Beruflich Dokumente
Kultur Dokumente
1.0
INTRODUCTION
In this chapter, I will discuss the reflection on my teaching experience. I will also talk about the
related theory and literature to support my research.
The purpose of teaching English in Malaysian classroom is to expose students to four
main skills which are listening and speaking, reading and vocabulary as well as writing.
According to Hornby (1995), the total number of words in a language is called vocabulary. In
order to be proficient in English, learners need to learn vocabulary.
However, teachers of English as a Second Language cannot expect most of their students can
learn vocabulary easily (Allen, 1983). According to Thornbury (2002), learning vocabulary of a
second language is considered as a challenging job. In order to be proficient in the target
language learners need to produce the language itself using correct forms of words. Hence, the
responsibility lies on teachers shoulders to help students develop strategies for coping with
unknown or unfamiliar uses of words of the target language. In the KSSR syllabus, the reading
objective that the Education Ministry aim to achieve at the end of the Year 6 is that students
should be able to read and comprehend a wide range of text. However, this objective cannot be
fulfilled if the students have limited vocabulary. Allen, David & Valette (1997) state that without
sufficient vocabulary, learners cannot understand others or express their own ideas. Therefore,
students will not be able to use English effectively in the classroom and outside the classroom
without mastering vocabulary.
1.1 Reflection on Teaching Experience
Being an English teacher for almost 15 years, I discovered many problems in my class
especially limited vocabulary among the students. Some of the students do not understand the
reading text because they were not able to understand the words. If I think carefully on why they
were not able to understand the reading text, I can conclude that they were not able to
understand the vocabulary. Even though the students could pronounce well the words in the
texts, they could not understand the content of the texts. Out of the 35 students in Year 4 Jaya
class, only 6 students could actually comprehend the texts and answer the questions well. Many
of them could not answer well because they did not understand even simple words from the
text.
I gave them a short paragraph about animals. After reading the text, I asked questions such as
What is the habitat of tigers? but the students were unable to respond or give me the correct
answer. All they said were I dont know and What is habitat, Ms. Suriya? Thus, I could see
that some of Year 4 Jaya students did not know the meaning of some words in the paragraph
and they were unable to understand the words to the paragraph given.
As an English teacher, I reevaluated the scenario above; I realized that Year 4 Jaya students
were facing problems in understanding the vocabulary in reading texts. I could see the problem
when I gave them a worksheet whereby they needed to fill in the blanks with words from the
paragraph. I found that some of the students were unable to complete the worksheet because
they did not understand the meaning of the words. The words were unfamiliar to them. At some
point I was forced to use translation to explain the meaning of the words.
1.2 Related Theory/ Literature
In this part, I will talk about theories that support the focus of my research.
1.2.1 Macro Theory
Based on Piagets Theory of cognitive development (1970), teachers have aligned their teaching
strategies with students cognitive level. In other words, cognitive development is the emergence
of the ability to think. Theory of Cognitive Development is a theory that describes how human go
about making sense of their world by gathering and organizing information (Piaget in Woolfolk,
2010). When a student looks at a semantic map, a certain area of the brain is activated. They
would have a clear concept and idea of the vocabulary items introduced throughout the
sessions. Day and Bamford, (1998) suggest that appropriate material usage helps students
learn to read and lead them to enjoy reading. I support this statement with my own experience
of teaching my students. When I taught them the habitat of animals, they did not seem to
understand until I showed them in semantic map which gave a clearer view of the links.
Therefore, I believe that understanding the words using the semantic map enabled the students
to learn vocabulary and comprehend the reading text better. As I adopt Piagets cognitive theory
in my research, my Year 4 Jaya students need activation of their schema when it comes to
vocabulary. As reflected in my teaching and learning experience, the students are facing
problems in understanding vocabulary from the reading text. Thus, the students must be
exposed to organize ideas in a systematic way in order to change the perception towards
learning vocabulary.
