pismp tesl ambilan januari 2011.pdf

Prosiding SeminarPenyelidikan Tindakan, 1 2 Oktober 2014

CONTENT

NO. NAME TITLE PAGE

1 AHMAD RAZKI BIN SEDI TIC-TAC-TOE IN TEACHING FORM OF WORDS

TO LOW PROFICIENCY LEARNER

1

2 AILEEN MUJAN ASIM THE USE OF PICTURE DICTIONARY IN

TEACHING VOCABULARY AMONG LOWER

PRIMARY PUPILS

12

3 DG. SYAFIQAH BINTI AWANG

ZAINUDDIN

THE USE OF CUSTOM MADE COMPOSITE

PICTURES TO TEACH VOCABULARY AMONG

LOW LANGUAGE PROFICIENCY PUPILS

22

4 FRANSCESCA ANAK FRANCIS USING PICTURE MIND MAP TO TEACH

READING COMPREHENSION

FOR MIXED ABILITY CLASS

32

5 GEOFFREY LIM FU CHIEN THE USE OF TRIPLE LINE TEMPLATE TO

TEACH HANDWRITING

43

6 GEVIANA GLADYSHA ANAK

GEORGE

THE USE OF VOCABULARY CLOCK GAME TO

TEACH VOCABULARY

53

7 JENNY LU CHEN FEI THE USE OF SPELLING JAR AS A TOOL TO

TEACH SPELLING FOR PRIMARY ESL

CLASSROOM

61

8 JICIKA JOHANES THE USE OF BOOM CARDS GAME IN

TEACHING VOCABULARY FOR LOW

PROFICIENCY PUPILS

71

9 KONG SUK CHING THE EFFECTS OF USING HAND PUPPETS ON

PUPILS MOTIVATIONAL LEVEL AND FLUENCY IN SPEAKING

84

10 MAZIZIANA ANAK DAVID THE USE OF COLOURED-RULED LINES FOR

THE TEACHING WRITING OF LOWERCASE

AND UPPERCASE LETTERS

93

11 MCELLEY LORIENCE THE USE OF BINGO TO TEACH VOCABULARY

TO LOW LANGUAGE PROFICIENCY PUPILS

101

12 MELANIE ANAK JERRY THE USE OF READERS TOOLBOX TO ANSWER WH-QUESTIONS

111

13 NUR ALISYAH NAIMAH SININ

ABDULLAH

THE USE OF PICTURES DICE WITH WORD

CARDS AS A TOOL TO TEACH VOCABULARY

TO LOW PROFICIENCY PUPILS

121


14 NURFATHIAH SALIYANA

BINTI SALLEH

THE EFFECTS OF USING BINGO GAME TO

TEACH VOCABULARY

133

15 NURHAZWANI BINTI MOHD

NOZARI

USING HAND GESTURES TO TEACH PHONICS

FOR YEAR 2 PUPILS

141

16 SITI HAZIAH BINTI RADUAN THE USE OF PICTURES LISTENING MAP TO

TEACH LISTENING SKILL

151

17 TEO HOCK BING THE USE OF PUPPETS IN TEACHING

VOCABULARY

160

18 TIFFANY ANAK GIMBUN THE USE OF WORD MAP AS AN INTRUMENT

TO WIDEN VOCABULARY KNOWLEDGE OF

YEAR 2 PUPILS.

169

19 YIP JUN SENG THE USE OF MIND MAPPING TECHNIQUE IN

TEACHING READING COMPREHENSION

178

20 YOHANIECA JOSEPH THE USE OF GUESS AND GO GAME TO DEVELOP PUPILS VOCABULARY

188

1

TIC-TAC-TOE IN TEACHING FORM OF WORDS TO LOW PROFICIENCY

LEARNERS

Ahmad Razki bin Sedi

PISMP TESL January 2011 Intake

Institut Pendidikan Guru Kampus Keningau

[email protected]

Gordian Pius

Abstract

The action research aimed to study the effect of using Tic-Tac-Toe on pupils spelling. It also explored their opinions on the use of the strategy. The research

was conducted in Sekolah Kebangsaan Magatang, Keningau and involved six

pupils of Year 4 Rasional. Tic-Tac-Toe was a type of guessing game which

involved pupils learning vocabulary by emphasizing on spelling. Data

triangulation was adhered to by using measurement, documents and interview

as the data collection methods. A vocabulary test which was the instrument for

measurement was administered before and after the intervention. Worksheets

and structured interview questions were the instruments for documents and

interview respectively. The data collected from the test was analysed using mean

percentage, while the worksheets were analyzed through scores. The data

collected from the interview was analysed descriptively using content analysis.

Findings showed Tic-Tac-Toe had a significant increment of 45 percent of mean

score between the pre and post-vocabulary test. Thus, it indicated Tic-Tac-Toe

had a positive effect on pupils spelling. Findings also revealed that pupils viewed Tic-Tac-Toe as a good strategy to develop motivation and interest in

learning form of words. Tic-Tac-Toe can be an alternative teaching strategy for

teachers in teaching form of words among low proficiency pupils.

Keyword: Tic-Tac-Toe, Form of Words, Low Proficiency Learners

Abstrak

Kajian tindakan ini bertujuan untuk mempelajari kesan penggunaan Tic-Tac-

Toe terhadap ejaan murid. Kajian tindakan ini juga telah meneroka pendapat

murid tentang penggunaan strategi tersebut. Kajian telah dijalankan di Sekolah

Kebangsaan Magatang, Keningau dan melibatkan enam murid Tahun 4

Rasional. Tic-Tac-Toe merupakan satu permainan meneka yang melibatkan

murid mempelajari kosa kata dengan menekankan kepada ejaan. Triangulasi

data telah dipatuhi dengan menggunakan pengukuran, dokumen and temu bual

sebagai kaedah pengumpulan data. Suatu ujian kosa kata yang merupakan

instrumen untuk pengukuran telah ditadbir sebelum dan selepas intervensi.

Lembaran kerja dan soalan temu bual berstruktur merupakan instrument untuk

dokumen dan temuduga. Data yang telah dikutip daripada ujian telah dianalisa

menggunakan min peratus, manakala lembaran kerja telah dianalisa melalui

skor dalam peratus. Data yang dikutip daripada temu bual telah dianalisa

secara deskriptif menggunakan analisis kandungan. Dapatan kajian

menunjukkan Tic-Tac-Toe mempunyai kenaikan min skor yang ketara sebanyak

45 peratus antara ujian pra dan pasca k

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osa kata. Oleh itu, ia menunjukkan Tic-Tac-Toe mempunyai kesan positif

terhadap ejaan murid. Hasil kajian juga menunjukkan bahawa murid-murid

melihat Tic-Tac-Toe sebagai strategi yang baik untuk meningkatkan motivasi

dan minat dalam mempelajari bentuk perkataan. Tic-Tac-Toe boleh menjadi

strategi pengajaran alternatif untuk guru dalam pengajaran bentuk perkataan

dalam kalangan murid berkemahiran rendah.

Kata kunci: Tic-Tac-Toe, Bentuk Perkataan, Murid Berkemahiran Rendah

Reflection on Past Teaching Experience

As I observed my pupils, they had problem to master the four language skills because they have

limited vocabulary knowledge on spelling. I believed that they have tough time to learn English

due to this problem and ended up with frustration and continue to use their native language as a

medium of communication instead. However, I took this as a challenge because I know they are

capable to do so; it is just that I need to improve on my teaching approach by considering the

possible factors. Therefore, I contemplated on the need to devise innovative and interesting

strategy that can help the learners to learn form of word. This was done through reading around

the subject as well as discussion with my supervisor, mentor and fellow trainees.

As I consider what it takes in conducting action research, I decided to start an action research

with a group of weak learners. I supposed that one semester should be enough time for me to

carry out a simple action to investigate and find definitive results. Hence, this has led me to

document the use of language game to teach the learners form of words.

Research Focus

Taking into consideration of the pupils background with their limited exposure to English language, lack of spelling ability appeared to be the root of problem to master the language skills

since spelling can be found in any skills. When they are unable to memorize an amount of words

especially the high frequency ones with correct spelling, learning English appeared to be tough

for them. I knew that they have difficulty during my lesson based on their facial expression.

When I asked the pupils questions orally, many of them could not respond.

