1

1.0 INTRODUCTION OF THE RESEARCH

For countries which English Language as second language, to be able to communicate easily in
the language has been one of the challenging tasks that usually occur in the schools. It also one
of the main issues that occur in Malaysian language classroom where most of the students fail to
use or communicate in the target language or L2 which is essential for them to acquire for their
learning purposes and for the real world. Students are also assess and graded for their oral;
pronunciation, fluency and mannerism in both primary and secondary school yearly. The
scenario of students fails to respond to their teachers questions or among their peers due to the
possibility that they have not acquire the L2 or they do not have motivation and interest to
respond to their teacher in English language.

This research attempts to see if the usage of the visual stimulus able to enhance the
communicative skills of the standard 5 pupils in rural primary school. Questioning techniques,
suitable activities and audio visual stimulus during language teaching are among those
approaches that could be use by teacher to instill skill, to generate students interest and to
motivate them to use the language in their daily communication, particularly during language
teaching and learning. The right attitude, suitable approaches, effective teaching techniques,
motivation and interest are a great collaboration to handle this problem among the students.




2

1.0.1 Reflection in teaching experience

Based on the researcher experience as an English language teacher, rural students are
having problem to use the English language for communicationin and outside the classroom,
particularly during language class. This situation indicate that our students are not showing
positive level of competence in English. Students are so passive and it is very difficult for
language teacher to measure their students performance and level. It is also crucial for the
students to perform well and able to use the language to communicate.

1.0.2 Theoritical Framework

The frame work below shows the relationship between students involvement, and the use
of visual stimulus to help students to iniciate and generate their idea to communicate effectively
during language lesson. The function of visual stimulus is to ignite students interest to speak. It
also shows the activities, in which students achievement in communicative skill will be improve
and be more positive and motivated as shown below:








Using
Visual
stimulus
The outcomes:
1. Students can converse in
English Language using
visual stimulus to improve
communicative skill.
2. Students attitude towards
English Language.
Students
Involvement


3

2.0 STATEMENT OF PROBLEM

Based on the experience as a teacher, a lot of rural students cannot communicate well
because of low self confidence, limited language exposure, lack of practice, reluctant to use the
target language and there is no motivation or reinforcement to use the language in the language
classroom or outside the classroom. Therefore the language lesson become so boring, there is no
two way communication between the teacher and students and mostly, unable to achieve the
objective of the lesson. This may also affect students performance in the exam and for real
world situation.

3.0 RESEARCH OBJECTIVES

These research outcomes will be the essential for the researcher in guiding the kind of data to be
collected and the instruments to be used later. Based on the statement problems given, the
objectives that had been form are to study the use of visual stimulus to enhance and encourage
students communicative skill during language lesson and to investigate whether the use of
visual stimulus able to motivate students and to elicit response or speaking skill among them.



4

1.8 Definition Of Terms

Using Visual Stimulus
This term can be define as using any kind of pictures, for the purpose of promoting
communicative skill among students. Pictures may be in cartoon strips, situation, daily activities,
real pictures or any type of pictures. These pictures will be use in the language lesson.
(Citravelu.N,2005)

Communicative Skill
According to Oxford Advanced Learners Dictionary: communicative means willing to talk and
give information to other people. While communicative skill is one of the two skills in
productive skills teaching and learning of English language. This is one of the important skills
that contribute a lot in students performance in the classroom. Expressing ideas, asking
questions, to respond, to suggest, enquire, to decline, agreeing and so on. Communicative skill is
also indicate whether the students able to acquire the objectives of the lesson. (Citravelu.N,2005)
1.9 Summary
This chapter discuss the focus of the research, the title is use of visual stimulus to
enhance communicative skill among Standard Five students in rural primary school. Next, it
introduces the research and the background of the research. The statements of problem were
identified and a conceptual framework was shown. This chapter also identify the aim, objectives
and the research questions.Significance of the Research and also identifying the limitation of the
research. Finally, this chapter define the terms in this research.



5

4.0 RESEARCH METHODOLOGY

4.0.1 Population and Sampling

The respondent of this survey was the Standard Five students of SK Sungai Damit,
Tuaran, Sabah. This class consisted of 30 students and consist of 16 male and 14 female
students. This study was conducted only in one primary school and a small study scale.

4.0.2 Research Design

This research subscribe to quantitative approach. The researcher used the quasi-
experimental design to collect data from random sampling and analyses the data using
descriptive statistic. The students will be divided into two groups with the same level of English
Language competency, based on their previous mid term examination.





6

4.0.3 Research Instruments

To ensure the collected data could be analyzed and interpreted correctly, the accurateness of the
collected data is very useful and important. The questionnaire, observation checklist, pre test and
post test, interview and module in the form of lesson plans were used for this research.

