INSTITUT PENDIDIKAN GURU KAMPUS TUANKU

BAINUN, MENGKUANG, 14000 BUKIT MERTAJAM,

PULAU PINANG.

Station Game:
A Technique to Enhance Year 4 Pupils Motivation in Reading
Lesson
NAME : MUHAMAD AIMAN BIN NORDIN
SUPERVISOR : MR AHMAD KAMAL B AND GHANI
PROGRAMME : 8 PISMP TESL (3) / LGA / SN

1.0 INTRODUCTION
Reading comprehension involves
the readers to understand,
interpret and critique what they
read (Nation, 2005)

Background of
the Study

Station Game activities is one of

the cooperative learning
strategies

pupils score decreases because of

the pupils motivation in the
reading class getting low and low.
goals of the National Philosophy of
Education (NPE) which seeks to
optimize intellectual, emotional
and spiritual potential of all pupils.
KSSR aims at making learning to
be gained through a variety of
experiences, such as group
learning depending on the skills,
interests and ability of the
differentiated group of students.
According to Ahmad (1998), pupils
motivation were incorporated into
the teaching and learning
activities, both classroom and cocurricular.

Reflection of
Past Teaching
Experiences
(sem 5 & 6)

Behavi
or

looked tired
not motivated to learn
English
did not bring their
books to school
they started to disturb
their friends when set
some tasks

Langua
ge
skills

Proble
ms

having problems in
reading class
they will take it lightly
in completing tasks on
reading comprehension

not able to comprehend

the material they read
not able to answer in
the time given
students written
responses on
comprehension
worksheets

2.0 Focus of Investigation

not able to
comprehend the
material they read
yet not able to
answer in the
time given

spent more time

teaching pupils on
how to complete
the worksheet
and finding the
answer from text

students
struggled to
understand the
text that they
have read and
students written
responses on
comprehension
worksheets

Statement of
problems
(Semester 7)
they started to
disturb their
friends and satisfy
their utter
boredom and
lastly they could
not complete the
task on time.

pupils looked tired

and were not
motivated to learn
English during the
reading class

pupils show some

of the negative
signs and
misbehave in the
class

RESEARCH FOCUS

to enhance Year 4 pupils

motivation in reading
lesson

Using Station Game to

enhance pupils motivation
in reading lesson

- Developed by Hyerle

Review of Related Research

Theoretical Framework

Spencer Kagan of Cooperative

Learning

Research 1 - Syafini Bt Ismail

(2002)

participants in the research - students

performed better and proved that the
incorporation of cooperative learning
had culminated positive outcomes in
enhancing the student writing
performance.

Research 2 - Aaron Mcvay (1998)

participants in the research - games

is the ability to sustain engagement
and motivation across time,
particularly with more challenging
learning tasks.

Deesri (2002)

"learning through station games could

encourage the operation of certain
psychological and intellectual factors
which could facilitate communication
heightened self-esteem, motivation
and spontaneity, reinforcing learning,
and building confidence (pg. 26)."

Wyk (2012)

enhancing students' positive attitudes

and motivate them to learn English in
the reading lesson as well as it can

3.0 Research Objectives &

Research Questions
This research aims to:
examine how Station Game technique can
enhance Year 4 pupils motivation in
reading lesson.

The following research

question is proposed:
Can Station Game technique
enhance Year 4 pupils motivation in
reading lesson?
How does Station Game technique
enhance Year 4 pupils motivation in
reading lesson?

School
(Type)

4.0 RESEARCH
PARTICIPANTS
National type

Grade B

Location Rural
(Human Resource Management
Information System, 2015)
Penanti District
Type of Purposive
Samplin
g
Particip
ants

Year 4

Enrolme 30 pupils
nt
English Mixed advance, upper and
languag
lower intermediate
e
Average verse with the latest
proficie
general knowledge
ncy
level

Pupils' Grades in March Test

30

25

20

Number
of pupils
15
10
17
5
5
0

3
B

Grades

D
5

5.0 IMPLEMENTATION OF ACTION

- plan to use Station
Game in the production
stage.

- applied Station Game in

the production stage.

- collect data on the

responses about the use
Station Game.

- analyse the data about the use

of Station Game.
- improvement for further
research

Kemmis and McTaggart

(1988)

Adapted version for this

study

Stages

Pre-Reading
While-Reading

Intervention 1

Intervention 2

Intervention 3

Unit 3: Yesterday &

Today
Reading aloud

Unit 4: Be Safe
Reading aloud

Unit 6: Care For The

Sea
Reading aloud

-vocabulary drills
Practice using
Language Game

-vocabulary drills
Practice using
Language Game

-vocabulary drills
Practice using
Language Game

(tic tac toe game)

(bingo game)

Using Station
Game activity in
groups

Using Station
Game activity in
groups

Instruments:

Instruments:

(snake & ladder

game)
Using Station
Game activity in
Post-Reading
groups
Instruments:

1. Observation
1. Pre Interview
Using Checklist 1. Pre Interview
2. Questionnaires 2. Observation
2. Observation
Using
Checklist
3. PreQuestionnaire

Using Checklist
3. PostQuestionnaires

How to implement during the

production stage
Step 1 : pupils read the text
Step 2 : sentences of cause and effect are taken
from text and pupils read it
Step 3 : pupils categorize the sentences into
cause or effect
Step 4 : pupils relate the cause and effect in multiflow map
Step 5 : pupils use the multi-flow map to guide
them when answering the comprehension
questions

*adapted from Idol, 1987 (as cited in Weis,

2011).