The problem with vocabulary aroused since I did not pay attention on how to teach spelling

explicitly. I only emphasized the word meaning for the importance of particular topic and rarely

encourage them to memorize the spelling for language mastery purpose. Although I managed to

carry out a number of language activities such as spelling race, quiz and vocabulary swat, I

missed the opportunity to evaluate the effectiveness of the activities on pupils vocabulary and spelling ability.

I realized that my learning strategy was not helpful at all because pupils did not memorize the

form of word by themselves. Regarding to this situation, spelling ability among the learners

became my concern since I would like to help the pupils to master the other skills slowly by

knowing the form of word. Besides, I wanted them to enjoy the learning environment and learn

as much as possible by taking part in a meaningful and fun activity. It is very important to take

pupils opinion about the activities they participated in the class into consideration. This feedback helped me to reflect on my teaching strategy as well as made improvement on my

practices in teaching.


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Research Objectives

The objectives of this action research were:

1. To examine the effect of using Tic-Tac-Toe on pupils spelling; 2. To explore the opinion of pupils on the use of Tic-Tac-Toe.

Research Questions

The following research questions addressed the above objectives:

1. What is the effect of using Tic-Tac-Toe on pupils spelling? 2. What is the opinion of pupils on the use of Tic-Tac-Toe?

Target Group

The target group for this study was the selected pupils from Year 4 Rasional in SK Magatang

Keningau who followed the course on developing spelling ability in learning vocabulary through

Tic-Tac-Toe. Only six pupils of different gender were selected out of sixteen, three girls and

three boys who came from nearby village which is Kampung Magatang. All of them are Dusuns.

They studied in a mixed-ability class of sixteen pupils. If compared to the other Year 4 class, this

class is considered to be low performance class. The six of them has no particular learning

styles, but I personally believed that they learnt spelling better by participating in a game by

guessing in a non-stressful environment. They are selected for the reason of very limited

vocabulary knowledge, unable to memorize the spelling of the words learnt and seemed to be

unmotivated to participate in my lesson as I observed them for the first three weeks of

practicum. Besides, the six of them were sorted out based on the worksheets given during the

first three weeks.

Action

The action research process I conducted was adapted from Lewin (1946) and Kemmis and

McTaggart (1988). I have chosen this model framework because it especially suited to integrate

action with my classroom practice. Subsequently, many researchers organized their work and

reports following this cycle of steps since it is simple and researcher friendly. I believed that the

procedures introduced by Kemmis and McTaggart (1988) was really helpful and purposely to

foster deeper understanding of my teaching situation. At the same time, my decision to use this

research framework was further determined by the purpose of my study as well as research

questions to be answered. The representation of an action research protocol by Kemmis and

McTaggart (1988) is provided below:


4

Figure 1. Action Research Model by Kemmis and McTaggart (1988)

In the initial stage, I reflected on my past and current teaching and learning experiences. I

studied my current teaching situation as well as the pupils learning style. At this stage, I decided to refer to my practicum journal since I wrote down the issue of concern in my teaching and

learning process every week. Besides, the reflection that I have done for each lesson in my

record book was also helpful to analyze that spelling was the main problem I had throughout the

practicum phase. After referring to these documents, I started to find the core problem I had in

my class thus developed the focus of my research.

Prior to planning, I conducted a short survey to ensure that, what I will be doing is worth to

some extent. Hence, I carried out interviews with the class teacher and the English teacher. At

the end of the discussions, I found out that the problem with spellings really existed among

pupils and we faced the similar problem in our teaching. Besides, their opinions were really

useful enough to help me to identify the root cause of the issue. Next, I also spent my time to

observe on pupils learning styles. I studied how my teaching practice did not suit their needs

which contributed to the difficulty faced by them. I noticed through their behaviours that they

were unmotivated and had no interest in learning form of words.

After I reviewed this situation from different angles, taking into account other individuals opinions, examined the pros and cons of my teaching practice, I therefore made a decision and

planned to summon selected pupils to join a course to develop their spelling ability through Tic-

Tac-Toe. That was a golden opportunity for me to improve myself and try out new strategy

which might suit the pupils for better performance. In fact, the research focus lead me to narrow

the problem and came out with two research questions and objectives to be tested. All of these

were done with the review of related literature.

Implementation

The implementation of this action research took time about almost eight weeks. The first four

weeks were used to reflect on my teaching experiences, design for the research and planning for

actions. Then, the following weeks were used to carry out and observe the intervention together

with collection of data using the predetermined instruments. The action research was conducted

during the third phase of practicum following the timetable and budget that I have agreed with


5

my supervisor. I adhered to the timetable closely so that I could collect data on time and avoid

hassle and any overlap to my data. All the data collected were kept and recorded precisely for

analysis.

Data Collection Methods

1. Measurement

This method of data collection was used to gather information in order to answer research

question one. I used pre and post vocabulary test as the instrument to compare pupils performance in their spelling before and after the treatment given. It was an objective test paper

which I divided into three sections. Pupils needed to fill in the missing letters in Section A with

45 questions. In Section B, pupils were asked to complete the spelling of the 26 words with the

first letter given as clue. In the last section, pupils were asked to write down the complete

spelling of the words to the 17 pictures given. An amount of one hour was given to the pupils to

answer all the questions and the test papers were checked by me right after the test. All the

participants were present at the time the test conducted.

2. Documents

The documents were used to answer the first research question too. Since I gave the pupils

worksheet at the end of each intervention, I refer to these documents closely in order to examine

if pupils showed improvement on their spelling ability. There were nine words tested in each

worksheet which were the same words used in the Tic-Tac-Toe game played earlier. The

worksheets were collected after they answered them individually without any oral interaction

between them in range of 10 minutes. Then, I checked their answers and tabulated the results in

a table form. Marks were only given to pupils who could write the spelling correctly to the

pictures given. There were no compromises given to any missing letters as I followed the

marking scheme strictly to ensure that the data was valid enough to answer the research

question.

3. Interview

Interview was chosen as the third method of data collection to seek the answers for the second

research question. Since the second research question looked subjective in nature, I preferred to

do face to face interview with the participants of my action research because it allowed me to

ask different participants with the same series of prepared questions. The structured interviewed

that I planned hence helped me to elicit response from them at different perspective after

participating in the Tic-Tac-Toe game. During the structured interview, seven questions were

asked among the participants after they had finished answering the worksheet. The answers to

the questions given were recorded using my mobile phone and transferred to laptop before I

started the full transcription process. The questions piloted were based on their proficiency level

with minimal length as suggested by my supervisor and the subject teacher. However, I have to

translate the questions into Malay whenever possible so that the pupils understand my lines in

order to get the information I wanted.


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Data Analysis and Interpretation

1. Pre and Post-Test Data Analysis

I used measurement to answer the first research question in term of pre and post-vocabulary

tests. The marks scored by the respondents in both test were converted into percentage. I

calculated the mean score of for each respondent in each test to see the average of the overall

performance. The data were then converted into two tables to compare respondents performance before and after the intervention as a group and individually. Besides, the tables

also informed about the percentage of increment achieved by them during the post-vocabulary

test.

2. Documents Analysis

In documents analysis, I examined respondents school work in term of worksheets. This type of data helped me to answer the first research question in the way that I monitored the development

of their ability in spelling along with the 10 interventions. Their worksheets were marked and

given a score in percentage which then I recorded in a table to compare their performance

individually for the whole intervention phase. Notes were also taken to remark their behaviour

which contributed to their performance on the particular day as reference. The findings from the

documents analysis were then displayed in form of the initial table.

3. Interview Analysis

I transcribe the recorded conversations into orthographic based on the pupils remark on the questions. To make it more organise and for easy reference, each interview session was put in a

table as one. After the transcription process was done, I started to look for information that was

relevant to the second research question followed by assigning codes by underlining the

meaningful lines. The themes then derived from the same codes that were assigned repeatedly to

aid me writing out the results. This type of data was presented in the findings by rewriting the

line in form of verbatim based on their opinions.

Findings

1. What is the effect of using Tic-Tac-Toe on pupils spelling?

The research question above was looking for the result of implementing Tic-Tac-Toe on the

target group. The findings for the first research question were based on comparing pupils performance in both pre-vocabulary and post-vocabulary test, using the test as the instrument.

