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USING SONGS TO ENHANCE YEAR 4 AVERAGE PROFICIENCY PUPILS’ MASTERY OF POSSESSIVE PRONOUNS

YOUNG POH PING

ROSEMARY ANAK LAYAT

PISMP TESL SJKC JANUARY 2014

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ABSTRACT

This action research utilised “Possessive Pronouns Song” to enhance Year 4 average proficiency pupils’ mastery of possessive pronouns. The research was conducted in a sub-urban national primary school around the west coast of Sabah. The research participants consisted of ten pupils from a Year 4 class with average English proficiency. The research objectives were 1) to enhance pupils’ accuracy in using possessive pronouns and 2) to explore how songs help to enhance pupils’ mastery of possessive pronouns. I had adopted McNiff and Whitehead’s Research Model (2011) as my research framework for this action research.  It involves a systematic cycle of observe, reflect, act, evaluate and modify. This study comprised one cycle with the implementation of songs in three lessons. Three different instruments were used to collect data namely observational field notes, semi-structured interview and pupils’ work. I triangulated my findings from the different sources of data collected. My findings revealed that using “Possessive Pronouns Song” to teach possessive pronouns had helped the pupils to enhance their mastery of possessive pronouns. The simple and repetitive lyrics of the songs allowed them to understand and remember the rules of possessive pronouns easily. Songs also boosted the pupils’ confidence in applying the possessive pronouns rules when they were answering questions on this grammar point. Moreover, they found that learning possessive pronouns through songs was fun and enjoyable. The research has impacted the pupils’ learning of possessive pronouns positively. However, further research can be done by incorporating the “Possessive Pronouns Song” with other interesting activities such as drama or dance.