Station Games Setup

Station 1
Underline
the correct
words.

Station 2
Fill in the
blanks with
the correct
answer.

Station 3
Match the
words.

Station 6
Write true or
false
statement

Station 5
Find the clue

Station 4
Crossword
puzzle

6.0 Data Collection

RESEARCH
QUESTION
Can Station Game
technique improve
the pupils
motivation in
reading class?

How does Station

Game technique
improve the pupils
motivation in
reading class?

DATA GATHERING
METHODS

Quantitative
method

Qualitative
method

Pre and Post

SurveyJames
(1997)

Pre and Post

InterviewBernard
(1998)

RATIONALE

Observation
ChecklistsLowe &

degree of variation resulting

before and after the
implementation of actions
(James, 1997)
to get the feedback of the
intervention done in
improving the pupils
motivation in English
reading lesson.
get in-depth information
about the pupils perception
and experience when using
station game in reading
lesson.
semi-structured interview
provided a clear set of
instructions for interviewers
and can provide reliable and
comparable qualitative data.
as a way to of seeing
familiar and routine events
in a new way.

7.0 Data Analysis

Pre & Post
Survey
Pre (identify the
problems faced by
pupils)
Triangulat
e

Post (pupils
perception on the use
of the Station Game)

Pre & Post

Interview

30 pupils- (mix
level of
proficiency)
surveys of the
pupils attitude
towards English
reading lesson and
station game.

Triangulation
of results

Observatio
Aspects:
ns
The five different achievers (two
advanced, one intermediate and two low)
progress during the lessons.
Analysis of the participation of the pupils
and their motivation level when station

Pre-Interview transcriptions (original text)

Theme

Cannot learn English

well

Research
Participants (RP)

Interview Text
(translated from the original version)

RP 3

I cannot learn English well.

RP 5

English class boring and not best, sometimes blur

RP 19

Kadang-kadang saya xfaham apabila belajar Inggeris.

(Sometimes I do not understand when learning English)

Feelings toward the

worksheets

RP 5

I hurt (hate) the workshirt, workshot (worksheet).

RP 19

I dont like the worksheet.

RP 25

Saya tak suka soalan-soalan yang cikgu bagi. Payah. (I do

not like the worksheets given by the teacher. Hard)

Interests

RP 5

I love to have the game.

RP 25

Saya sukakan permainan dalam kelas. (I love game in the

class)

Post-Interview transcriptions (original text)

Research Participants (RP)
Questions

Themes
RP 3
Tough and Confuse

confused)
RP 5

Saya suka kerana saya faham. (I like because I

RP 19

Menarik sebab sir guna station game. (Interesting

Understand
What do you feel about English class?

By using station game

Interview Text
(translated from the original version)
Saya tak faham dan blur. I do not understand and

understand)
because sir used station game)
RP 7

Fun

Saya suka sebab menarik. (I like because it is

interesting)

RP 25

Saya suka sebab best dan kelakar. (I like because it

is best and fun)
Rasa best. (Feel best)

Motivation

RP 3
RP 5

Yes, sebab saya boleh belajar English dengan baik.

(Yes because I can learn English well)

Do you feel motivated to learn English?

RP 7

Saya

RP 19

Rasa nak belajar lagi dengan sir Aiman. (Feel

wants to study more with sir Aiman)

Interesting

RP 25

Ye. (Yes)

RP 3

Game yang sir Aiman buat best. (Game that Sir

Aiman did was best)

Can compete with friends

RP 5

Yes, sebab sir Aiman buat banyak aktiviti dan

permainan dalam Station Game..ermmm..dan saya
nak bertanding dengan group lain. (Yes because sir
Aiman did a lot of activities and games in the

Do you like Station Game in reading class?

Station Game. I can also compete with other groups)

Not sleepy

RP 19

Station Game buatkan saya rasa tak ngantok.

(Station Game does not make me feels sleepy)

Fun

RP 25

Sangat menarik dan kelakar. (Very interesting and

Observation (Checklists)
5 low achievers' scores in 3 lessons
7
6
5
Scores

Lesson 1

Lesson 2
Lesson 3

2
1
0

P1

P2

P3
Pupils

P4

P5

Analysis of pupils scores between

reading comprehensions and
Multi-flow Map.