The first instruments that were used in the research were the questionnaire which contains 10
statements and using Likert Scale. The statements were focusing on the effectiveness of using
visual stimulus in language learning classroom to promote speaking and communicative skill.
The second instrument was the observation during language classroom teaching and applying the
suggested technique for teaching was evaluated using check list to identify students respond and
motivation during the lesson. The third instrument is interview. Students were asked few
questions related with the activities and to find out what are the factors that influence students
ability in communicating with each other among themselves. Lastly, pre and post test done by
the researcher was carried out to measure the outcomes and significant of this study.

The respondents were standard Five students. Respondents were gathered in a room and
given briefing about this survey before answering the questionnaires. The questionnaire was used
to find out students preferred teaching techniques to promote speaking skill. They were given 10
minutes to answer the questionnaire. After this questionnaire was answered by the students, data
was collected and being analyzes using percentage. Observation checklist was the second
instrument used in this study to find out the communicative session in the classroom using visual
stimulus to promote students communicative skill. Interview was the third instrument. Teachers


7

will asks students few questions related with the activities and to find out what are the factors
that influence students ability in communicating with each other among themselves.

4.0.4 Data Collection Procedure

The data collection procedures were done according to the table shown below.

















1. Identify the research
field
2. Doing survey about
the issue
9. Writing the
final report
8. Data
analysis
4. Preparing the
questionnaire and other
research instruments.
6. Distributing
questionnaire form
7. Entering
data
5. Making appointment
with the school
3. Preparing the
Proposal


8

Firstly, the researcher identified the research field for this school-based research after that
the researcher did survey about the issue. Secondly, prepared the proposal and the research
instruments. After received the confirmation letter to run the research at respected school from
the EPRD, the researcher made appointments with the respected school. Then, met the English
Language teachers of Standard five for discussion and distributed the questionnaire forms. Soon
after that, entering data and data analysis were done and finally wrote the final report from the
findings.

4.0.5 Data Analysis Procedure

Data is collected based on the four types of instruments used. The first instrument was
questionnaires with 10 items. Students were given 30 minutes to answer the questionnaires. The
second instrument was the observation checklist. During teaching and learning lesson to
promote communicative skill and using visual stimulus to generate students ideas to speak, it
was used to record students respond during the activity. The third instrument is interview.
Students were asked few questions related with the activities and to find out what are the factors
that influence students ability in communicating with each other among themselves. Lastly, pre
and post test done by the researcher was carried out to measure the outcomes and significant of
this study.

Likert scale and percentage were used to analyse the finding in the questionnaire. They
were divided into 3 parts: Agree, Agree Some What, and Disagree for questionnaire B. After
the data collected, it was analyzed using percentage. The survey findings were based on level


9

and percentage. Observation checklist was analyzed by giving the percentage when the modules
in the form of lesson plans were conducted. All items and outcomes were gathered to finalize the
research analysis.


3. Instruments of the study

3.1 Questionnaires.

This method is used to collect data from the teachers. The teachers gave information about the
extent they used visual materials in the classrooms, what their main sources of the visual
materials were and what attitude they had towards them.

3.2 Interviews.

Teachers were interviewed to get additional information concerning the impact these visual
materials have on children as they learn fast and in an enjoyable way. Pupils were interviewed in
a random way in the schools concerning the techniques they liked most when vocabulary is
taught. They also were asked about the visual materials the book provided for them and if they
were enough in the vocabulary section.

3.3 Observation.

A class of 26 pupils was observed during two English lessons in Grade 3. In the first lesson
about the weather the English teacher used only the book (the pictures it provided), whereas the
in the next lesson about the fruits, the teacher used visual materials such as flashcards, pictures
from the book and drawings in the blackboards. At the end of the class a test was made to the
pupils to see if they remember the new vocabulary they have learned. The pupils had to match
the words with the pictures. The data from the two tests were compared and analyzed to see
which lesson was more productive.


10




11

4.0.6 Timeline Budget
The budget request is a proposed spending plan submitted by the researcher to the school
administration at the beginning of this action research project. Below are the detailed spending
plan submitted.

Description Cost Incurred Source
A4 Paper RM 11.50
Researcher
Photocopying Service RM19.90
Printing RM15.00
Miscellaneous RM10.00
Total RM 55.40

4.0.7 Summary

This quantitative research was to collect data and determine how one variable affects
another. In this research, experimental research was measured before and after a treatment or
proposed activity, which was before and after the observation instrument. Validity and reliability
of the finding were measured best on the instrument used and the analysis process. Overall the
result of this research would offer new avenue for improvement in term of promoting
communicative skill using pictures in the classroom.