CHAPTER 2.0
CONTENTS
NUMBER OF QUESTIONS
questions
This section consists of filling in blanks
questions
This section consists of filling in the blanks
questions
Table 1: Diagnostic Test
SECTION
NUMBER OF
PUPILS
QUESTIONS
LEVEL OF
ACHIEVEMENT
Q1 Q2 Q3 Q4 Q5
1
A
QUESTIONS
Achieved
Not Achieved
Not achieved
Not achieved
Achieved
SECTION
NUMBER OF
PUPILS
QUESTIONS
LEVEL OF
ACHIEVEMENT
Q1 Q2 Q3 Q4 Q5
1
B
QUESTIONS
Achieved
Not Achieved
Not achieved
Not achieved
Achieved
NUMBER OF
PUPILS
QUESTIONS
LEVEL OF
ACHIEVEMENT
Q1 Q2 Q3 Q4 Q5
1
C
QUESTIONS
Achieved
Not Achieved
Not achieved
Not achieved
Achieved
b) Students Worksheet
To further confirm the problem, I also conducted document analysis on students worksheets I
gave them two vocabulary worksheets where they have to fill in the blanks (Appendix A) and
MCQ questions ( Appendix B). The document analysis also further justified the problem they
were having as they showed tremendous weakness in answering vocabulary questions. The
topic that I used was on Spending Wisely which was Unit 2 in Year 4. The topic is mainly about
ambition which is very much related to types of occupation.There were 10 questions in each
worksheet. Some of the participants were able to provide average level performance where it
still contained mistakes. Based on their work, I concluded that the participants could still
improve their vocabulary and with enough support and assistance, they would be able to
progress using suitable strategy.
NO
1.
STUDENTS
Student A
EX 1
5
EX 2
4
TOTAL
9/20
PERCENTAGE
45%
2.
Students B
11/20
55%
3.
Student C
8/20
40%
4.
Student D
10/20
50%
5.
Student E
12/20
60%
a suitable strategy that can be used during reading class. Semantic map is appropriate to be
used in low ability class like Year 4 Jaya. As students progress in school, subject matter
becomes more complex. Correspondingly, word meaning becomes more complex. Vocabulary
learning strategies are one part of language learning strategies which in turn in part of general
learning strategies (Nation, 2001). Some vocabulary learning strategies such as metacognitive,
cognitive, memory and activation strategies as I have been listed by Gu and Johnson (1996,
cited in Ghazal, 2007, p.85-86).Ward and Annitas study (1998) showed that semantic mapping
increased cognitive processing and developed the cognitive structure. They suggested using
semantic mapping as a pre-reading activity which I plan to do semantic maps in my pre-reading
stage too.
Research on semantic mapping has been extensively conducted. Most of the studies
focus on using semantic mapping as pre-activities for reading, speaking or writing lessons. The
subjects of these studies are often intermediate learners. The results have shown significant
differences in vocabulary learning. Learners using semantic mapping could organize words
systematically and recall word meanings easily. Employing images, semantic mapping or other
graphic organizer techniques (Segler et al. 2001; Nation, 2001 cited in Ghazal, 2007) is
encouraged for better encoding which results in better retrieving later. One of the implications
for classroom practice that Channell (1988) derived from her research is that learners should be
encouraged to make their own lexical associations when they are learning vocabulary. With
regard to word meaning and retrieval, many researchers (Hague, 1987; Cater, 1987; Amer,
2002) agreed that semantic mapping is effective for long-term memory and aids recall of words.
Therefore, in this study, as a researcher I am concerned about the semantic mapping technique
which will benefit by my participants to develop their vocabulary.
Knowing a range of association for a word helps the students to understand its full
meaning and helps recall the word form or its meaning in appropriate context (Nation, 2001).
This is a good way to develop vocabulary as most of my students from Year 4 Jaya were in low
proficiency language and this will help me to cater to their level seamlessly.
Workability
The uses of semantic map will be workable for my Year 4 Jaya student especially
those who are from low ability group. Bubble map is an effective and efficient method
to teach vocabulary. I also believe that this action research workable because it
students and I could be able to measure the improvement from my students work.
Significance
The semantic map strategy can be effective to students as words can be taken from
the reading text. Therefore, my Year 4 Jaya students would become familiar with
the words they encounter in the reading text. This will give them a good base to learn,
understand and remember the vocabulary. The year 4 syllabus states that, by
the end of primary schooling, pupils should able to 3.8.4 Read and understand
simple factual texts by filling in the blanks with correct words. If the students
are
able to fill in the blanks with the correct words they would able to understand the
Control
As a researcher and the English teacher, I have the freedom to control the words
which I am going expose my students too. I would be able to prepare the right
amount of task based on my students capacity and capability. Hence, I have
planned to implement the intervention during my English period. I will be able to
observe students progress when doing the vocabulary worksheets within the time.
Collaboration
In order to carry out the research, I need to build a good rapport between my students
and I. This is important to make sure that they are all able to cooperate and collaborate
with me. A good relationship between school management and I is also essential as
they can help me provide information about my pupils and also help me in managing my
commitments as a teacher.
Relevance to school
When the students are able to develop vocabulary and improve their reading, it will
enhance their proficiency. Since most of the students come from low proficiency
background and their first language is Malay language, this intervention can develop the
vocabulary among the students. I will be able to share my strategy that I have used with
other teachers if required.
2.2.
Definition of terms
2.2.1.