Pupils Work

Aspect

Number of Pupils
Lesson 1 Lesson 2 Lesson 3
Multi-flow Match all the cause &
12
15
16
Map
effect correctly
Reading
Answer all the
12
15
16
Comprehens questions correctly
ion

Group Pair work Individua

Instructional strategies
work
l work

guided the pupils to analyse the

relationship between the cause
and effect critically

Multi-flow Map provided

sample answers for the pupils to
answer the cause and effect
reading comprehension
questions

Pre-Survey
Theme

Pupils responses

No problem

No, I dont have any problems because I can answer all the questions.
Confused of the questions
Confuse do not know answer

Do not understand the questions & feel confuse

No understand the questions

Very confused to answer the questions
Because very hard to answer
Because it is little hard
Question number 3 is difficult

The questions are hard

The questions are very difficult

Its very hard
Very confused because its very hard and I no time to check
Because I did not know the answer and number 3 was very confusing

The questions are hard & confusing

I am confused the questions and it was very hard

I cannot answer all because confuse and hard (2)

Post-Survey
Question

Them
e

Are there any

problems that
you face
when
answering the
reading
Theme
comprehensio
n?

Yes

No

Number of
pupils who
responded

5
(20.8%)
(the low
achievers in
post-test)
19
(79.2)

Coding

Because I dont
understand the
question (3)
Questions 3 and
5are hard (2)

Number
Coding
of pupils
who
responde
d

Because I feel less difficult

MFM makes me feel
5
to answer the questions (3)
less difficult to answer (20.8%)

RC

I will less difficult to answer

the questions (2)

5 low
achievers
responses

Theme

MFM provided answers

I felt confident to
answers RC because of
MFM

MFM helped to answer

RC easily

Number of pupils
Coding
who responded

Because from Multi-flow Map we can get answer to do

reading comprehension questions

Because I can get the answer very fast and the answers will

be in cause and effect which I find it more easier

4

(16.7%)
Because it has answer

The map will give me answer

Because I feel confident (2)

3

(12.5%)
Because I feel confident with Multi-flow Map

7
(29.2%)

MFM gives answer and

confident to answer RC

5
(20.8%)

MFM makes me felt less

difficult to answer RC

Easy to answer (2)

Because when we use Multi-flow Map we can answer the

reading comprehension easily (2)

Because its a easy way to answer the comprehension

question (2)

Yes. Because I can answer easily

It has answer and I feel confident to answer (2)

The map has answer and I can answer confidently

Has answer and confident to answer (2)

Because I feel less difficult to answer the questions (3)

I will less difficult to answer the questions (2)

Discussion of findings in relation to

Research Question 1 (RQ 1): Can station
games enhance Year 4 pupils
motivation in reading lesson?

Analysis of pre & post-survey and observation

checklists all show an improvement. And, in
the semi-structured pre & post-interview,
pupils said the reading class became lively
and enjoyable if not for the station games.
Interview question 6, Do you like Station Game in
reading class? Why?. The pupils replied, Ya. Station
Game buatkan saya rasa tak ngantok dan bosan. (RP 19).

Thus, findings indicate that station games can

enhance pupils motivation in reading lesson.

The results obtained by

the low scorers (P3 and
P20) in their pre test also
showed improvement after
implementing the
recommended action.

the pupils who scored zero

mark during Week 1 (P3,
P7, P19, P20 and P27) also
improved. Most of them
get full marks (5 marks)
during Week 3, the final
week.

The mean score of the

class also improved from
Week 1 (1.8), to Week 2
(3.6) and finally Week 3
(5.3).

through games, children

can not only learn new
knowledge quickly and
happily, but also
consolidate what they
have learned, (Deesri,
2002)

Discussion of finding in relation to Research

Question 2 (RQ 2): How can station
games help Year 4 pupils to enhance
their motivation in reading lesson?
Analysis of semi-structured interviews found that station
games can help pupils to improve their learning of collective
nouns in the following ways:
i. Station games promotes cooperation among pupils
ii. Station games motivated the research participants in
answering the questions in each Station activity
iii. Station games enhance confidence in learning
iv. Station games promotes positive competition among
pupils and a good spirits of winning in the station game

Discussion of Findings to Address

Research Question
2

Map acted as a tool

to guide the pupils to
analyse the
relationship between
cause and effect
critically
provided sample
answers for them to
answer the reading
comprehension
questions.
Compare to the theoretical
framework , Long & Carlson
(2011)

positive responses for

the pupils vouched that
Multi-flow Map was a
useful tool to answer
the cause and effect
reading comprehension
questions

motivational tool that

improved the pupils
focus on organising the
correct relationship
between the cause and
effect

increased their
understanding on the
questions

Limitations and
Suggestions for Further Research
Suggestions for
further research

Limitations
Time constraint

Generalization of
the action
Limited response
given by the
respondents

more detailed research

which can deeply study
the effectiveness of
using Station Game
more challenging and
effective ways of using
the Station Game in any
lesson
increase the number of
respondents for the pre
and post-interview

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