12

RESEARCH RESULTS

4.1 Introduction

In this chapter discusses the results from the questionnaires distributed and the
interviews, observations checklist, modules in the form of lesson plan, pre test and post test were
conducted. The results from the questionnaires and interviews is used to determine whether the
teaching techniques of using pictures to generate students communicative skill during language
lesson effective, whether there are any relationship between students motivation and the
teaching aids used to generate communicative skills among the students, and also identifying
factors that influence students communicative skill especially in English Language subject in
the rural secondary school.
The data analysis is divided into three main areas. Part A discusses the profile of the
respondents or the students, which include their gender, race, age, examination result, favourite
pastime, favourite reading materials and computer availability at home. Part B discusses the
number of English books available at home, parents level of education and the frequency of the
respondents communicating in English with peers and family members. Finally, Part C
(questionnaire and interview) discusses the perception of students towards teaching aids and
classroom environments in English language class.


4.2 Part A-Profile of the Respondents


13

The target respondents of this study are form one students studying in secondary school in SMK
Tun Fuad Stephen, Kiulu, a rural area about 40 km North East of Kota Kinabalu.They include
students of both genders. Table 1 shows the percentage of the gender of the respondents.
Table 1: Analysis of the respondents gender
Gender Number of
Respondents
Percentage
(%)
Male 20 50
Female 20 50
Total 40 100


Chart 1: Analysis of the respondents gender

In this study, the researcher purposely selects an equal number in gender between the
respondents.
Table 2: Analysis of the respondents race



0
20
40
60
80
100
Respondents' race
Dusun
Melayu
Sungai
Race Number of
Respondents
Percentage
(%)
Dusun 38 95
Melayu 1 2.5
Sungai 1 2.5
Total 40 100

0
10
20
30
40
50
Respondents' gender
Male
Female
Chart 2: Respondents race




14

Based on the table and chart above, it clearly shows that the majority of the respondents race is
Dusun, which is 95%. Only 2.5% each of Sungai and Melayu race are amongst the respondents.
This is basically because Kiulu is a settlement where about 90% of the people living here are of
Dusun race.

4.2.1 Part A-UPSR English language examination results.
Table 3 and Chart 3 below show the percentage of students English language
examination results in school.
Table 3: Analysis of the UPSR English language examination results
Result Number of
Respondents
Percentage
(%)
A 4 10
B 29 72.5
C 7 17.5
D - -
E - -
Total 40 100

Based on the data received, it shows that 4 students or 10% of the students received an A
in their UPSR English language examination. 29 students or 72.5% meanwhile received a B. For
the C results, 7 or17.5% got C in their English language examination. There were no D and E
collected from this data because the respondents in this study are chosen from the two cleverest

0
10
20
30
40
50
60
70
80
Respondents' UPSR result
A
B
C
D
E
Chart 3: Respondents UPSR result



15

classes in the school. From the data, it shows that the students average level of English is around
the grade of B and C, an average performance given for students from rural area schools.

4.2.2 Part A- Semester 1 Form One English language examination results.
Data is also collected to study the latest examination results of the respondents, which is
the Semester 1 Form One English language examination.

Table 4: Analysis of the Semester 1 Form One English language examination results.
Grade Number of
Respondents
Percentage
(%)
A 1 2.5
B 11 27.5
C 21 52.5
D 6 15
E 1 2.5
Total 40 100

Based on the data received, only 1 of 40 students or 2.5% received an A in the first
semester English language examination, 11 students or 27.5% received B and half of the students
received C which is 21 students or 52.5%. 6 students or 15% got a D and only 1 student or 2.5%
of the respondents failed the examination which is grade E. This clearly shows the degradation of
the performance maybe due to the factor of transitional period between primary school to

0
10
20
30
40
50
60
Semester 1 Form One English language
examination results.
A
B
C
D
E
Chart 4: Semester 1 Form One English language
examination results




16

secondary school, where students need time to adjust to the different syllabus and requirements
of the lower secondary school.

4.2.3 Part A- Respondents parents occupation
The parents of the students have varying type of occupation. Table 5 indicates the
percentages of respondents parents occupation. The analyses of the findings are as follows:


Table 5: Respondents parents type of occupation
Type of occupation Mother
Number / Percentage
(%)
Father
Number / Percentage
(%)
Total Number
Farmer 10 / 25 29 / 72.5 39
Housewife 25 / 62.5 25
Nurse 1 / 2.5 1
Teacher 2 / 5 2 / 5 4
Janitor 1 / 2.5 1
Gardener 1 / 2.5 1
Clerk 2 / 5
Newspaper Printer 1 / 2.5
Driving tutor 1 / 2.5
Rubber tapper 2 / 5 6
Mechanic 1 / 2.5 1