The pre-vocabulary test was given on 13 March 2014, a week before I started the first

intervention. Meanwhile, the post-vocabulary test was given on 16 April 2014 right after the last

intervention. Table below shows the marks scored by the pupils individually both in the pre and

post-vocabulary test:


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Table 1

Scores Obtained by Pupils in Pre and Post-Vocabulary Test

Pupil Pre-test

(%)

Post-test

(%)

+/-

(%)

A 0 47 +47

B 0 36 +36

C 0 49 +49

D 0 45 +45

E 0 46 +46

F 0 46 +46

Mean 0 45 +45

Based on the marks shows in the table above, during the post-vocabulary test, all of the pupils

scored over than 30 percent of marks with the minimum score of 36 percent. The highest score

was obtained by Pupil C with a score of 49 percent. The data collected at the end of the test has

prompted me to grouped pupils into two levels of performance using the range of 10 percent.

Thus, there were five pupils who have increased in their ability to spell at the range of 40 to 49

percent, while only one pupil fell into the range of 30 to 39 percent. Although, there was a pupil

that could only obtain the score of 36 percent, but it did not affect the whole mean score because

none of them showed any decline in performance as compared to their results in the pre-

vocabulary test.

Other than measurement, I also used another method of data collection to see the effect of using

Tic-Tac-Toe on pupils spelling. In the context of the first research question, I did analysis of document in form of school work. The worksheets were given to all pupils in each intervention.

It required them to spell the words represented by the pictures within a time frame based on their

knowledge after participating in Tic-Tac-Toe. The returned worksheets were compiled in a file

for analysis purpose. As I analysed pupils spelling in each intervention individually, I put a score from one to nine for their work based on the answer scheme. I tabulated a table as shown

below to help me to see their progress.


8

Table 2

Scores Obtained by the Pupils in Their Worksheets throughout the 10 Interventions

Pupil Worksheets

(%)

W1 W2 W3 W4 W5 W6 W7 W8 W9 W10

A 11 11 22 11 33 22 44 56 56 67

B 0 11 0 11 22 33 44 44 56 67

C 11 11 22 11 33 44 56 56 56 78

D 0 11 11 0 22 33 44 56 56 67

E 0 0 22 22 33 44 44 44 56 56

F 0 11 11 11 22 44 44 56 56 67

Mean

(%)

4

9

15

11

28

37

46

52

56

67

Table 5 shows the scores in percentage obtained by the pupils in their worksheet along with the

10 interventions. Initially, four of the pupils started at a zero score in the first intervention,

whereas the other two started with a score of 11. The highest score of 78 obtained by Pupil C

during the final intervention. Therefore, based on the documents analysis and table tabulated, I

can categorize pupils into two groups; a group with consistent improvement and a group with

inconsistent improvement. Using this formula, Pupil E and F fell into group with consistent

improvement in which they showed continuous increment in score from the first intervention

right until the tenth intervention without any decrement. This automatically suggested that Pupils

A, B, C and D fell into group with inconsistency in performance in which they showed

increment and decrement in performance at the different intervals. However, the scores of all

the respondents in their worksheet started to show a gradual improvement starting from the fifth

intervention without any reduction after that except for Pupil A. Based on my notes, there was a

slight reduction in score of Pupil A during intervention six due to her health condition. She was

sick on that particular day and it could be the reason for her low performance in the worksheet

given.

2. What is the opinion of pupils on the use of Tic-Tac-Toe?

The pupils generally have positive perception towards Tic-Tac-Toe as a strategy to learn

vocabulary especially to enhance their spelling ability. Based on the interview sessions I had

with them, many of them could speak out the advantages of the game and its effect on them.

Most importantly I can feel that they received the positive vibration spread by the language

game. In short, they found out that they liked the game as mentioned in Ya. Best cigu. Sebab ada banyak gambar dan kad. Pupils as well mentioned that they benefited from the strategy because it helped them to understand the topic better Ummmphhh boleh. Saya boleh jawab latihan masa dalam kelas membaca dan menulis., enabled them to improve their word


9

recognition skill Ya mungkin. Sebab ada banyak gambar sama sinang mau hafal tu ejaan., developed motivation to learn words Ya. Saya suka belajar BI kalau cigu bawa kami pi sini. Dorang lain tidak pi kacau., and finally generated their interest in learning English language Iya. Best bha main-main sama dorang.

Summary and Conclusion

Based on the research done and data collected, it generally showed that Tic-Tac-Toe has a

positive effect on pupils spelling. The conclusion I derived for research question one suggested that the results obtained were in tandem with the research done by Dwi Astuti Wahyu Nurhayati

in Indonesia in 2013. Even though we had different context of education in general, but the

similar problems we faced have encouraged me to apply her idea in my teaching practice.

However, I change the language game based on my pupils needs and learning styles. The game introduced by me gave participants the opportunities to memorize the spelling to certain extent

repeatedly and helped them to write English words correctly. The significant improvement in

spelling showed by the pupils implied that they have developed their learning habits and

attitudes towards words and writing. As said by Henderson (1985), the more deeply and

thoroughly a student knows a word, the more likely he or she is to recognize it, spell it, define it,

and use it appropriately in writing.

As for the second research question, the results shown described that the pupils had raised their

awareness about the positive impact of Tic-Tac-Toe towards their learning. After concluding

comments from five participants, I found out that all the themes derived from the interviews

were similar to the research done by Huyen and Nga in 2003. Hence, I can now draw conclusion

that Tic-Tac-Toe was able to help pupils to overcome their high affective filter in learning form

of word. It can be used as an alternate activity to strengthen the pupils memory to remember the vocabulary items that they learnt and the spelling of those vocabulary items in the sense that

language game was able to grab pupils attention and transform their learning style into pleasurable and rewarding one. Besides, pupils also remarked that this strategy helped them to

lower the stress that the teacher usually put on them in the typical English lesson. This statement

is in line the conclusion wrote by Huyen and Nga (2003) where they stated that suitable

language game brings in relaxation and fun for students, thus help them to learn and retain new

words more easily. Wright, Betteridge and Buckby (1984) in their research also mentioned that,

Language learning is hard work. Effort is required and must be maintained over a long period time. Games help and encourage many learners to sustain their interest and work.

Reflections

I view this study as a learning point for me. We cannot take this group of pupils as a burden to

us. Every child has an opportunity to learn, thus they are always our responsibility no matter

how weak they are. What make a good teacher are their experiences. I am very sure that they

were used to this situation before. Indeed, problem with spelling is a serious issue in context of

English as a second language especially in a sub-urban school. Pupils should master this skill to

be able to write with minimal error. This is mentioned in the English Curriculum Standard.

Spelling is broad and it is integrated in the four main skills. In a dictation task for example, it

requires pupils to listen, read and write the input. If they did not master the spelling, they might

fail in the task given.

From this action research, I have learnt so many things in perspective of a teacher. I discovered

that teaching pupils who were unmotivated and apathetic was a difficult challenge to overcome.

Sometimes, good pupils were also unmotivated if the teacher keeps drilling them using the same


10

technique many times. They will finally turn to be disruptive and negative and often require an

extraordinary amount of teacher time to manage their behaviour. Thus, from this research I

learnt that we should not run out of patience as a teacher. We should take this problem as an

encouragement to do some reading about how teachers motivate unmotivated students and

formulate some ideas that could contribute to a students success in school (Mills, 2011).

Suggestions for Further Research

1. Longer duration for the research

By extending the number of interventions, it can help the teacher to validate the effectiveness of

using Tic-Tac-Toe to teach form of words. Ten interventions might be too short to study pupils learning style since they are going to learn more words in the future. Besides, the longer duration

of the research might affect pupils performance in the post-vocabulary test, thus the decision to extend the study will provide them some more time to master the spelling..

2. Integrate Tic-Tac-Toe with ICT

Apart from that, the researcher can integrate the use of ICT in the game. In this case, I would

welcome any talented researcher to develop new software and modify the available one instead

of using traditional method. This way will help the teacher to reduce the time spent for preparing

teaching aids. Although this strategy makes the learning process more individualistic, but I

believe that it will give chance to more pupils to try out the games. Since every school is

provided with computer laboratory nowadays, the teacher can make use of it for learning

purposes and at the same time to enhance pupils ICT skills as expected by the ministry.

3. Apply Tic-Tac-Toe in other language skills

When I was conducting this research, I figured out that this game can be applied to other

language skills too. For example, when guessing the words behind the card cases, I asked pupils

to use sentence structure that I provided to them. This kind of practice will train pupils to apply

their knowledge of speaking skill in a real context. Nevertheless, this game is not limited to

learning form of words only as you can as well make use of it to motivate pupils to learn reading

with careful design.