Vocabulary
Vocabulary refers to students understanding of oral and print words. This understanding implies
conceptual knowledge of words that goes well beyond a simple dictionary definition. The
vocabulary is taken from the reading text which is suitable to be used in pre reading stage.
2.22. Semantic Map
Semantic mapping is a visual strategy for vocabulary expansion and extension of knowledge by
displaying in categories words related to one another. Semantic mapping is an adaptation of
concept definition mapping but builds on students prior knowledge or schema. While it draws
on prior knowledge it recognizes important components and shows the relationships among the
components. This is a very interactive process and should be modeled by the teacher first.
3.0
OBJECTIVE/RESEARCH QUESTIONS
3.1.
General objectives
The objective of this research is to determine whether the use of semantic map can improve the
vocabulary level of my Year 4 Jaya students.
3.2.
Specific objectives
3.2.1.
to investigate if semantic map can help to develop vocabulary level of Year 4 Jaya
pupils.
3.2.2.
to ascertain how semantic map is able to help in enhancing Year 4 Jaya pupil
vocabulary level.
3.3.
Research questions
3.3.1.
Does the use of semantic map help to improve the vocabulary level among Year 4
Jaya students?
3.3.2.
How does the semantic map help the students to develop their vocabulary?
3.3.3
What is the students perception on semantic map to develop their vocabulary in the
reading class?
Gender
Race
S1
Male
Malay
Socio-Economic status
Low
Proficiency level
Low
S2
Female
Malay
Average
Average
S3
Male
Malay
Low
Low
S4
Male
Malay
Low
Low
S5
Female
Malay
Low
Low
Action plan
4.1.1
The model adopted for this research is the Stephen Kemmiss Spiral Model of Action
Research(1985).The stages are planning, action, observing and reflecting. I will use
Kemmiss model to carry out my research.
According to Kemmiss (1967), a model is important to improve your own teaching. I started
with a problem which I noticed in my teaching. It could be a concern that Year 4 Jaya students
do not spend enough effort in vocabulary. Faced with the problem, the action I plan to go
through a series of phases (reflect, plan, action, observe) called the Action Research Cycle to
systematically tackle the problem.
Firstly in the planning stage, I needs to identify a problem that is faced by a targeted group.
Once the researcher identifies the problem, researcher needs to develop a plan to overcome
the difficulties that they noticed from the students. For example, if researcher is not happy with
the material that he or she is using, the researcher has to plan and develop another suitable
method. Researcher also needs to enhance his or her understanding in the problem by
investigating the cause of the problem.
In the action stage, the researcher has to come up with suitable strategy to solve the problem.
The intervention which he or she decides needs to be implemented in the class that he or she is
teaching. In this stage, the researcher has to evaluate how far the intervention solves the
identified problem.
After the action stage, the observation stage comes in. In this stage, the researcher can collect
suitable data whereby the data shows the effectiveness of the intervention. The researcher will
be able to determine what type of data that he or she is going to collect, qualitative or
quantitative data and effective techniques to be used.
Finally, in the reflection stage, I will be able to reflect on the process of my intervention whether
it has been achieved or not. The outcome from the reflection will show the effectiveness of the
intervention.
Planning for Cycle 1
My action research based on Kemmiss model.
Sharing and
communicating results
Identifying the
problem faced by
my Year 4 Jaya
Identifying the
students.
problem in my Year 4
Jaya students
Reflecting on the
process
Collecting data
Developing an
intervention to
Developing
overcome the an
problem
intervention
to
Collecting the
datadata
Analyzing
Analyzing the data.
overcome the
problem
STAGES
PLAN
STEPS
1) A per test will be conducted to get results of the target participants.
2) Findings from the results, confirmed that target participants faced
problem in vocabulary.
3) Planning suitable intervention- semantic map
4) Inform the target participant about the intervention.
ACTION
OBSERVE
REFLECT
1) Gather data to analyse and interpreting the results of pretest and post
test whether the objectives achieved.
2) Compares the results
3) Tabulated the data into tables and graphs to see clear picture of the
performance of participants.
5.2
Data gathering method is a significant step where it should answer the research questions
formulated. I will be using interview, observation checklist and document analysis to answer the
research questions stated above.
X 100 =
WORKSHEET 1
WORKSHEET 2
WORKSHEET 3
( MARKS %)
( MARKS %)
( MARKS %)
STUDENT 1
STUDENT 2
STUDENT 3
STUDENT 4
STUDENT 5
Table 7 : Results of participants workseets in percentage (%)
5.3.3 Interview
The interview session will be conducted after the three session of the intervention in the pre
reading lesson. Lewins, Taylor, & Gibbs (2005), states that the data collected from the interview
will be qualitative. The aim of this interview was to give a more thorough picture of the students
attitudes towards the intervention in practicing vocabulary structures in the experimental group.
