INSTITUT PENDIDIKAN GURU KAMPUS SULTAN MIZAN
INNOVATION PROJECT
TITLE:
LIGHT BULB ESSAY TABLE (LBET) AS A TOOL OF MATERIAL BASED-LEARNING IN IMPROVING PUPILS’ SIMPLE
SENTENCE CONSTRUCTION
BY: NOOR FATIHAH BINTI ISMAIL
1.0 TITLE:
Light Bulb Essay Table (LBET) as a tool of material based-learning in improving pupils’ simple
sentence construction.
2.0 INTRODUCTION:
'Pingere popsicles' referring to the picture that is cut into a few pieces and pasted on ice-cream
sticks to form puzzles. 'Pingere' is a Latin word which also the origin word of 'picture'. The number of
ice-cream sticks are based on the number of letters in the words. Each letter will be written on the
stick based on the arrangement of the puzzle pieces. Pupils need to rearrange the sticks based on
the letters written on it to form the picture. So that, pupils will be able to know the meaning of the words
through the pictures. This tool is focusing on visual spatial and kinesthetic intelligences as pupils will
actively move to explore the meaning of the words. Other than that, the tool is also attaced with a QR
code that pupils will be linked to the pronunciation of the words. This is an alternative of guidance if
pupils are doing self-learning and teachers are not around with them. In order to make the tool more
organised, the ice-cream sticks are attached to a piece of to a voile fabric using velcro. Each words
will come in a separated pieces of voile fabric to avoid confussion. This kit is aligned with the 21st
century learning that support self-discovery learning and teacher act as the facilitator. Other than that,
there is also an innovation which is the pronunciation web-link using QR code.
4.0 RATIONAL:
Rational of this innovation is to help teachers to make the lesson and activities in the classroom
smooth and easy. Teacher can focus more on the skills that going to be taught on that day as
vocabulary is a skill that is integrated in the other 5 skills based on the modular style introduced by
the DKSP. Teacher does not have enough time to focus on the vocabulary itself. In fact, it is the basic
foundation for pupils to master all the other skills.
Other than that, pupils also will understand that they also need to be more independent in their
learning. It is also such a practice for them to enter year 3 where they need to learn the dictionary
skills and work on their own to look for meaning of the words in the upcoming year of schooling. Pupils
also can experience the fun and meaningful lesson so that they will not feel the burden in acquiring
the vocabulary.
5.0 TARGET GROUP:
34 pupils from year 4 Arif which is the class assigned for me during the internship program.
8.0 STRATEGIES:
This innovation chooses picture as the main material because it is believed that humans learn
more through sight. As Singh (2005) defines: “Any device which by sight and sound increase the
individuals' practice. Visual aids are those instructional devices which are used in the classroom to
encourage learning and make it easier and motivating. Besides, Research of Cuban (2001) indicated
the psychology of visual aids as under, 1% of what is learned is from the sense of taste, 1.5% of what
is learned is from the sense of touch, 3.5% of what is learned is from the logic of smell, 11% of what
is educated is from the logic of hearing and 83% of what is learned is from the sense of sight.
Besides, pupils also will repeatedly use the words throughout the topic in all skill either
listening,speaking, reading, writing and language art. This will really help them to memorize the words
as they will not only listen to the teacher's pronunciation, but also look at the photo, write the spelling
and pronounce the words by themselves. In ancient Greece, Aristotle commented on the role of
repetition in learning by saying “it is frequent repetition that produces a natural tendency” (Ross &
Aristotle, 1906, p. 113) and “the more frequently two things are experienced together, the more likely
it will be that the experience or recall of one will stimulate the recall of the other” (p. 35).
ACTION PLAN:
START
IDENTIFY PROBLEM AND NEEDS
PROJECT SUGGESTIONS
CHOOSE PROJECT
CREATE PROTOTYPE AND TEST
RUN
WEAKNESS
ANALISIS
ANALYSIS TEST RESULT (success or fail)
KELEMAHAN
A B
PENAMBAHBAIKAN
IMPROVEMENT ACTION
EVALUATION
SWOT ANALYSIS
REFLECTION
FINISH
I have chosen a Design Thinking Method by Horst Rittel and Melvin M. Webber in 1972 to
identify this writing problem among the pupils. It is a design methodology that provides a solution-
based approach to solving problems especially complex problems. According to Siang, R. R. (2019),
this method is extremely useful in tackling complex problems that are ill-defined or unknown, by
implementing the five stages of Design Thinking. The five stages comprising of; Empathize, Define,
Ideate, Prototype and Test. The figure below shows the five stages of Design Thinking method.