References

Dwi Astuti Wahyu Nurhayati (2013). Improving students English word spelling ability by using world olympics game. Asian EFL

Journal. Retrieved February 16, 2014, from The EFL Professional Written Forum:

http://asian-efl-journal.com/ quarterly-journal/2013/12/31/improving-students-english-

word-spelling-ability-by-using-world-olympics-games/

Henderson, E. (1985). Teaching spelling. Boston : Houghton Mifflin.

Huyen, N. T. T., & Nga T. T. (2003). Learning through vocabulary games. Asian

EFL Journal. Retrieved March 16, 2014, from The EFL Professional Written Forum:

http://asian-efl-journal.com/ quarterly-journal/2003/12/31/learning-vocabulary-through-

games-the-effectiveness-of-learning-vocabulary-through-games/


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Kemmis, S., & McTaggart, R. (1988) 'Action research', in J. P. Keeves (ed.) Educational

research, methodology, and measurement: an international handbook,

Oxford,Pergamon.

Lewin, K. (1946) 'Action research and minority problems', Journal of Social Issues, 2, pp34-

46. Reprinted in K. Lewin Resolving Social Conflicts and Field Theory in Social

Science, Washington DC, American Psychological Association, 1997.

Mills, G. E. (2011). Action research: a guide for the teacher researcher fourth edition.

Boston: Pearson Education.

Wright, A., Betteridge, D., & Buckby, M. (1984). Games for language learning. Cambridge:

Cambridge University Press.


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THE USE OF PICTURE DICTIONARY IN TEACHING VOCABULARY AMONG

LOWER PRIMARY PUPILS

Aileen Mujan Asim



[email protected]

Jausip @ Joseph Yabai

Abstract

This action research examined the effect of picture dictionary on pupils vocabulary development. This research also investigated the views of the pupils

on the use of picture dictionary. This action research involved a total of 27

pupils of Year 3 Jauhari, consisted of 11 males and 16 females of Sekolah

Kebangsaan Banjar, Keningau. The strategy used in this action research was

picture dictionary as a tool to teach vocabulary. The data was collected using

measurement through a test which was given before and after intervention,

survey with a 5-point Likert scale questionnaire and interview with structured

interview questions as instruments. The test scores were analysed using

percentage and mean percentage. The questionnaire was analysed using mean.

The interview data was interpreted descriptively using content analysis. The

research findings showed an increment in the pupils test score in mean percentage from 46.89% to 76.11%. The pupils responded positively towards

the use of picture dictionary whereby the total mean score of the questionnaire

was 4.60 and had a positive response to the use of picture dictionary. This

showed that picture dictionary had a positive effect. This action research

showed that the strategy of using picture dictionary can be considered as a tool

to improve the vocabulary development among lower primary pupils.

Keywords: teaching vocabulary, picture dictionary, lower primary pupils

Abstrak

Kajian tindakan ini mengkaji kesan kamus bergambar kepada pembangunan

kosa kata murid-murid. Kajian ini juga mengkaji pandangan murid-murid

mengenai penggunaan kamus bergambar. Kajian tindakan ini melibatkan

sejumlah 27 orang murid daripada Tahun 3 Jauhari, iaitu seramai 11 lelaki dan

16 perempuan dari Sekolah Kebangsaan Banjar, Keningau. Strategi yang

digunakan dalam kajian tindakan ini ialah dengan menggunakan kamus

bergambar sebagai bahan untuk mengajar kosa kata. Data dikumpul dengan

menggunakan pengukuran melalui ujian yang telah diberi sebelum dan selepas

intervensi, tinjauan dengan menggunakan soal selidik skala lima Likert dan

temubual dengan soalan berstruktur sebagai instrumen. Skor ujian telah

dianalisa menggunakan peratusan dan peratusan min. Soal selidik dianalisa

dengan menggunakan min. Data temubual dianalisia secara deskriptif

menggunakan kandungan analisis. Hasil kajian menunjukkan peningkatan

dalam skor ujian murid dalam peratusan min dari 46.89% kepada 76.11%.

Murid-murid memberi maklum balas secara positif terhadap penggunaan kamus

bergambar iaitu dengan skor min keseluruhan soal selidik adalah 4.60 dan

memberi maklum balas positif kepada soalan berstruktur dalam temubual. Ini


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telah menunjukkan bahawa strategi menggunakan kamus bergambar boleh

dianggap sebagai bahan yang disarankan untuk meningkatkan pembangunan

kosa kata dalam kalangan murid-murid tahap satu.

Kata kunci: pengajaran kosa kata, kamus bergambar, murid-murid tahap satu

Reflection of Past Teaching Experiences

The first day I entered the classroom; the young learners were very passive and talked less. Most

of the pupils did not use full English even though the introductory phrases were in simple

English. I found that it was very difficult to give simple instructions and getting responses from

these young learners when they were prompted with questions. With no responses and feedback

from these young learners, it had hindered me, as an English teacher, to achieve my objectives

within the lessons taught. The pupils sometimes gave no response when they were asked with

recognising some words and explaining them during the lessons. They could utter the words but

could not define it. When asked on why they gave no response, generally they said they had not

heard or did not know the meaning of the words at all. They felt that there were lots of

unfamiliar words introduced to them. I discovered that I had lots of flaws in teaching them the

language as I went along with my lessons. Most of my lessons were drilled and the pupils

seemed to be bored with them. I believed that I did not serve them with the purposes of

exploring the language and the opportunities to apply the language itself. Drilling was the

conventional way of teaching that I used which most would refer it as the chalk and talk method.

Any words that the pupils did not understand, I would write them on board and explained to

them verbally. I always assumed that the pupils would understand what I was explaining to

them. However, making assumptions was the biggest mistake made. A majority of them were

not able to understand words and phrases, what more to say to pay attention towards a boring

explanation. The worst part of all was that I began to explain the meaning of the word in Malay

language and mostly ended up translated the keywords that I wanted to introduce to them.

Focus of the Research

This research focused to examine whether the use of picture dictionary helped me to teach

vocabulary among the Year 3 Jauhari pupils effectively. Based on the problem discovered, the

strategy of using picture dictionary in teaching vocabulary was used. The information gained

from the observations and discussions among the English teacher and the pupils had helped me

to gain useful information. Therefore, I decided to use picture dictionary to teach vocabulary in

the classroom. This action research focused on the use of picture dictionary on the pupils vocabulary development. Apart from that, my focus was also on discovering the views of the

pupils on the use of picture dictionary.

Research Objectives

The objectives of this study are to:

(a) examine the effect of picture dictionary on pupils vocabulary development. (b) examine the views of the pupils on the use of picture dictionary.

Research Questions

(a) What is the effect of the use of picture dictionary on pupils vocabulary development? (b) What are the views of the pupils on the use of picture dictionary?


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Target Group

My target group was made up of the pupils from Year 3 Jauhari in SK Banjar. This class had a

total of 27 pupils. There were 11 males and 16 females in this classroom. The pupils races were Dusun, Bajau, Murut, Kadazan, Filipinos, Bumiputera Sabah, and others. These pupils were

mostly intermediate learners yet had difficulties in learning vocabulary.

Implementation of Action

For this action research, I referred to the action research model proposed by Kemmis and

McTaggart (1988).

Figure 1. Kemmis and McTaggarts Action Research Model

Their model of action research is typically used by researchers and it has four simple yet broad

phases in a cycle. Based on Kemmis and McTaggarts model of action research, the first step is planning, follows with action and observation, and lastly, ends with a reflection.

a) Survey and analysis of the problem

For information gathering on the pupils backgrounds and proficiency level, I obtained their past results from their English teacher and also from the examination department. The pupils background were obtained from their classroom teacher. Furthermore, I carried out a simple

diagnostic test to discover the pupils area of weaknesses and their proficiency level of the language. The result from the diagnostic test showed that most of the pupils were weak in their

vocabulary knowledge.


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b) Action Planning

I planned and decided to use picture dictionary as a strategy to teach vocabulary among the

pupils. This strategy was used for ten times interventions. I used and prepared instruments in

collecting data and information to seek for answers for the research questions that I had. These

instruments consisted of a test which was given before and after the interventions, a survey with

a 5-point Likert scale questionnaire and structured interview questions.

c) Action

Based on the action planned, I used picture dictionary as a strategy in teaching vocabulary

among the pupils in Year 3 Jauhari for ten times interventions. Before picture dictionary was

introduced, I distributed and conducted a test to all of the pupils. After the intervention was done

for ten times, I gave the same set of test to the pupils. I also prepared and conducted survey with

a 5-point Likert scale questionnaire where all of the items were in bilingual. This survey

involved all of the pupils in Year 3 Jauhari. Lastly, I interviewed a total of seven pupils by using

structured interview questions. These questions were also prepared in bilingual.

