MyProposal_2

BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

CHAPTER 1

1.1

Introduction

1.1.1 1.1.1

One of the the most usefu usefull languag languagee skills skills in the proces processs of learning learning a langua language ge is reading skills. Many teachers will find that teaching students to read is not an easy task. task.

The most importa important nt part of teaching teaching reading reading is to teach student studentss to

understand what they have read and to apply that knowledge in their daily lives. As Chitravellu et. al. (1995: 89) indicated that reading is not just sounding out words but also also understanding understanding the meaning meaning of the words. One of the problems faced in teaching students to read in school these days is how to get students interested in the reading passages. Therefore, pre-reading activities play a vital role to motivate students to have interest in the reading passage given and achieve the objective of the reading lesson.

1.1.2 1.1.2

This This proposal proposal is to find find out the use of teachi teaching ng vocabula vocabulary ry in pre-re pre-readin ading g activity activity to improving students’ reading comprehension. The focal point of my study is a secondary school located in a rural rural area. The purpose of this proposal is to expose students the pre-reading activities and at the same to inspire students to learn English English using reading reading comprehension comprehension text. Other than that, that, this proposal proposal is to determine determine if teaching vocabulary in pre-reading pre-reading activity is able to help students’ students’ improve their reading skills.

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

1.2 1.2.

Backgroun und d of Problem lem

1.2.1. 1.2.1. This This propos proposal al was aimed at findin finding g out of teaching teaching vocabular vocabulary y in pre-re pre-readi ading ng activity activity enhancing students’ reading reading comprehension. comprehension. Reading is one of the most important skills in the KBSR and in KBSM. The syllabuses and handbooks for the KBSR KBSR and and KBSM KBSM speci specify fy some some of thes thesee aims aims of a read readin ing g less lesson on such such as  providing students the opportunity of developing study skills and also to become independent and mature readers. The teachers are recommended to the use of  wide range of texts and activities for the teaching of reading skills. This is to enhance students’ vocabulary and language structure as well as to promote the application of reading skills for different purposes.

1.2.2 1.2.2.. In the KBSM (2004 (2004), ), the main main objecti objective ve is to ensure ensure studen students ts to read read and understand prose and poetry for information and enjoyment. Towards the end, students are also encouraged to read extensively outside the classroom with minimal guidance from the teachers. Teaching reading means enabling students to acquire the skills, strategies and attitudes required in making sense of a text. As such, teachers should include motivating and interesting activities in their reading lesson. To develop students’ various skills in reading thereafter improve and enhance students’ reading comprehension.

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

1.3 1.3.

State atement ent of of th the pr problems lems

1.3.1. 1.3.1. Based Based on experi experience ence observa observatio tions, ns, test or examina examinatio tion n result results; s; there are only a few numbers numbers of student studentss who are able able to answer answer the entire entire compre comprehens hension ion questi question on correc correctly tly.. Most Most of the students students can only answer answer 4 correc correctt out of 7 comprehension questions. This proposal particularly will survey the effects of  teaching vocabulary in pre-reading activity improving the literal and inferential compre comprehens hension ion of student studentss readin reading g two passag passages es which which will will teach teach with with preprereading activities and without pre-reading activities.

1.3.2 1.3.2.. Acco Accord rdin ing g to Chit Chitra ravel vellu lu,, N.,S N.,Sit itham hampa para ram, m, S and and Teh, eh, S.C. S.C.(1 (1995 995)) - read readin ing g involves developing previous knowledge (of the world, of culture, of the topic under discussion, discussion, of the print conventions conventions being used, etc). Teacher Teacherss spent more time on activities such as assessing comprehension, giving, checking and helping with arguments, arguments, drilling drilling phonics, phonics, listening listening to oral-reading oral-reading and correcting correcting papers of teacher’s desk (Durkin, 1978). We cannot deny that vocabulary is the backbone of any language language..

As Hedge Hedge (2000:11 (2000:110) 0) says, says, “… the subject of vocabulary

learning, which to me always seems the key to any language language.” .”