A cross-case analysis was applied to analyze interview data. This technique includes organizing
the responses of interviewees according to the topics raised in the interview (McKay, 2006). As
McKay (2006) claims, this approach is suitable to highlight particular aspects of the research
topic. The interview encompassed ten closed-ended items (prepared in advance) falling into two
main categories or topics (see Appendix D). The items of the first category of the interview
(items 1, 2, 4, 5, 6, 9, 10)addressed the responses pertaining to reveal the students attitudes in
favor of the intervention
5.4
Table 8
DATE/TIME
15 April 2015
( 30 minutes)
STEPS/ PROCEDURE
Conduct pre-test
ADDITIONAL INFORMATION
This pre test will include 3 sections.
participants to be analysed
27 April 2015
Questionnaire
Session 1
Document analysis
( 30 minutes)
Reading text
words.
Teacher repeats steps in session 1 using
map
Document analysis
Session 2
text.
Reading text
( 30 minutes)
words.
Teacher repeats steps in session 1 using
Unstructured Interview
Session 3
text.
Document analysis
( 30 minutes)
words.
Conduct the post- test.
participants to be analysed.
Section C
( 30 minutes)
18-22 May 2015
30 minutes perday
- questionnaire
teacher.
-interview
- document analysis
table.
5.4.2 Budget
In this section, I will list down the materials that I propose to use and the total budget for my
research.
NO
1.
2.
3.
4.
MATERIALS NEEDED
A4 paper
PHOTOCOPY
COLOURED PAPERS
PRINTERS INK
PRICE (QUANTITY)
RM10 X 4 RIMS
RM10
RM10 X 2 PACKETS
RM60 X 1
TOTAL BUDGET
TOTAL
RM40
RM10
RM20
RM60
RM130
This table above shows the materials that I needed for my action research. As I stated in the
table, I need 4 rims of A4 papers which RM40 in total. The photocopy, coloured papers and
printers ink cost RM90. The total budget is RM130. I believe this budget is reasonable and
manageable for me to complete my research.
REFERENCES
Allen, David and Vallette, R. M. (1983). Classroom Foreign Language and English as a
Second Language. New York: Harcourt Brave Javanovich.
Anderson, N. J. (1994). Developing Active Readers. A Pedagogical Framework for the Second
Language Reading Class. System 22.2. 177-194.
Brown, D. H. (2004). Language assessment: principles and classroom practices. New York:
Pearson Education, Inc.
Brown, S., & Dove, P. (eds) (1991). Self and peer assessment, standing conference on
educational development. Birmingham.
Harmer, J. (2012). The Practice Of English Language Teaching. England: Pearson Education
Limited.
Hopskins, D. (1985). A Teachers Guide To Classroom Research. Philadelphia:
Open University Press.
Kemmis, S., & McTaggart, R. (Eds.). (1988). The Action Research Planner. Victoria,
Australia: Deakin University Press.
Malaysian Education Blueprint 2013-2025. Retrieved from
http://www.moe.gov.my/v/pelajaran-rendah on 10 March, 2015.
Mertler, C. A. (2013). Action Research: Improving Schools and Empowering Educators. Los
Angeles. Sage Publications.
Molock, D. S. (n.d.). The use of High Frequency Words to improve Oral Reading Fluency.
McCarthy, M. (1992). Vocabulary. Oxford University Press
Nuttal, C., (1990). Teaching Reading Skills in a Foreign Language. (2nd. Ed.) London:
Appendix A
CLASS: _____________
SECTION A
A. Circle the best word to complete the sentences.
1. The carpenters used ________ to knock the nails into the planks.
A. hammer
B. spanner
C. screwdriver
D. chisels
B. architect
C. astronaut
D. chef
B. satellite
C. telephone
D. telegram
B. cheongsam
C. baju kurung
D. ngepan
B. siamang C. bear
D. Tapir
(10 marks)
SECTION B
Fill in the blanks with suitable words from the box below.
3. Don't cross the road without looking. You never know what's coming and you
could ______________________.
4. I'm sorry. I'm very busy at the moment. I've got a long report to complete so I'd
better ______________________.
5. I wouldn't leave the car there if I were you. It'll ______________________ by the
police.
( 10 marks)
SECTION C
Fill in the blanks with one of the words from the two words given in each
sentence.
1. When it is ________ you see water drops fall from the sky. ( rainy, summer)
3. The noise you hear after a flash of lightning is called __________ . (thunder, cloudy)
4. The white pieces of frozen water that fall from the sky in cold weather are called
__________ . ( rain, snow)
( 10 marks)