Data Collection Methods

1. Measurement

Measurement was used to collect data to answer research question one. The test was given to the

pupils before and after the intervention. I constructed the items in the vocabulary test paper.

Both pre and post vocabulary test were the same test design and format. The test paper was

designed based on a specified table of specification. The answer and marking schemes were

prepared beforehand. The test paper consisted of four sections of which the first section known

as Section A, encompassed of multiple-choice questions with a total of ten items, Section B with

20 blank-fillings that concentrated on spelling, Section C with five blank-fillings and the last

section, Section D with identification or recognition of ten words.

2. Survey

Survey was used to collect data to answer the second research question. Cohen, Manion &

Morrison (2007) lines up the types of questionnaire items. He states that there are several kinds of question and response modes in questionnaires, including, for example, dichotomous

questions, multiple choice questions, rating scales, constant sum questions, ratio data and open-

ended questions. In these several kinds of modes, by using questionnaire with a total of eight items, a five-point attitude Likert scale was used. It consisted of scales with indicators of (1) that

implied for strongly disagree, (2) for disagree, (3) for neutral, (4) for agree, and finally (5) for

strongly agree. I designed all of the eight items for the questionnaire that reflected the views on

the use of picture dictionary. The items had been constructed based to discover the views of

pupils on the use of picture dictionary in teaching vocabulary. The items were in bilingual. The

survey was conducted among Year 3 Jauharis pupils only.

3. Interview

Corresponding to the second research question, interview was used to collect data to infer the

views of pupils on the use of picture dictionary in teaching and learning vocabulary. Norton

(2009) has mentioned three types of interview. These types are structured, semi-structured and

unstructured. A total of eight structured questions were used in this interview. There were seven


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pupils selected for this interview. These pupils were selected as they were able to give responses

and insights on the intervention used in the classroom. The interviews took place at the schools library during break time. The pupils were interviewed individually.

Analysis and Interpretation of Data

i) Measurement

The analytical values of the pupils results of their test papers were interpreted through calculation of the percentage and mean scores. The difference of pre-test and post-test results

was compared to observe the overall progress of each pupil. The difference in mean scores of

pre test and post test would be interpreted either if the value dropped, which indicated by

negative symbol, and the value increased, indicated by the positive symbol. The basic formula

used for mean is described as in Figure 2.

Mean:

Figure 2. The formula used to calculate mean

Where:

(sometimes call the X-bar) is the symbol for the mean.

(the Greek letter sigma) is the symbol for summation.

X is the symbol for the scores.

N is the symbol for the number of scores.

ii) Survey

Questionnaire would provide me with simple means to collect information on the pupils general attitude on the intervention proposed. The survey carried out also offered a wider

view on the pupils agreement on the suggested topic area about the intervention used. In

this survey, a set of eight items was prepared in the form of questionnaire. The questionnaire that I used comprised of five-point Likert scale. Norton (2009) outlines that

the Likert scale produces a differentiated scale of responses (usually five or six) which allows for an overall score where a high score would indicate a strong positive attitude and

a low score would indicate a strong negative attitude. As I used Likert scale, the frequency of the opinions of pupils was calculated at first. Through the frequency, the mean value for

each item was calculated for proper analysis of the whole tendency of agreement or

disagreement of the pupils of the use of picture dictionary in learning vocabulary. An

overall mean score to all of the mean values calculated was analysed and further

interpreted. Through the results from the scale of the questionnaire by counting its total

mean score, this would enable me to see the effect of the use of picture dictionary in

learning vocabulary in the pupils point of view. The results may be varied of either it gave positive or negative effect.


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iii) Interview

The pupils were purposely selected based on their tendency of answering and giving

responses. These pupils were also selected because they were able to communicate and able

to talk to. Since there were seven pupils chosen, consisted of both females and males, I

interviewed them on some particular days at different times. As these pupils had low

competency in speaking, especially in answering the questions in English, I had prepared

the interview questions in bilingual form. The outcomes of the interview were analysed

descriptively.

Findings

i) What is the effect of the use of picture dictionary on pupils vocabulary development?

This research question aimed to find the effect of the use of picture dictionary on the pupils vocabulary development. In order to gain data to answer this research question, I used

measurement method to find out the effect of the use of picture dictionary on the pupils vocabulary development. Thus, the instrument used was pre and post vocabulary test which were

composed of the same structures and marking scheme. The data gathered are shown as in Table

1 and Table 2 as listed below.

Table 1.

Comparison of the Mean Score of Pre and Post Tests

NP PRE TEST (%) POST TEST (%) % (+/- ve)

27 46.89 76.11 +33.78

The Table 1 above shows the mean score in percentage of both pre and post vocabulary tests

among Year 3 Jauhari pupils. The mean score for pre vocabulary test allocates 46.89% and as for

the mean score for post vocabulary test, it comprises of 76.11%. The difference of both pre-test

and post-test mean score results indicates an increment of +33.78%. This suggests that the use of

picture dictionary in teaching vocabulary among lower primary pupils has a positive effect on

the pupils vocabulary development.

ii) What are the views of the pupils on the use of picture dictionary?

This research question focuses on the views or perceptions of the pupils towards the used of

picture dictionary in teaching and learning vocabulary. For this research question, I had come

out with different findings from two data collection methods. The findings were found from both

the survey given to all of the 27 pupils and personal interviews with the pupils.


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Table 2.

Mean Score for Every Item in the Survey on Pupils Views on the Use of Picture Dictionary

ITEMS STATEMENT MEAN

1 Improvement in

vocabulary

4.44

2 Word Recognition 4.74

3 Comprehension of

Topic

4.56

4 Word Memorisation 4.70

5 Spelling 4.59

6 Word Meaning 4.74

7 Learning Motivation 4.48

8 Practicality of

Intervention

4.56

Overall 4.60

The overall mean for all of the items that can be seen from Table 3 showed a total of 4.60. It

shows that the pupils agreed to every items in the questionnaire that further suggested that they

had positive views on the use of picture dictionary in learning vocabulary.

In accordance and in response to the same research question, findings from interviews of the

pupils had contributed to different views among the pupils on the use of picture dictionary in

teaching and learning. I conducted a total number of seven interviews with seven pupils

respectively. I discovered that the pupils have mostly similar views yet with some distinguishing

views from the questions prompted to them on the use of picture dictionary in teaching and

learning vocabulary.

Overall, the pupils responded that they found that picture dictionary was a good strategy to be

used in learning new words such as stated below:

Suka. Iya. Oh. Dia ada emm gambar. Boleh hias dia lagi. (Like. Oh. It has emm pictures. Can decorate it too)

Sukak. Sebab dia bolehemmembantu saya untuk membacasebab dia cantik. Boleh kasi hias dan kertas dia warna-warni. (Like. Because it canemhelp me to readbecause it is beautiful. Can decorate and the papers are colourful.)

Through the responses given, I found out that the pupils liked to use this picture dictionary in

learning new words.

However, there were distinguishing answers when I questioned the pupils on their views of

comprehending the topic taught to them better with the aid of picture dictionary. Out of the

seven pupils interviewed, two of them responded that they did not really understand the topic

when using the picture dictionary where they stated:


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Tidak. Sikit sahaja faham. Sebabdia susah sikit mungkin. Perkataan yang mahu dieja. (No. Only understand little. Becauseit maybe difficult a little. The words that needed to be spelt.)

Tidak. Tidak berapa. Ada apa.empaham juga. Yang senang pahamyang susahpaham ikit saja. (No. Not really. It hasemunderstood also. The easy ones can understandthe difficult onesunderstand a little only.)

Nevertheless, the rest of the pupils responded positively towards this question. These were some

of their responses towards the question:

Iya. Perkataan dia. Perkataan dia boleh saya tahu dari itu Picture Dictionary. Perkataan dia juga mudah (Yes. Its words. I know the words from that Picture

Dictionary. The words were also easy)

Boleh. Boleh faham. Sebab dia bolehemboleh membantu dan mengajar kita semua dengan adanya tu perkataan sama gambar dia. (Can. Can understand. Because it

can.emcan help and teach us everything with the words and its pictures).