Therefore, Therefore,

teaching and learning of vocabulary in the English language classroom plays an important role to ensure vocabulary growth in every student and at the same time increases students’ English language proficiency. proficiency. Considering the importance of  teaching vocabulary in pre-reading activity helping students to grasp a text, it is

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

crucial to make teachers attentive of the effectiveness played by pre-reading activities in improving students’ comprehension.

1.4 1.4.

Conceptu ptual Framewo ework 

The principle of this proposal is to find out the teaching vocabulary in pre-reading activities activities improving students’ reading reading comprehensio comprehension. n. Figure Figure 1 below, below, is the conceptual framework on pre-reading activities which can improve the students’ reading comprehension.

( teaching vocabulary ) Pre-reading activity

Tap appropriate schemata

Prepare student for the text Purpose of  reading established

Students’ interest towards the text is developed

Better reading com com rehe rehen nsion sion Figure 1: Pre-reading activities can improve students’ reading comprehension. 1.5.

Aim of the Research

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

The aims of this proposal are: a.

to encou encoura rage ge stud student entss to commu communi nicat catee ver verba ball lly y in Engl Englis ish h lang langua uage. ge.

 b.  b.

to expo expose se stud studen ents ts the the act activ ivit itie iess of prepre-re read adin ing. g.

c.

to impr improve ove prof profic icie iency ncy in Engli English sh lang languag uagee by teac teachi hing ng vocab vocabul ulary ary in preprereading activities.

d.

to moti motivat vatee stu stude dent ntss to to lea learn rn Engli English sh lang langua uage ge usi using ng com compr prehe ehens nsio ion n text text..

e.

to dete determ rmin inee if teac teachi hing ng voca vocabu bula lary ry in in pre-r pre-rea eadi ding ng acti activi viti ties es can can impr improv ovee the students’ reading skill.

1.6.

Research Qu Questions

a.

How How effe effect ctiv ivee are are the prepre-rreadi eading ng acti activiti vities es in impr improv ovin ing g the the stud studen entts’ reading comprehension?

 b.  b.

To what what exten extentt the pre pre-r -rea eadi ding ng acti activi viti ties es help help stud studen ents ts to to under underst stan and d the  passage more easily in their learning of English language?

c.

How How and in in what what exten extentt the the prepre-rreadi eading ng acti activi vitties ies can can cont contribu ribute te to to the the successful of students’ comprehension of the reading passages?

d.

To what what extent extent teac teache hers rs are are abl ablee to to use use this this stra strate tegy gy in readi reading ng comprehension and help them in their teaching English language?

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

1.7. 1.7.

Sign Signif ific ican ance ce of the the Res Resea earrch

The study will carry carry out with with the aims of ascert ascertain aining ing and highli highlight ghting ing the teaching of vocabulary in pre-reading activity improving reading comprehension among students. It is hoped that this proposal will help reading teachers become awar awaree of the the role roless play played ed by prepre-re read adin ing g activ activit itie iess in help helpin ing g stude student ntss to comprehend a reading passage. Besides that, teachers are also able to prepare tokens tokens amount amount of pre-re pre-readin ading g activi activitie tiess in their their readin reading g lesson lesson and consid consider  er  teachi teaching ng vocabul vocabulary ary in pre-re pre-readi ading ng activit activities ies as a useful useful tool tool for teacher teacherss in helping students to read better in their reading activity. activity.

1.8. 1.8.

Limi Limita tati tion onss of the the Rese Resear arch ch

This This study study is restri restricte cted d to pre-te pre-teach aching ing of diffic difficult ult vocabul vocabulary ary and provid providing ing  pictorial context situation in a reading lesson to a class of Form Two students of  S.M. S.M. St. St. John John Tuaran uaran..

