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various homophones in a comfortable manner and thus, engages them in a fun, meaningful and
purposeful learning environment.

1.5.3 Hands-On Game Based Learning

The LPFCR Card Game can be a beneficial stepping stone to develop future hands on teaching
and learning card games. This may happen because most of the teaching and learning aids for
homophones were created either using computer software or online-based activities or games
(Arjan & Luljeta 2014; Hidayati 2015; Saeed & Maadedeh 2017). It is also undeniable that,
there are numbers of limitations when it comes to the teaching and learning of English in rural
schools. In most cases, the use of technological devices and online software are inapplicable in
rural context as the internet connection is always the hindering factor (Shoulders & Krei 2015).
Therefore, in response to this, the application of hands-on and physical LPFCR Card Game will
benefit in rural and also applicable in urban schools which induces fair and equal learning for
all (Bernardi & Ballarino 2014; Salehi-Isfahani, Hassine & Assaad 2014).

1.6 LIMITATION OF THE STUDY

Forero, Lopez-Leon, González-Giraldo and Bagos (2019) affirmed that limitations in a study
is vital in developing a strong understanding of the context within a research, identifying the
scope of credibility and reliability and also determining the direction of the research in
concluding and rounding off an outcome. For the aspect of this research, the limitation of the
study can be categorized into three main aspects which were the context or locality of the
research, the participants involved and the applied instruments.
In terms of the context or locality, this research was conducted in a rural Iban school
within the district of Daro, Sarawak. The community in this school mainly speaks in the Iban
language and their everyday occupations are mainly fishing or farming. Overall, the community
in this area are from average to low socioeconomic background (Aplikasi Pangkalan Data
Murid 2019).
As this study was an Action Research, a small and specific group of participants is
suitable to test and assess the implementation of a teaching and learning intervention effectively
(Chuah 2014; Dick 2015). Hence, the pupils (21 pupils) of Primary 4A were selected as the
participants in this research. Characteristically, based on the School Based Assessment Report
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(2019), the participants were within average to low English language proficiency achieving
Performance Level 1 and Performance Level 2.
In terms of the data collection instruments, the scope of the items administered for the
research gauged on the aspect of homophones learning comprehension. Statements and
questions included in the data collection instruments were tageted specifically on pupils’
comprehension before and after the implementation of the LPFCR Card Game and their
opinions towards the card game.

1.7 OPERATIONAL DEFINITION

Based on this research, there are several terms that requires further attention and explanations.
Therefore, the operational definitions are listed as follows.

1.7.1 LPFCR Card Game

The LPFCR Card Game (Appendix C) was adopted from Teresa Kwant’s product of “Pick,
Flip and Check card” (Appendix D). Kwant (2013) asserted that this card game is engaging in
a way that children uses clothespins to “Pick” the appropriate homophones for a particular
sentence before flipping over for checking. She implied that the “Flip and Check” process is
highly self-correcting since the pupils are involved directly in the checking and correcting
process. Although the “Pick, Flip and Check” process was the main part in this card game,
several improvements were added to increase the pupils’ opportunity for a better learning
experience and motivation. Therefore, the “L – Learn” and “R – Reward” sections were added
as parts of this card game. The “L – Learn” section includes the definition and examples of the
homophones while the “R – Reward” section displays the reward tokens. These two sections
were attached directly onto the card for a better self-directed and independent learning. All in
all, the card game was designed that the pupils first “L – Learn” the given homophone pairs,
then “P – Pick” the correct homophone for each sentence, followed by “F – Flip”, flipping the
card to the back to “C – Check” their answers and finally to get “R – Reward” for the correct
answers.