In conclusion, through both research questions and the findings, the pupils of Year 3Jauhari were

able to learn and develop their vocabulary through the application of picture dictionary.

Summary/Reflections

This action research aimed to examine the effect of picture dictionary on the pupils vocabulary development and to examine the pupils views on the use of picture dictionary. Based on the findings of this action research, it was identified that the use of picture dictionary in teaching

vocabulary among lower primary pupils had an effect on the pupils vocabulary development. Through the findings that had been discovered and analysed, it indicated that there was a

positive effect in the pupils vocabulary development.

In addition, the pupils gave mostly positive views on the use of picture dictionary in teaching and learning new words. The overall feedbacks received from both of the survey and interview

conducted exemplified that the pupils were interested and preferred the use of picture dictionary

in the teaching and learning of new words. The total mean of the survey conducted was 4.60

based on the 5-point Likert scale in which scales 4 and 5 were the positive agreements towards

the respective items. In accordance to this, the personal views of the pupils regarding on the use

of the picture dictionary in learning new words or vocabulary had mostly supported and agreed

to the efficacy of this tool. The pupils showed their likeness and agreements that the picture

dictionary introduced helped them to develop their vocabulary.

The researches done on the use of picture dictionary or in some using the word pictures or

visuals, had indicated positive results from their researches. One of the researches was by Venti

Sulistian (2011), concluded in her research that the results of the students that were taught after

using picture dictionary was high. In tandem to this, the action research had e exemplified the

similar patterns in the pupils vocabulary development. Thus, the use of picture dictionary can be considered as a useful strategy that English teachers can use in their classroom to teach

vocabulary.


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I believed that every teacher should constantly improve themselves in many ways especially in

teaching and learning practices. A common, typical and repetitive approaches, techniques or

methods used in a classroom can create boredom among the learners. The same and dull

practices used in the classroom can eventually lead to the loss of interest in the teaching and

learning processes itself. It would be a ringing bell of reminder for teachers by simply looking at

pupils expression where they soon lose their attention, complaining about the boring and the same teaching practice was carried out again and again in the classroom. It basically meant that

teachers should find varieties in the teaching and learning practices in the classroom from time

to time.

Suggestions for Further Research

i) Time boundary

Based on the results, findings and feedbacks by different sources, I believed that the strategy

used can be improvised in many ways. It would have been better to conduct picture dictionary in

the classroom where time allocated for the application of the strategy is adequate for both the

teacher and the learners to know the words in depth. The more the time given for an activity to

be carried out, the more the opportunities for the language to be learnt.

ii) Integration with Various Strategies

Furthermore, the integration of other teaching strategies can help to get the pupils to interact

with each other rather than to be dependent on the guessing part. One of the strategies that can

be integrated is by using word puzzle. It helps the learners to guess, instead of the word being

pronounced, it is seen in written form. In addition, it helps to strengthen their memorisation of

the spelling of the words.

iii) Sentence Building Skill

It is always important to give a rather challenging than difficult task to the pupils in order to

build their thinking skill of the language. Thus, getting the pupils to write at least one sentence

for each word can help them to improve in their writing and building sentence skill. Apart from

labelling or naming the pictures, the intervention can be enhanced or used to the next level by

requiring the pupils to write at least one simple sentence by using the word, focusing on the

pupils writing skill.

iv) Authenticity of the Learning Resources

Giving the pupils the chance to choose their own pictures for their dictionary creates a space of

authenticity in the activity carried out. The pupils have the sense of responsibility of their own

learning by seeking for the pictures of the keywords that they are going to learn on the next day.


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References

Cohen, L., Manion, L,. & Morrison, K. (2007). Research methods in education. 6th Edition.

New York: Routledge Taylor & Francis Group.

Norton, L. S. (2009). Action research in teaching & learning: A practical guide to conducting

researches in universities. New York: Routledge Taylor & Francis Group.

Venti Sulistian. (2011). The use of picture dictionary in improving students vocabulary mastery: A case of the kindergarten students of Paud Pelita Mandiri Semarang. IKP

PGRI Semarang, Indonesia.


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THE USE OF CUSTOM MADE COMPOSITE PICTURES TO TEACH VOCABULARY

AMONG LOW LANGUAGE PROFICIENCY PUPILS

DG. Syafiqah Binti Awang Zainuddin



[email protected]

Vasanthi a/p Subramaniam

Abstract

This action research explored the effect of custom made composite pictures on

vocabulary performance of low language proficiency pupils. This research also

investigated the effect of custom made composite pictures on spelling ability of

low language proficiency pupils. In addition, the research also studied the effect

of custom made composite pictures on the motivation of low proficiency pupils

in learning vocabulary. The action research conducted in Sekolah Kebangsaan

Menawo, Keningau, involved 24 pupils from Year 3 Bestari. This research used

custom made composite pictures to teach vocabulary. Three different data

collection methods that were used in this research were measurement,

observation, and interview. The instruments used were a test administered

before and after the interventions, a five-point Likert scale checklist and

structured interviewed questions respectively. Findings showed there was an

increase of 79.33% in mean percentage between the pre and post-tests. That

indicated custom made composite pictures helped to improve the vocabulary

performance of low language proficiency pupils. Furthermore, there was

increment of 87.63% mean percentage for the spelling test. In addition, findings

also showed that custom made composite pictures helped and had a positive

effect on the pupils motivation. Custom made composite pictures can be used by teachers for pupils with low proficiency in English language in primary

school.

Key words: vocabulary, low language proficiency pupils, custom made

composite pictures.

Abstrak

Kajian tindakan ini dijalankan bagi meneroka kesan gambar berangkai ciptaan

sendiri dalam pencapaian kosa kata bagi murid-murid yang mempunyai tahap

bahasa yang rendah. Kajian ini juga mengkaji kesan gambar berangkai ciptaan

sendiri ke atas kebolehan mengeja bagi murid yang mempunyai tahap

penguasaan bahasa yang rendah. Kajian ini juga mengkaji kesan gambar

berangkai ciptaan sendiri ke atas motivasi murid belajar kosa kata. Kajian ini

yang dijalankan di Sekolah Kebangsaan Menawo, Keningau, melibatkan 24

orang murid daripada Tahun 3 Bestari. Kajian ini telah menggunakan gambar

berangkai ciptaan sendiri untuk mengajar kosa kata. Tiga kaedah pengumpulan

data yang berbeza digunakan dalam kajian ini iaitu ukuran, pemerhatian, and

temubual. Instrument yang digunakan ialah ujian yang ditadbir sebelum dan

selepas intervensi, senarai semak lima skala likert, dan temubual berstruktur.

Dapatan menunjukkan terdapat peningkatan sebanyak 79.33% dalam min

peratus diantara ujian pra dan ujian pasca. Ini menunjukkan gambar berangkai


23

ciptaan sendiri membantu untuk emningkatkan pencapaian kosa kata murid

yang mempunyai tahap penguasaan bahasa yang rendah. Disamping itu,

terdapat peningkatan sebanyak 87.63% min peratus dalam ujian mengeja.

Selain itu, dapatan menunjukkan gambar berangkai ciptaan sendiri mempunyai

kesan positif ke atas motivasi murid. Gambar berangkai ciptaan sendiri boleh

digunakan oleh guru untuk murid-murid yang mempunyai penguasaan yang

rendah dalam Bahasa Inggeris di sekolah rendah.

Kata kunci : kosa kata, murid yang mempunyai tahap penguasaan bahasa yang

rendah, gambar berangkai ciptaan sendiri.

Reflection on Teaching and Learning Experience

I was assigned to Year 3 Bestari class in Sekolah Kebangsaan Menawo, Keningau. My target

group of Year 3 Bestari consisted of low language level proficiency pupils. Thus, I prepared

myself because I understood the pupils and situation which I was dealing with for the three

months of practicum. During the third day I was in this school, I carried out a diagnostic test to

study or examine the most critical problems faced by my pupils in learning English language. To

be honest, the result was shocking and disappointing to me. The only words to describe the

results of the test were these pupils had real big problems in learning English. They had difficulties in almost every aspects of English language learning such as spelling, limited range

of vocabulary and penmanship.

I taught all the four skills using different types of strategies. I used a lot of activities such as

language games, quizzes which I asked them to present their work in front of the class; I

provided them with worksheets and many more other activities. However, within a few weeks of

carrying the lessons with them, I realized that the biggest barrier for my pupils to learn English

was their limited range of vocabulary.