The The othe otherr types types of pre-r pre-read eadin ing g acti activi viti ties es were were not

included in this study. The sample chosen does not represent or reflect the entire stud studen ents ts’’ popul populat atio ion n in Saba Sabah h or Mala Malays ysia ia.. Ther Theree were were only only two two type typess of  questions used; factual questions and inferential questions. The other types were not included because the subjects tested were of lower cognitive level ability. 1.9.

Definition of of Te Terms

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

1.9.1. Pre-reading Activities: Activities used before a reading lesson takes place to motivate students and activate their schemata.

1.9.2. Vocabulary : This refers to the the number or list of words known by an individual.

1.9.3. Reading: A process of interpreting and understanding written text.

1.9.4. Bottom-up model: A model used to explain reading process where reader reads  by moving his eyes from left to right across the page, first taking in the letters, combining these to form words, then combining the words to form the phrases, clauses and sentences of the text.

1.9.5. Top-down Model: A model that explains reading process where readers start reading by using their knowledge of the language and the subject matter to predict the text.

1.9.6. Interactive model: Combination of bottom-up model and top-down model to achieve more comprehensive understanding of the reading text.

1.9.7. Reading comprehension: The ability of understanding and interpreting the text read.

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

1.10.

Summary

As mentioned earlier, reading is a critical module that needs to be mastered by students. Therefore, teachers have to to play a dynamic dynamic role to ensure that students are able to understa understand nd what they have read. read.

In order order to do so, pre-readi pre-reading ng

activities have to be planned and designed carefully to ensure the objectives of  reading reading lesson are achieved. achieved. It is essential essential to teach vocabulary in pre-readin pre-reading g stage to students so that they can read and comprehend better when they are learning English language. The more a person knows of his vocabulary, vocabulary, the better  he is at the target language. In other words, students students with extensive vocabularies are able to listen better better,, speak better, better, read better and write better better.. One of the reasons that students are not able to perform well in their English language examination is that their lack of vocabulary. vocabulary. When this happens, they are not able to comprehen comprehend d well in their their reading reading and also unable unable to write write good essay. essay.

If 

students are able to comprehend what they have read, this will greatly help the students in their examination by boosting their motivation and also upgrade their    performanc performancee in the exam. Teachers eachers also have to do their part in ensuring ensuring the success of a reading lesson by attracting students to read on the reading passage. This can be done done by planning planning pre-read pre-reading ing activi activities ties not only to attract attract students’ students’ interest but also to activate their prior knowledge.

CHAPTER 2

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

REVIEW OF RELATED LITERATURE

2.1.

Introduction

In Chapter 1, the need to carry out teaching vocabulary in pre-reading activities in a reading lesson lesson is discussed. discussed. It is undeniable undeniable that reading comprehens comprehension ion has a significant significant role role in the learning learning of English language. language. However, However, it is not easy to  bring students to read a reading passage can be a very tacky job for teachers. That is why it is appropriate pre-reading activities need to be planned to engage students in the next stage of a reading lesson. This chapter will touch on related literature reviews on reading and teaching vocabulary. vocabulary.

2.2. 2.2.

Relat Related ed Lite Literat ratur uree and and Resea Researc rch h - Readin Reading g Compr Compreh ehen ensio sion n

2.2.1. 2.2.1. The key goal goal of reading reading is to understa understand nd or comprehe comprehend. nd. There There is no purpose purpose for reading unless we attempt attempt to make sense of the words words before us. Ruddell and Ruddell (1995:15) define comprehension as “the act of constructing meaning while interacting with text’. Meanwhile, Hayes (1991) considers reading to be tantamount tantamount with comprehension. comprehension. Danielson Danielson and LaBonty (1994:63) describe comprehension as a process which involves the application of different kinds of  knowledge. Knowledge of text structure and knowledge of certain topic or topics. Smith (1982) defines comprehension as relating what we do not know, or new

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

information, to what we already know, which is not a haphazard collection of  facts but a theory of the world which is also called cognitive structure. Smith (1982) defines comprehension as just a big blanket term that covers a whole area of thought-getting processes in reading.

