observation Form
Able to
pantomime the
movements
correctlt.
Able to use
preposition
correctly
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

48
Pupils’
name
Class
Activity Simon Says
Observation Form
Able to give
direction
correctly.
Able to use
preposition
correctly
Able to use
correct sentence
structure.
Able to
communicate with
confidence.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

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