Vocabulary is really important in English language. Harmer (1993) reaffirms this by saying If language structures make up the skeleton of language, then it is vocabulary that provides the

vital organs and the flesh. This I noticed from the first time I entered the class on 28th January 2014, as they did not understand almost all of my instructions. They had extremely limited range

of English vocabulary. They needed lots of guidance before starting to do something. I used

various strategies to teach the vocabulary such as using word cards, teaching them to use

dictionary to find the meaning of the words, drilling method, and others. Ultimately, they kept

on waiting for me to do all the translation using the Malay language. Due to this difficulty of

poor vocabulary mastery, it leads them to face other major problems such as reading

comprehension, writing sentences, including applying English language in their daily routines.

Focus of Research

There were three important aspects which I needed to focus on. Firstly, I wanted to search the

best way to teach vocabulary to low language proficiency level of pupils in order to make them

understand and able to memorize the words effectively. I had to find out the techniques which

are helpful to me to improve my teaching practices, and make sure that it fits very well with the

needs of my pupils. Subsequently, it would provide positive and great impact towards my pupils

in overcoming their problem. Next, I wanted to find an effective method to help my pupils in

remembering the new vocabulary that they have learnt in my lessons.


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Finally, I wanted to find solutions with the intention of building motivation in pupils in the Year

3 Bestari to learn English language especially during the teaching and learning process on the

classroom. Students learning attitudes largely depend on their beliefs about language teaching

(Ellis, 1994). Moreover, Ellis asserts that individuals learning a language have shown that they

have certain perspectives about how they can acquire the language. They may have thought of

the concept and approaches that enable them to learn the language. Consequently some learners

are fearful while others are confident in learning new language. Thus I believe that motivation

would lead to a positive attitude towards something and in this case was my pupils understanding of English language. I wanted to help my pupils to improve their vocabulary

which I felt was an area of concern that I wanted to focus on. Hence I decided to use custom

made composite pictures to help them to improve on their vocabulary performance as well as

their motivation to learn the language.

Research Objectives

The objectives of this research were:

1) To explore the effect of custom made composite pictures on performance in vocabulary among low language proficiency pupils.

2) To investigate the effect of custom made composite pictures on spelling ability among low language proficiency pupils.

3) To study the effect of custom made composite pictures on motivation among low language proficiency pupils.

Research Questions

The following research questions addressed the above objectives:

1) What is the effect of custom made composite pictures on performance in vocabulary among low language proficiency pupils.

2) What is the effect of custom made composite pictures on spelling ability among low language proficiency pupils.

3) What is the effect of custom made composite pictures on motivation among low language proficiency pupils.

Target Group

I was given Year 3 Bestari class of Sekolah Kebangsaan Menawo, Keningau. There were 24

pupils in this class which consisted of 9 boys and 15 girls. Generally, all of the 24 pupils in this

class were 9 years old. Basically, the pupils in this class had low language proficiency level.

This was because the school had conducted a placement test where the pupils with better

language proficiency were placed in the Year 3 Intellect class and the weaker pupils in the Year

3 Bestari class. Besides having very low language proficiency, my pupils were also less

motivated to learn especially English subject. They found that English language was difficult to

understand and learn. However, the uniqueness of Year 3 Bestari pupils was they were absolute

visual learners, where they learn better with the aid of visual teaching and learning materials.

Implementation Of The Action Plan

I based my action research on Kemmis and McTaggart Model (1998).


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Figure 1. Kemmis & McTaggart Model (1998)

There are four basic steps in this model which are plan, action, observe, and reflect. Ultimately,

this cycling nature guided me to foster deeper understanding of my real situation in the research.

The processes were simple and straightforward, where it started with conceptualizing a focused

problem and moving through several interventions and evaluation. Based on the Kemmis &

McTaggart model above, I had planned my own cycle to carry out my action research.

First thing that I did before I started was talk with the teachers and asked for their perception

about the class which I was given. Based on the information, I knew that my class in Year 3

Bestari were pupils with low language proficiency in English. This was proved by the results of

the test which had been conducted in 2013 to stream the pupils. On 29th January 2014 which was

the second time I entered the class, I conducted a diagnostic test for Year 3 Bestari pupils. The

result once again strengthened the fact that pupils in Year 3 Bestari pupils could be categorized

as low language proficiency pupils.Then, I tried to focus on word level where I drilled them

using traditional Chalk and Talk method in the classroom. However, I discovered that the pupils still had difficulties in understanding and memorizing those key words that I have taught

them. Thus I decided to do research on how to teach and expose English vocabulary to low

proficiency pupils in Year 3 Bestari in a meaningful way. I decided to use custom made

composite pictures in order to make them understand the meaning of the words, improve their

spelling ability and motivate them to learn in a more meaningful way.

Plan

In planning stage, I started to plan the interventions session for my pupils. Initially, I planned the

methods of data collection and the instruments I was going to use to collect data. I investigated

three aspects in my action research which were pupils vocabulary performance, spelling ability,

and their motivation in learning. Thus, I used three methods of data collection for this action

research. To ensure there was triangulation of data collection methods, firstly I used

measurements to test the pupils achievement in vocabulary. I prepared a test which was administered before and after the intervention sessions. Secondly, I used observation method and


26

the instrument that I used was motivational checklist. This checklist was aimed to collect data

about pupils motivation throughout the interventions. I carried out the intervention for 10 sessions over the three months of my practicum in that school. Finally, I also used interview to

collect data on pupils motivation with the use of custom made composite pictures.

Action

The first thing I did before I carried out the intervention sessions was I administered a test for the

pupils. I carried out the test on 5th of March 2014. The result of the test showed the pupils

current performance in English especially in vocabulary. Next, the intervention which was the

implementation of custom made composite pictures in my research was done within my daily

lesson in the classroom. I implemented the intervention sessions at the beginning of the lesson

directly after the set induction. I used around 10 minutes for each intervention sessions. I filled

in the motivational checklist with my partner to observe the behavioural reaction of the pupils

along the intervention session. When the intervention sessions were carried out, I conducted a

post-test with the pupils using the same test and procedures that I carried out during the pre-test.

Finally, I selected and called five pupils as representative of the class to be interviewed. This

interview session was done in the school library. The interview was done in face to face basis all

conversation were recorded.

Observe

When the intervention sessions done, I gathered the data and started to analyse it. I checked the

both of the pre-test and post-test and recorded the scores in a table. I converted the scores into

percentage and recorded the mean percentage of both tests. The motivational checklist scores

were calculated by combining the scores given by the two observers. The final results of the

checklist were interpreted using the scale for academic motivation. Finally, I analysed the data

from the interview with the pupils using content analysis. The interview sessions were

transcribed and analysed according related theme.

Reflection

After implementing all the ten intervention sessions using custom made composite pictures with

the pupils in Year 3 Bestari, I reflect the effect of this technique on my pupils and my concerns

is do they gain more knowledge on vocabulary, and do they feel motivated to learn English

language.

Data Collection Methods and Analysis of Data

1) Measurement

The first and second research questions were to identify the effect of custom made composite

pictures among low language proficiency pupils performance in vocabulary, and pupils spelling ability. I collected data using a vocabulary test instrument. Data collected from this

instrument were analysed using percentage and mean percentage. The findings were able to

differentiate the percentage and mean percentage from pre-test and post-test.


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Table 1

Grading Criteria

Academic achievement Level Stage Explanation

Excellent

(80% - 100%) A High level

Achieved the higher level

of achievement

Good

(60% - 79%) B

Average

Able to pass minimal

target of achievement Average

(40% - 59%) C

Weak

(21% - 39%) D

Low level Fail to pass the minimum

target of achievement Very Weak

(0% - 20%) E

Source: Zaharani (2008), Pupils Achievement Grading

I graded my pupils according to the specific grading criteria by Zaharani (2008) developed a

Table of Pupils Achievement Grading which falls into three stages of high level, average level, and weak level. I analysed the scores and categorized them according to this specification. Those

scores which were below than average scores was considered as fail to pass the minimum target

of achievement. I recorded the students marks in a table. The data was collected for every intervention sessions including the pre-test and post-test. Subsequently, I converted all the scores

into percentage and found the mean score for both pre-test and post-test. Based on the scores

distributed in the table, I calculated the increase in percentage of the mean scores and displayed

the test scores in a table.

2) Checklist

My third research question was related to the effect of custom made composite pictures

technique on motivation among low language proficiency pupils. To answer this research

question I used a motivational checklist which was adapted from Characteristics Behaviours of

Gifted Learners by Gordon (2001). I prepared the motivational checklist form for every

intervention sessions for two observers.