2.2.2. The point of all these these for the the reading reading teacher is is that no matter matter how how well a student student may may know know a lang langua uage ge,, he/s he/she he cann cannot ot read read in that that lang langua uage ge with with good good comprehension if the subject of the text is one he knows absolutely nothing about and therefore have no real interest in it (Eskey, (Eskey, 1986:12).

2.2.3. The process process of reading reading comprehen comprehension sion involves involves an an active search search for for meaning. meaning. The reader must interact with the text on an emotional level, on an intellectual level, leve l, or  on a physical level. It is a process that must be continually monitored by a reader  who is aimed with remedies for failure at any stage (Danielson and LaBonty, 1994:63).

2.2.4 2.2.4.. Alth Althou ough gh educ educat ator orss woul would d agre agreee that that read readin ing g comp compre rehe hens nsio ion n is the the most most significant product of reading, direct instruction in comprehension occupies less than one percent of the instructional time in the classroom (Durkin, 1978:481553).

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

2.2.5. 2.2.5. It is therefor thereforee necessary necessary for teacher teacherss to build build up in their their students students a thorou thorough gh understanding of what reading comprehension means, how it can be monitored and what can be done when comprehension fails to occur. occur.

2.2. 2.2.6. 6. Many any terms erms and and expl explan anat atiions ons of readi eading ng have have been been prop propos osed ed,, some ome complementary to one another, other contradictory. Because of the complexity of  the reading process and of the incompleteness of existing knowledge as to the nature of the reading act, it is not strange that they are various and diversified (Dallman, Rouch, Char & Deboer, 1982). However, a brief discussion of the major definitions or models of reading will be presented in this proposal.

A.

Bottom-up Model

This model is explained explained by Eskey (1986:11) (1986:11) stating stating that a reader proceeds proceeds by moving his eyes from left to right across the page, first taking in the letters, combining these to form words, then combining the words to form the phrases, clauses and sentences of the text. In other words, word recognition precision is import important ant for compre comprehens hension ion (Klien (Klien,, Peters Peterson on and Simint Siminton, on, 1991). 1991). Using Using  bottom-up approach, reader literally starts at the bottom and work their way up. Gunning, (1992) stated that, in this model the reader first learn the names and shapes of the letters letters of the alphabets and consonant consonant sounds, followed by simple and and then then more more compl complex ex vowe vowel. l. Accord Accordin ing g to Weaver eaver & Resn Resnic ick k cite cited d in Pritchard R. (1990) states that bottom-up theorist suggest that readers play a

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

relatively submissive submissive role in the process. In this model, model, comprehension is heavily dependent on rapid accurate word recognition (Hayes 1991:5).

B.

Top-down Model

In this model, the readers need not use all of the textual cues but rather they pick  and choose from the accessible information only enough to select and envisage a language structure, which is decodable (Goodman, 1970). They are not only using his or her knowledge of the structures of the text and vocabulary, but they must also work to compel pragmatic content knowledge and meaning onto the text. Goodman’s (1970) original description of the model as stated below:

“Reading is a selective process. It involves partial use of available minimal  language was use selected from perceptual input on the basis of the reader’s expectation. expectation. As this partial information information is processed, processed, tentative decisions are made, to be confirmed, rejected or refined as reading progresses. More simply   stated reading is a psycholinguistic guessing game. It involves an interaction between thought and language”.

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

C.

Interactive Model

Interactive models are more than compromising between bottom-up and top-down models (Hayes, 1991). In interactive model, different processes are thought to be responsible for providing information that is shared with other processes. During the process of reading, a hypothesis arrived at by means of top-down processing is directed by the results of bottom-up hypothesis imposed by top-down processing. All these definitions of reading have certain elements in common, in particular of  graphic symbols.

