Interactive Preposition Game to Improve the Usage of Preposition of Place Among Year 4 Pupils

Abstract

This study was designed to improve the pupils’ grammar specifically in preposition of place using Interactive Preposition Game (IPG) as a teaching and learning strategy. The participants of the study were Year 4 pupils from a primary school and the researcher was the teacher who conducted the action research in the classroom and the cycle of the intervention had been done once. The data collected were tests, supported with interview and teacher’s reflective journal. Improvement was shown based on the data obtained as there was an increase of mean scores in the second test (82%) compared to first test (25%). Moreover, it was found that IPG was able to enhance pupils’ understanding, motivation and promote fun learning in the classroom. The results of the study indicated that the pupils had positive behaviours and responses towards the use of IPG in learning grammar.