Table 2

Scale for Academic Motivation

1 2 3 4 5

Never Rarely Generally Often Always

Adapted from: Vallerand (2012), Scale For Academic Motivations

To interpret my findings in this motivational checklist, I adapted the Scale for Academic

Motivation from Vallerand (2012). There were five indicators in Likert scale starting from

never, rarely, generally, often, and always, which I referred to interpret the results of my

findings.


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3) Interview

I interviewed five pupils to collect data to answer my third research question of Do the custom made composite pictures affect low proficiency pupils motivation in learning English language

in the classroom. I called one pupil a time to the library to be interviewed. I interviewed the pupils in English and translated the questions if the pupils could not understand it. I recorded the

interview sessions and transcribed them. I did a content analysis to find the main themes and

explained them descriptively.

Findings

Research Question 1

This research question examines the effect of custom made composite pictures on performance

in vocabulary among low language proficiency pupils.

Table 3

Comparison between the mean scores of pre-test and post-test

Pre-Test

%

Post-Test

%

(+/-)

%

Mean 10.67 90.00 + 79.33

Table 3 above shows the mean score for pre-test was 10.67 % while the mean score for the post-

test was 90.00%. This indicated an increase of 79.33% in the mean scores. This result showed

that pupils were able to increase their scores during the post-test after 10 intervention sessions

using the custom made composite pictures in the classroom. It indicated vast improvement in the

pupils performance in vocabulary. The results indicated that custom made composite pictures had a positive effect on pupils vocabulary performance of low language proficiency pupils.

Research Question 2

What is the effect of custom made composite pictures on spelling ability among low language

proficiency pupils.

To answer my second research question, I used the same measurement method to collect data

and analysed it in mean percentage. The results of the related sections in the test were shown

below:

Table 4

Comparison between the mean score of spelling in pre-test and post-test

Pre-Test

%

Post-Test

%

(+/-)

%

Mean 1.67 89.29 + 87.63

Table 4 above shows the mean percentage of pupils scores for spelling in both pre-test and post-test. The mean score in spelling section for the pre-test was extremely poor where the percentage

was only 1.67%. However, after undergoing the 10 intervention sessions using custom made


29

composite pictures, the pupils were able to increase their performances during the post-test. The

mean percentage of the post-test was 89.29%. The increase in percentage of the mean score from

pre-test to post-test is 87.63%. The result showed that the use of custom made composite

pictures had a positive effect on spelling ability among low language proficiency pupils in Year

3 Bestari.

Research Question 3

What is the effect of custom made composite pictures on motivation among low language

proficiency pupils.

Data to answer research question three was obtained through observation and interview.

Checklist Interpretation

Figure 2. Pupils motivational mean scores during intervention

Figure 2 shows data from the motivational checklist. data indicated that the, pupils motivation increased gradually from the first intervention sessions until the final 10

th intervention sessions.

During the first intervention session, pupils mean score for motivation was only 1.92.

The pupils mean score for motivation increased greatly for the final intervention session at 4.92. Based on Vallerand (2012), Scale for Academic Motivation, 4.92 score is interpreted between

often and always. Both of these indicators indicated a very positive behaviour from the pupils.

Thus, custom made composite pictures had a positive effect on my pupils motivation in learning English vocabulary.

Interview Interpretation

The findings from the indicated that most of the pupils responded positively to the use of custom

made composite pictures in the classroom. Data showed that the pupils were eager to learn using

the custom made composite pictures during the intervention sessions. Some of their comments

were:

Yamaw bah teacher kami semua suka teacher gambar tu (R3/L36) Maw teachersia seronok belajar kalau banyak gambar (R5/L36)

0.00

1.00

2.00

3.00

4.00

5.00

6.00

1 2 3 4 5 6 7 8 9 10

Mea

n

Intervention Sessions


30

The pupils themselves also enjoy the lesson when I used the custom made composite pictures.

They felt that learning was fun and interesting when I used the pictures to develop more

interesting activities with the pictures. Pupils participated in the lessons and some of their

comments are as follows:

Suka betul teachersiapa dapat teka dapat cophi hi hi (R3/L24) Enjoy bahbanyak gambar jadi sia tida bosan.. hi hi (R4/L24)

I discovered that the pupils in Year 3 Bestari felt learning using visual aids was easier because it

matched their learning style. They gave positive response towards the interview questions given

to them. Pupils responses were quoted below:

sinang bah teachertambah cepat paham kalau guna gambar (R3/L29) Iyasia kalau tinguk gambar sinang ingat (R5/L29)

I also can saw that by using custom made composite pictures during the intervention; somehow

changed pupils perception of English language learning in the classroom. Before this they felt that learning English was a burden and they were really frustrated, but after the intervention they

started to see the fun side of learning English.

Iya bah teacher best juga ne belajar BI kalau guna gambar. (R2/L38) Iyasia suka suda belajar BI. (R5/L39)

Based on the response from the interview, pupils themselves expressed their feelings in a

positive and optimistic manner. The intervention using custom made composite pictures really

encouraged them to learn in a more interesting way and there was an enthusiastic feeling among

the pupils in the classroom. Thus, the use of custom made composite pictures had a positive

effect towards low proficiency pupils motivation in learning vocabulary in the classroom.

Summary and Reflection

To summarize, the pupils of year 3 Bestari were able to show positive progress in their learning

of vocabulary. The findings showed that the custom made composite pictures helped the pupils

to enhance their performance in vocabulary learning in many aspects including their

performance, their memorization of the correct spelling, and also their motivation to learn

vocabulary. This can be seen through the increment of mean percentage from 10.67% to 90.00%

for the mean percentage on pre-test and post-test respectively. Hence the total increment of both

pre and post vocabulary test score was 79.33%. Aside from that, there was also a positive increment of 87.63% from the comparison of pre and post mean percentage for spelling.

Furthermore, the usage of custom made composite pictures also helped to improve the pupils motivation in learning English especially vocabulary.

In the view of professional development, this action research actually prepared me for the reality

of being a teacher in our educational system in Malaysia. It exposed me to the real scenario

which is faced by the teachers in rural schools especially about the teaching and learning of

English in school. As a teacher, why we should deny their right to learn, because based on what I

see, yes they were a bit slower, but it does not mean they could not learn at all. After all, the

feeling that I have now contradicts with the feeling I had when I was first assigned to this class.

Now, instead of feeling sad, I feel honoured to make them part of my research. The truth is they

have taught me so much on the real value of a teacher.


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Suggestion for Further Research

I would like to make some suggestions for further research about the usage of this technique.

The first suggestion is by using custom made composite pictures technique in other schools

especially those who have low language proficiency pupils in the school. Secondly, the usage of

custom made composite pictures also can be incorporated with ICT where people can improvise

the pictures in a graphic forms or motion pictures. Next, usage of custom made composite

pictures can be adapted to teach and learn other language content instead of vocabulary learning

such as teaching idioms, sentence constructions and many more. My last suggestion is to adapt

the usage of custom made composite pictures for LINUS and Pre-School pupils. These custom

made composite pictures are recyclable and can be exploited to the group of pupils who need it.

References

Ellis, R. (1994). The study of second language acquisition. UK. Oxford University Press.

Gordon. D. (2001). Characteristic behaviour of gifted learners (observational checklist).

retrieved on 12th March from

http://www.hpedsb.on.ca/ec/services/spe/documents/Characteristics.pdf

Harmer, J. (1993). The practice of English language teaching. Essex: Longman.

Kemmis, S. & Mc Tagggart, R. (1998). The action research reader. (3rd

Ed). Geelong. Deakin

University Press.

Vallerand. R. J (2012). Scale for academic motivation. Retrieved on 12th March 2014 from

http://www.er.uqam.ca/nobel.r2670/LRCS/echellers_en.html

Zaharani Ahmad (2008). Pengimbuhan men-dengan kata dasar satu suku kata dalam aspek

nahu praktis Bahasa Melayu, Bangi: Penerbit UKM.


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USING PICTURE MIND MAP TO TEACH READING COMPREHENSION

FOR MIXED ABILITY CLASS

Francesca anak Francis



[email protected]

Henry Mansing

Abstract

This action research exami

pismp tesl ambilan januari 2011.pdf

Documents

pupils vocabulary

teaching vocabulary

use of puppets

use of bingo

use of vocabulary clock

use of custom

use of coloured

use of guess