17

Security Guard 1 / 2.5 1
Lorry Driver 1 / 2.5 1
Total 40 / 100 40 / 100


Chart 5: Respondents parents type of occupation

Based on the data collected, majority of the parents are working as farmers. Mothers
consists about 10 in numbers or 25% of the respondents mother. 29 out of 40 fathers are farmers,
which makes about 72.5% of the respondents father. The second highest for mothers are
housewife, which is 25 or 62.5% of the respondents number. There are 2 mothers and 2 fathers
who are teachers, or about 5% each. There is 1 mother or 2.5% who is a gardener, and 1 or 2.5%
who is a nurse. Meanwhile, the fathers of the respondents work as clerk are 2 in numbers or 5%,
mechanic 1 or 2.5%, security guard 1 or 2.5% and lastly lorry driver which is 1 or 2.5%. From
the findings, the majority of the parents are working as farmers. This is maybe due to the cause
0
10
20
30
40
50
60
70
80
Father Mother
Farmer
Housewife
Nurse
Teacher
Janitor
Gardener
Clerk
Newspaper Printer
Driving Tutor
Rubber tapper
Mechanic
Security Guard
Lorry Driver


18

of vast lands to plough and location of Kiulu which is far from the city to go back and forth to
work. Another thing is perhaps lack of higher education and qualification of parents.

4.2.4 Part A - Respondents parents level of education

Respondents parents level of education are also being looked into, to provide a better
insight of the respondents family background, especially the encouragement of communication
in English at home.

Table 6: Respondents parents level of education
Level of education Mother
Number / Percentage
(%)
Father
Number / Percentage
(%)
Total Number
Finish secondary
school
18 / 40 18 / 40 36
Did not finish
secondary school
15 / 37.5 15 / 37.5 30
Had some education
after secondary school
6 / 15 4 / 10 10
College graduate 1 / 2.5 2 / 5 3
Total 40 / 100 40 / 100 79



19


Chart 6: Respondents parents level of education

As shown from the data above, 18 mothers and 18 fathers of the respondents or 40% of
mothers and 40% of fathers had secondary school as their highest level of education. 15 mothers
or 37.5% and 15 fathers or 37.5% meanwhile, did not finish their secondary school. Only 6
mothers or 15% and 4 fathers or 10% had some education after their secondary school. For
higher level of education, only 1 mother or 2.5% and 2 fathers or 5% are college graduates. From
the findings, it is clear that most parents have only either did not finished their secondary
education or had secondary school as their highest level of education. This can contribute to the
lack of proficiency of the parents in communicating in English, especially with parents with only
primary school certificate holders.





0
5
10
15
20
25
30
35
40
Father Mother
Finish secondary school
Did not finish secondary school
Had some education after
secondary school
College graduate


20

4.2.5 Part A- Respondents favourite pastimes
Respondents favourite pastimes are also being looked into. Table 6 indicates the results
of the study:

Table 7: Respondents favourite pastimes
Activity Number of respondents Percentage (%)
Reading 29 72.5
Badminton 6 15
Fishing 2 5
Playing video games 1 2.5
Watching TV 1 2.5
Playing keyboard 1 2.5
Total 40 100


Chart 7: Respondents favourite pastimes
0
10
20
30
40
50
60
70
80
Number of respondents
Reading
Badminton
Fishing
Playing video games
Watching tv
Playing keyboard


21


From the table and chart above, it shows that reading is the favourite pastime for most of
the respondents, about 29 or 72.5%. 6 respondents or 15% show interest in badminton while 2
respondents or 5% like fishing. Playing video games, playing keyboard and watching television
all consists of 1 person each or 2.5%. From the finding, majority of the respondents like to read.
That means the motivation to read is being highly instilled by the surrounding factors, most
likely the school.

4.2.6 Part B Respondents favourite English reading material
Table 8 will look into the types of English reading materials mostly preferred by the
respondents. The following are the results of the finding:

Table 8: Respondents favourite English reading material
Reading material Number of respondents Percentage (%)
Novel 11 27.5
Story book 18 45
Comic book 4 10
Newspaper 1 2.5
Textbooks 1 2.5
Magazines 5 12.5
Total 40 100



22








Chart 8: Respondents favourite English reading material

From data above, from a total of 40 respondents, 11 respondents or 27.5% prefer novel as
their favorite reading material. 18 respondents or 45% meanwhile prefer reading story books. 4
respondents or 10% prefer comic books, 5 respondents or 12.5% prefer magazines and
newspaper and textbooks are preferred by 1 person each or 2.5%. In average, it is clear that most
of the respondents prefer reading story books and novels for their reading materials. We can
conclude here that novels and story books are easily available either at school or public library in
Kiulu, or at homes.







0
10
20
30
40
50
Number of respondents
Novel
Story book
Comic book
Newspaper
Textbooks
Magazines


23

4.2.7 Part B - The availability of computer at home
Computers can play significant role as a study aid in English language at home,
especially if it is connected to the internet. Table 9 and Chart 9 show the availability of
computer at the respondents home.
Table 9: The availability of computer at
home
Availability of
computer
Number of
respondents
Percentage
(%)
Yes 12 30
No 28 70
Total 40 100



From the table above, out of 40 respondents, only 12 of them or 30% have at least a
computer at home, while 28 respondents or 70% do not have any computers at home. Most
parents of the respondents are either still unaware of the importance of computer or cant afford
to have one at home. The others who have computer at home are perhaps bought by the parents
or owned by their older siblings who have furthered their studies at higher education institutes
who bought them to do assignments and brought back home after finishing their studies.