Stage 1: Emphatize
Being emphatized is one of a fundamental stage in solving problems as it allows someone
to set aside his own assumptions about the world in order to gain insight into other people and their
needs. This term ‘emphaty’ was first introduced in 1990 by psychologist Edward B. Titchener as a
translation of the German term einfuhlung (meaning ‘feeling into’). In order to define the major problem
in English which teachers are dealing with, I put myself in teachers’ shoes through Interviewing and
immersing myself in the physical environment of the pupils’ learning process through my experiences
during Practicum I and II.
Based on my School-Based Experience (SBE) as well as my first and second phase of
practicum experiences in different schools from different locations and states, I have found a very
similar problem facing by pupils which is writing. Tense was always at its peak when it came to writing.
One prominent common thing during writing lesson was on Section C Paper 2- Essay Writing. They
were clueless how to write the essay as to where to begin with and how to do it correctly. Then, they
would start raising their hands seeking for helps what to write. At the end of the lesson, they were
handing in their incomplete essays. Even if they did, the sentence structures were not in correct
sentence pattern.
I addressed this problem to my mentors and did few interviews with them in order to figure
out the major cause. According to them, most of them could not focus much on the writing step by
step because there are many aspects to look up. “With class size too large, with a killer curriculum
driven by higher state standards, and with many writing’s formats, writing has becoming harder for the
pupils.” (Levin, 2003). After all, ‘It takes a village to write a book”.
Stage 2: Define
The second stage is defining the problem. It is where I did the analysation and synthesis by
relating the information that I got during the Emphatize stage which is Interview and Reflection on past
teaching experiences. This stage helps me to ensure that I really get the core problem and can come
out with the most suitable solution (Siang, R. R., 2019). Therefore, of all the experiences and
informations I got from the interviews, one prominent common problem that makes writing as a
problematic skill is the lack of fundamental knowledge in constructing simple sentences using correct
sentence pattern. Furthermore, the problem occured beacuse the teaching and learning process of
writing was always occured in a bored and inconsequential manner.
Stage 3: Ideate
After defining the problem in the second stage, I moved on the third stage in Design Thinking
method which is Ideate. During this stage, it allows me to start ‘think outside the box’ to coming up
with new solutions to the problem in constructing simple sentences.
During my practicum days, I did a few alternatives where I pasted a few pictures on the whiteboard
and asked them to brainstorm all the nouns and verbs in the pictures. After that, I taught them a
complete sentence is a sentence that has Subject (noun), verb and object. Then, I showed them the
method to use all the brainstorming words to form a sentence using the sentence pattern taught. To
my surprise, they did it well.
Therefore, to solve this problem, I ideate an intervention known as Light Bulb Essay Table (LBET).
LBET is built by considering all the 21st century learning elements, pupils’ level, the cost, as well the
the fun elements.
Stage 4: Prototype
This method continued to the fourth stage which is Prototype. At this stage, I produced a
prototype or a sample of the LBET, but in a smaller size and quantity in order to transform the idea
into a realia that can be touched and applied. This is an experimental phase, and the aim is to identify
the best possible solution for the problems identified during the first three stages. The solutions are
implemented within the prototypes, and, one by one, they are investigated and either accepted,
improved and re-examined, or rejected on the basis of the users’ experiences. By the end of this
stage, the design team will have a better idea of the constraints inherent to the product and the
problems that are present, and have a clearer view of how real users would behave, think, and feel
when interacting with the end product.
After the prototype is finished, the last step is done which is test. The test run is done on the tool by
asking few pupils to use the tool. The weakness of the tools is listed down based on the feedback of
the pupils and my observation. Possible solution is listed and being applied to the real tool that will be
created.
he design team will now produce a number of inexpensive, scaled down versions of the product or
specific features found within the product, so they can investigate the problem solutions generated in
the previous stage. Prototypes may be shared and tested within the team itself, in other departments,
or on a small group of people outside the design team. Stage 5: Test
The following Gant chart shows the timeline of the project.
(Table 1: Gant chart shows the timeline of the intervention)
WEEK WEEK 1 WEEK 2 WEEK 3 WEEK 4
(DAYS)
S M T W T S M T W T S M T W T S M T W T
ACTIONS
Identify problem
and needs
Project suggestions
Choose project
Create prototype
Test run
Test analysis
Action
Evaluation
SWOT analysis
Reflection writing
The following table shows the budget of the project.
(Table 2: Budget)
NO. ITEM AMOUNT PRICE (RM) TOTAL (RM)
1. A4 paper 5 3.30 3.30
2. LCD 3 3.00 9.00
3. 1 2.00 4.00
GRAND TOTAL 16.30
OUTPUT
OUTCOME
APLIKASI ILMU
KREATIVITI
INOVASI
