Virtual Booth

Project Title : S.P.E.C.T.R.U.M – SENTENCE PATTERN ENHANCEMENT THROUGH COLOUR-CODED TEACHING RESOURCES USING MANIPULATIVES

Participant (s) : Farhana binti Khalid (Teacher), Muhammad Haikal bin Izzar Norwani (Student 1), Muhammad Nur Aqill bin Mohd Noor Adira (Student 2), Muhammad Airell Rayyan bin Mohd Redzuan (Student 3), Syika Eimanda binti Heri Kesuma (Student 4)

Institution : Kolej Vokasional Seberang Perai

ABSTRACT

English grammar remains a challenge for many Technical and Vocational Education and Training (TVET) students, particularly those who struggle to identify sentence components and construct grammatically accurate sentences. Conventional grammar instruction may not sufficiently engage learners who benefit from visual, tactile, and interactive learning experiences. To address this issue, S.P.E.C.T.R.U.M. (Sentence Pattern Enhancement through Colour-coded Teaching Resources Using Manipulatives) was developed as a hands-on grammar learning kit designed to support sentence construction through rainbow colour-coded learning resources and gamified activities. The innovation aims to improve students’ understanding of sentence patterns, increase their participation in grammar learning and provide a structured approach to practising English sentence formation. The kit incorporates colour-coded acrylic manipulatives representing different sentence components, including subjects, verbs, adjectives, objects, adverbs, connectors and time or place expressions. Students arrange these components to construct sentences and complete progressive missions involving basic sentence building, sentence expansion, connector usage, active-to-passive transformation, and tense transformation. A point-based experience system encourages participation and provides a game-like learning experience. The development process involves designing the colour-coded resources, organising vocabulary relevant to TVET contexts and structuring activities according to increasing levels of difficulty. The kit is intended to provide students with a more concrete and engaging way to visualise sentence structures while allowing teachers to facilitate guided practice and collaborative learning. S.P.E.C.T.R.U.M. has the potential to support differentiated grammar instruction, particularly for learners who require additional scaffolding, and may be adapted to various vocational fields and classroom settings. In conclusion, this innovation offers a practical, interactive and adaptable approach to English grammar learning in TVET education.

Keywords: English grammar; TVET education; gamified learning; rainbow colour-coded learning; sentence construction