0
10
20
30
40
50
60
70
Availability of computer at home
Yes
No
Chart 9: The availability of computer at home


24

4.2.8 Part B - Quantity of English reading materials available at home.
Availability of English reading materials at home is essentials in helping students to
improve their English language proficiency. Table 10 indicates the finding of the study:

Table 10: Quantity of English reading materials available at home
Quantity of English reading
materials
Number of respondents Percentage (%)
Few ( 0 10 ) 13 32.5
Enough to fill one shelf
(11 25)
19 47.5
Enough to fill one bookcase
(25 100)
8 20
Enough to fill several
bookcase ( more than 100 )
-
Total 40 100





25


Chart 10: Quantity of English reading materials available at home

For the quantity of English reading materials available at home, 13 out of 40 respondents
or 32.5% have very few at home, which numbers only between 0-10. Most of them, 19
respondents or 47.5% only have enough to fill one book shelf (between 11 25). There are 8
respondents or 20% have enough English reading materials to fill one bookcase (about 25 100).
None of them have more than 100 English reading materials at home. Despite the preference of
most of the students in reading English novels and story books are high, the sources are most
likely to be from the school library, public library and borrowing from friends. From the table, it
can be said that families living in the rural areas do not emphasize on having many English
reading materials at home, either because buying books in English can be much of a burden to
them because most of the parents are farmers and housewives, or they lack the awareness to
provide sufficient English reading materials for their children.



0
10
20
30
40
50
Quantity of English reading
materials available at home
Few ( 0 - 10 )
Enough to fill one shelf (11 -
25)
Enough to fill one bookcase
(25 - 100 )
Enough to fill several
bookcase (more than 100)


26

4.2.9 Part B - Frequency of the respondents speaking in English with their peers
Students who practices English frequently with their friends will have significant
improvement in their English fluency. Table 11 shows the result of the frequency of the
respondents in speaking English language with their friends and peers.

Table 11: Frequency of the respondents in speaking in English with their peers
Frequency of speaking in
English
Number of Respondents Percentage (%)
Never 0 0
Sometimes 38 95
Everyday 1 2.5
2 3 times a week 1 2.5
Total 40 100


Chart 11: Frequency of the respondents in speaking in English with their peer.
0
20
40
60
80
100
Frequency of respondents
speaking in English
Never
Sometimes
Everyday
2 - 3 times a week


27

From the data above, about 38 respondents or an overwhelming 95% claims to speak in
English with their peers sometimes. Only 1 respondent or 2.5% and speaks English with the
peers every day. Another 1 respondent or 2.5% speaks to friends and peers about 2 to 3 times a
week. From the findings, it is clear that the respondents do talk in English with their friends and
peers now and then, probably during English language class, which is held a few times a week at
school.

4.2.10 Part B - Frequency of the respondents speaking in English with their family
members

Frequency of the respondents speaking in English with their family members will also be
looked into. Table 12 shows the results of the finding:

Table 12: Frequency of the respondents speaking in English with their family members
Frequency of speaking in
English
Number of Respondents Percentage (%)
Never 10 25
Sometimes 28 70
Everyday
2 3 times a week 2 5
Total 40 100



28


Chart 12: Frequency of the respondents speaking in English with their family members.

From the above data, from a total of 40 respondents, 10 of them or 25% never speak in
English with any of their family members, 28 respondents or 70% do speak with family members
sometimes and only 2 respondents or 5% speaks in English with their family members. The
majority of the respondents (70%) do speak to their family members in English sometimes, but
contrary to that, some respondents do not at all (25%). It is mainly because those who do not
speak either prefer communicating in their native language such as Dusun and Malay or perhaps
due to the fact that their parents did not finish high school so the capability to speak English with
their children is limited.





0
10
20
30
40
50
60
70
Frequency of respondents speaking in
English
Never
Sometimes
Everyday
2 - 3 times a week


29

4.2.11 Part C - Respondents responses during English language class at school
For part C, students answer the questionnaire given. After the data collected, it was analysed
using percentage. The finding for part C is based on level and percentage shown in table below.
PERCENTAGE LEVEL STATEMENT
0-35 Low The statement indicates
students ability to use
English language for oral
communication is weak
36-65 Average The statement indicates
students ability to use
English language for oral
communication is good
65-100 High The statement indicates
students ability to use
English language for oral
communication is excellent

Table 13 shows what are the respondents reactions and perceptions towards English language
class at school in terms of activities carried out, are they effective for the students and also
degree of interests shown by students. The analyses are as follows:






