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METHOD
IN TEACHING VOCABULARY AMONG
EARLY READERS TO IMPROVE THEIR
READING SKILLS
CONTEXT OF STUDY
Reading is recognized as one of the necessary part of
obtaining a better job and access to knowledge. People
with reading problems would find that their educational
careers are imperilled due to the inability to read. In other
words, reading is a life support system as we need it for all
kinds of purposes (Chitravelu, Sithamparam & Teh Soo
Choon, 1999). The implementations of the Phonics method
can provide a sound grounding in the letters (learning the
shapes and names of letters) and provide sufficient practice
in reading words in isolation or in context. It is also can
lead to automatic word recognition. The pupils will learn on
how to decode words from the Phonics Instruction.
FOCUS OF INVESTIGATION /
ISSUE ON CONCERN
PROBLEM STATEMENT
It was found in my school from Year One to Three, there are still some
pupils who are not able to pronounce correctly even though they
always use the words. The most disappointed moment is when the
pupils keep repeating the same mistake in pronounce words.
OBJECTIVES OF THE
RESEARCH
RESEARCH QUESTIONS
1.Is the Phonics Method approach
appropriate as the teaching tools for
the Year Three pupils as one of the
early readers in school?
The
TARGET GROUP /
PARTICIPANTS
research had been conducted in researcher
TARGET GROUP /
PARTICIPANTS
Respondents reading performance
Respondents ability in pronouncing - 11 respondents
(37%) are good in pronouncing words. 13 respondents
(43%) were able to pronounce in satisfactory level
while
respondents
(20%)
were
really
poor
in
INTERVENTION
RESEARCH DESIGN
researcher chose the quasi-experimental design as the
research design. This study involved the pupils in the same
class. The researcher gave a pre-test to the pupils by using
Whole Word approaches and they read and pronounced the
words by using this method. A pre-test conducted before
the teaching and learning session starts. It is used to
evaluate students achievement on the vocabulary chosen.
A post-test was given after the teaching is covered. After
the pre-test, researcher taught the pupils to learn the
Phonics method in four weeks. After completing the task,
the experimental group will be tested again.
instruments
The instruments used included reading the vocabulary list,
phonics instruction, decoding letters and the observation
form. The data was analyzed qualitatively.
INTERVENTION
DATA COLLECTION PROCEDURE
The data will be taken from the pre-test, post-test and
observation form.
DATA ANALYSIS
If the respondents be able to answer the test correctly,
one
marks
will
be
given.
If
the
pupils
gave
the
Score
No of
Percentage
Respondents
PRE-TEST
High
17-25
Medium
9-16
17
57%
Low
0-8
13
43%
Total
25/25
30
100%
Bands
Score
No of
Percentage
Respondents
POST-TEST
High
17-25
19
63%
Medium
9-16
11
37%
Low
0-8
0%
Total
25/25
30
100%
ANALYSIS AND
INTERPRETATIONS OF DATA
THE DIFFERENCES PRE-TEST AND POST-TEST
Mean Value
Mean
Std. Deviation
Pre-Test
Difference
8.87
3.79
Post-Test
19.8
5.69
FINDINGS
This study revealed that pupils in Year Three as the early
readers can adopt Phonics Method in learning reading. The
respondents not only learn more words but they become more
familiar with common spelling patterns of English, which in
turn help them to decode longer words they have never
encountered. In this study, it also showed that to teach the
early readers to read is not impossible not to mention if they
have learned it more earlier such as in Year One. The first step
should be done as a teacher is to find out which method is
suitable for the pupils. The key advantages of this method are
that, Phonics Method teaches children all the main letter
sounds early on and to relate the sound to the symbols and to