30

Table 13: Respondents responses during English language class at school
Statements Agree Level
1 I speak fluent English 5% Low
2 I respond to my teacher in English during English
language class
37.5% Average
3 I felt boring during English class and do not participate
during discussions or questions and answers session
5% Low
4 I like role play activity during language class 40% Average
5 Pictures help me in generating ideas to answer questions
from teachers and peers, it really helps
75% High
6 Teacher always correct my grammar mistakes during
speaking session
52.5% Average
7 I prefer reading and writing activities compared to
speaking
50% Average
8 I am not confident to speak in English language in the
classroom
35% Low
9 My teacher uses a lot of pictures during communicative
sessions
27.5% Low
10 I never speak English with my teachers and peers in the
classroom or outside the classroom
15% Low


31


Chart 13: Respondents responses during English language class at school

Table 13 and Chart 13 show that from the 40 respondents, only 5% of them agree that
they can speak fluent English which is extremely in low level. About 87.5% disagree that they
are fluent in English, and only 20% somewhat agree that they are fluent in the target language.
For the responsiveness of respondents to the teacher during class, the level is low, that is only
37.5% agree that they respond to their teacher in English during English class. 57.5% or at the
average level somewhat agree to the same statement and only 5% do not respond their teacher in
English during English language class. For the motivation factor, only 5% of the respondents
agree to the statement that they felt boring and do not participate during discussion or question
0
10
20
30
40
50
60
70
80
90
Agree Agree
Somewhat
Disagree
1
2
3
4
5
6
7
8
9
10


32

and answer sessions, 30% somewhat agree to the same statement. Contrary to that, 65%, at high
level, respondents do not agree that they felt boring during English class, which they do
participate during discussions or question and answer sessions. 40% or at the average level,
respondents agree that they like role play activity during language class, 15% somewhat agree
and about 45%, at average level disagree that they like role play activity during language class.
Based on the table above, it is clear that an overwhelming percentage of the respondents
are not fluent in speaking in English, which is about 87.5%. Even though their lack of fluency in
speaking English, they do response to their teacher in English during English language lesson,
37.5% agree and 57.5% somewhat agree.65% disagree that the English class is boring.
Interesting activities such as role play in class do trigger the interest of more than half the
respondents, about 40% agree and 15% somewhat agree.

From the results also, it clearly shows that pictures really helps the respondents in getting
them to speak to their teachers and peers, that is 75% agree and 25% somewhat agree. Teaching
aid in terms of the usage of pictures have overwhelmingly positive impact on the effectiveness of
triggering the respondents to speak in English and agree to the method used by the teachers
(27.5% agree and 60% somewhat agree). Meanwhile, they also agree that they have much to
learn especially in grammar as 52.5% agree that their teachers always correct their grammar
mistakes when speaking, and 47.5% somewhat agree too. Most of them think that they are not
confident in speaking English, 35% agree, 60% somewhat agree. However, they are not shy to
speak even though they are not fluent and they are willing to learn. Table also show that they do
speak in English with teachers and peers inside or outside of the classroom, about 15% of the


33

respondents agreed and 47.5% somewhat agreed. This clearly shows the willingness of the
respondents in speaking the language and continues to improve.

4.3 Research Findings

Based on the analysis of the data, the research findings that can be drawn out from the
investigation of the results of this research were examined under these sub-headings:

Will the teaching tecniques of using pictures to generate students communicative skill
during language lesson effective?
Are there any relationship between students motivation and the teaching aid used to
generate communicative skill among students?
What are the factors that influence the students communicative skill especially in
English Language subject in the rural secondary school.

From the researchers findings the first is about the teaching technique of using picture does
effectively help students communicative skills during the language lesson. This is based from
the data collected 75% of them agree to the statement that pictures help them in generating ideas
to answer questions from teachers and peers, that this learning method really helps. Only 25% of
the respondents somewhat agree to the same statement. Teaching aid in terms of the usage of
pictures has overwhelmingly positive impact on the effectiveness of triggering the respondents to
speak in English and agree to the method used by the researcher. According to Robert Sanborn
Brown & Paul Nation: 1997 also suggest an activity to promote speaking skill using picture.


34

Before the learners speak on a topic or take part in an activity, they work in pairs or groups of
three of four to prepare. This gives the learners the chance to learn new items from each other for
example, using same or different information gap activity and for this, it supports the finding.

As for the second one, there are relationships between students motivation and the
teaching aid used to generate communicative skill among students. This can be proved by for the
motivation factor that had been collected from the data, 5% of the respondents agree to the
statement that they felt boring and do not participate during discussion or question and answer
sessions,30% somewhat agree to the same statement. Contrary to that, 65% do not agree that
they felt boring during English class, which they do participate during discussions or question
and answer sessions. 40% agree that they like role play activity during language class, 15%
somewhat agree and 45% disagree that they like role play activity during language class. As
accorded to Good and Brophy (1994: 228) the simplest way to ensure that people value what
they are doing is to maximize their free choice and autonomy. By providing the students with
more practical activities they will appreciate it more. This idea supported by Ushioda (1997: 41),
who remarks that self motivation is a question of thinking effectively and meaningfully about
learning experience and learning goals. It is a question of applying positive thought patterns and
belief structures so as to optimize and sustain one's involvement in learning and communicating.

In this research the factors that were discovered to have influence on the students
communicative skills are the students attitude towards their learning. Parents level of
educations and their attitude towards their children learning also have influence on the students
communicative skills. Other those, computer and any reading materials such as storybooks,


35

comics and magazine in English do give big impact in the students abilities in communicative
skill. The pupils with their own computers at home and the wide English vocabularies
knowledge do help and improve their communicative skills among themselves where they can
use them during their conversations in the class learning. This finding answers the third research
questions.

4.5 Summary
The results of these research findings shows students achievement in using picture
to improve communicative skill and students attitude towards English Language do
related to each other and proved to be true. Whereas, the classroom observations
discovered that most of the students are eager learners and speak the English language
quite well.













36

CHAPTER 5
CONCLUSIONS AND IMPLICATIONS

5.1 Introduction

This chapter discusses the important factors revealed in the study. The study was carried out
to assess the significant relationship between teaching technique using pictures and the
achievement in English for the Form 1 students studying in the rural secondary school, verifying
the fact that does it really helps in getting the students to speak in English during English lessons,
and also the significance of motivation as a force factor of their improvement in communication
skills. The respondents were Form 1 students of SMK Tun Fuad Stephen Kiulu, Sabah. The data
collection methods used is interview, questionnaires and observation checklist. The methods are
analyzed qualitatively and using percentages.

5.2 Summary of the Research

This research had evaluated and studied the effectiveness of using pictures to promote
communicative skill amongs students particularly in the rural school. Picture cards or picture
strips is use to initiate communication and dialogue among students, and by using pictures, more
ideas will be generated. As by Dorit Sasson: 2007, suggests the use of picture prompts. This
depending on the variety of visual resources and class level and ability, a teacher can brainstorm
with the class a variety of sentences, words, and phrases around a particular category or


37

situational context that is the building block for oral presentation. It is very hard to get students
to speak in English and express their ideas, especially in rural school.
Robert Sanborn Brown & Paul Nation: 1997 also suggest an activity to promote speaking
skill using picture. Before the learners speak on a topic or take part in an activity, they work in
pairs or groups of three of four to prepare. In this research, the researcher had conducted the
modules in the form of lesson plans by using pictures in the form of PowerPoint presentations do
help to enhance the students communicative skills among them.

5.3 Discussion of Research Findings.

In this part findings are presented and discussed to see whether this study had answered
the research questions and therefore achieved the objectives.

5.3.1 The relationship between teaching technique using pictures and the achievement in
English for the Form one students in the rural secondary school.

From the results of the study, it is clear that all of the students agree or somewhat
agree that pictures used by their English teachers can motivate and trigger them into giving
responses in English to their teachers and peers during class. Pictures tell a thousand words, and
using many of them does invite interests and motivation to the students to speak their mind out.
This activity fosters the creativity and imagination of the learners as well as their public speaking
skills. Dorit Sasson: 2007, suggests the use of picture prompts. This depending on the variety of
visual resources and class level and ability, a teacher can brainstorm with the class a variety of


38

sentences, words, and phrases around a particular category or situational context that is the
building block for oral presentation. Teaching aids in forms of pictures and visual aids should be
added and enhanced more creatively by the teachers to make the English class interesting and
actively participated by the students.

5.3.2 The relationship between students motivation and the teaching aid use to generate
communicative or speaking skills among students

From the findings, the researcher can see that the responses of the students every time the
teachers use pictures in their English class are overwhelmingly positive. Students really love
visual aids, and teachers should make an effort to vary their teaching methods, giving more
emphasize on creative pictures and interesting visual aids. Methods such as mind bending
pictures used for puzzles, emotions triggering pictures such as war pictures, family pictures,
everyday life pictures and any other creative pictures, plus movies which are appropriate, are
welcome to be used in order to create motivation for students to participate more actively in
speaking English during class. This is also supported by Dornyei ( 2001:130), said individual
competence is a changeable aspect of development. This means, knowledge will increase when
we learn or provide input. Teachers should not in whatever means or ways discourage them to
speak, including scolding them when they make grammar mistakes. A healthy, encouraging, fun,
loving and two way approach should be applied where communications between teachers and
students are free flowing, and of course strictly in English.



39

5.3.3 The significant of motivation as a force factor of their improvement in
communication skills.

They are many factors that contribute to the motivation as a force factor of the students in
improving their communication skills. From the questionnaires given, all of the students are still
not fluent in speaking English. However, they are willing to learn, and they do speak the
language with their teachers and peers outside the classroom, perhaps maybe every time they
meet up their English teachers at the canteen, teachers room or school corridors and also during
English language week where they have to speak with everyone in English for a week. In spite of
that, many of them do not speak in English on any topics with their family members, due to the
fact that their parents only finished primary school and secondary school. For parents who have
primary school certificate, they cannot help their children in the English language, as they have
left school for more than 30 years. For parents who finished their secondary school, they have
the basic knowledge in English but they might not be able to help their children much in the
language, especially communicating in English. Parents who have terrier educations are more
capable of helping and high in awareness the importance of mastering English, so they are few of
the students who actually speak English with their parents and are fluent. The support of the
family members are also being looked into, where from this study conducted, the availability of
computers and English reading materials are a far outcry. This is expected from families living in
the rural areas. These factors somehow contribute to the factors of students motivation in terms
of adequate resources in learning English language.
Another significant factor is that an overwhelmingly huge percentage of the students
actually prefer reading and writing activities compared to speaking. This is due to the fact that


40

Malaysian school system are mainly exam oriented, which emphasizes more on reading and
writing skills. Speaking in English is not being highlighted in the same degree.

5.4 Conclusions of the findings

From the finding and outcomes of the research, the hypotheses are proven true. The
finding support this study that pictures or picture strips shows a significant role in helping and
motivates students to speak and use the target language. Besides using pictures as visual aids to
generate students ideas and knowledge, it is crucial to make sure the pictures use are appropriate,
accurate, practical and related to the topic. Teachers should bear in mind that motivation is close
related with students effort to use the target language in communication. Therefore, as far as it
is concern, teachers play very important roles in encouraging and generating the students to use
the target language. The picture itself will never take the teachers task as facilitator, knowledge
provider and mediators. However, teaching and learning in the classroom will be more effective
and meaningful if the lesson support with resourceful teacher and suitable teaching aids.

On the other hand, English teachers through English Panel should discuss this finding in
the panel meeting, and consider to make a project to compile more pictures based on each topic
that can be utilize by all English teachers in their teaching in the classroom. It is also important
for the language teacher to provide more opportunity for the students to practice the target
language, meaning that the lesson is more to students centered and students are given ample time
to use the language through activities in the classroom.



41

5.5 Implication of the findings
It is hope that by using pictures to make the lesson more effective, meaningful and
interesting, students able to maximize their learning and at the same time, students are motivated
to practice the language without much problem. This finding will also open a new avenue for
teachers to consider and give more attention towards using pictures in the classroom to help
students in their learning and acquisition of the English language.
Besides the research finding, teachers must also aware that well planned lesson plan,
applying the different level of questioning suggested in Bloom Taxonomy approaches, teaching
the lesson through stage, that is from easy to difficult, from concrete to abstract and also
effective set induction, activities, reinforcement, enrichment and suitable worksheet or task will
be the important factors to achieve effective and meaningful teaching and learning.

5.5 Recommendations for Further Research.

For further research pertaining to the techniques used to enhance more communicative
skills among students are required for further attention or study. Instead of using pictures is only
one small scope in helping our students to speak more in English. A study in the same topic is
needed to be done in the primary school level. This is essential as the primary school is one place
where children acquire their basic knowledge of the second language, especially English
Language.
The researcher would like to suggest that each of the students have their own vocabulary
note book where each time the teacher taught the new lessons, teacher asks students to jot down
all the new words or vocabularies together with the meaning. The rationale is so that when ever


42

the if the pictures of the words or vocabularies shown by the teacher in the next lesson they can
state out they ideas based from their knowledge. This will not only to enhance their speaking
skills but also their vocabulary knowledge too. The more knowledge on vocabularies the better a
person can speak well.
A study focusing on the influence of learning motivations in second language acquisition
for primary school students is also highly recommended as it is beneficial for teachers who are
involve in teaching second language subject. Knowing the students learning motivations may
help encourage the teachers to vary their teaching methods to meet the students need in
language learning.
The educational research is expanding and a research done by a single researcher is not
going to cover all educational research subjects. Therefore, there is tendency for further research
undertakings, along the same line or on other aspects in the same research area. For whatever
purpose it is conducted, educational research should be viewed as a continuing activity in which
each specific project adds to the store of knowledge or provides solutions to educational
problems( Wiersma, 2000:415 )

It is up to school and the ministry to design a smart plan to instill the awareness of the
importance of good acquisition in English speaking not only amongst the students, but also the
parents as well. Besides, education does starts at home.






43

5.5 Summary

This studys findings show that first hypothesis which is using picture is one of the great
teaching aids to promote speaking or communicative skill in language classroom. Pictures able
to trigger students ideas and creativities. The second one is accepted as motivation is one of the
important factor to reinforce students to use the language in communication. The third
hypothesis also acepted as there are factors that influence the students communicative skill
especially in English Language subject in the rural school secondary school.