As Stanovi Stanovich ch (1980: (1980:35) 35) notes, notes, intera interacti ctive ve models models “neith “neither er a strict strictly ly bottom bottom-up nor strictly top-down processing, but instead assume that a pattern is fused  based on information information provided simultaneo simultaneously usly from several several knowledge knowledge sources sources (e.g. feature extraction, orthographic knowledge, semantic knowledge”. Viewed in light of Stanovich’s model, readers who already possess a good deal of  semantic knowledge about a text prior to reading (through pre-reading activities) can direct more of their limited processing capacity to obtaining information from other knowledge sources as they read (Graves, Cooke and Laberge, 1983:265).

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

2.3 2.3.

Pre-re -readin ding ac activi ivitie ties

2.3.1. “Reading “Reading comprehensi comprehension on occurs in three three overlappin overlapping g phases; pre-re pre-reading, ading, whilewhilereading and post-reading” (Crafton, 1982:293). Crafton considers pre-reading as the critical phase in reading comprehension. comprehension. This means that pre-reading stage stage is a very important stage in a reading lesson. Research conducted by Pritchard (1990), Nunan (1985), Johnson (1981) and Steffensen and Joag-Dev (1984)   provide evidence that lack of prior knowledge-content domain knowledge or  cultural knowledge – affects comprehension.

2.3.2. 2.3.2. Suppor Supportt for the use of pre-re pre-readi ading ng activiti activities es such as previo previousl usly y mentione mentioned d is found in both top-down models of reading. These models emphasize that learning takes place in relation to students existing knowledge. Students learn meaningful material in relation to their existing background of relevant concepts, principles and information, which provide a framework to understand new material. Graves, Corke and Laberge (1983) stated that this model includes three central constructs. First, mind with a limited amount of information at any one time. Second, reading is an interactive process. Third, reading is a compensatory process in that a deficit in any knowledge sources, results in heavier reliance on the other sources, regardless of their level in the processing hierarchy.

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

2.3.3. According According to Walker Walker (1975), (1975), pre-readi pre-reading ng comprises comprises all the many activit activities ies used to develop the attitudes and skills that a child need before the attitudes process  begin. Pre-reading activities are also defined by Graves, Watts Watts and Graves (1994) as activities that teachers do with students prior to their reading session.

2.3.4. 2.3.4. During During pre-readi pre-reading, ng, readers readers mobili mobilize ze their their existing existing informat information ion and relate relate it to their new experience or information. This is the phase, which involves the answering of questions asked, and the acceptance and rejection of hypotheses made by the reader. As such, pre-reading activities play an important role in reading comprehension (ibid).

2.3.5. 2.3.5. Graves Graves,, C. and Laberg Labergee (1983) (1983) refer refer to pre-readi pre-reading ng activitie activitiess as previewi previewing ng activities which include introductory materials presented to students before they read specific texts or selections. These materials are specially designed so that students are able to preview the content co ntent of the text they are going to read.

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

2.3.6. As pre-readin pre-reading g occurs at the initial initial stage stage of reading, reading, Papalia Papalia (1987:750) (1987:750) refers refers to it as a motivational activity that should be selected according to the experience and interest of students and should be built of the content of the pre-reading lesson. Weiner and Bazerman (1994); define pre-reading as thinking in advance about a topic before reading, which prepare readers for the words on the page. This is supported by Witte (1985: 61) who states that the purpose of a pre-reading activity is to persuade students to develop the habits of preparing their minds for  a topic before they begin in-depth reading.

2.3.7. There are are various kinds of pre-re pre-reading ading activiti activities es suggested suggested by Carrel Carrel (1984:3 (1984:334) 34) such as viewing movies, slides, slides, pictures, pictures, field trips, demonstratio demonstrations, ns, real-life real-life experiences, class discussions or debates, plays skits and other role-play activities, teacher-text, or students-generated predictions about the text, text previewing, introductio introduction n and discussion discussion of special vocabulary to be encountered in the text, key-word, key-concept association activities, and even prior reading of related texts.

2.3.8. For the purpose purpose of this study study pre-readin pre-reading g activities activities will will refer to those those activities activities that teachers do with students in a reading comprehension lesson. It will focus on activities which will mainly help students to preview the content of the text, such as using pictures and pre-teaching of difficult vocabulary and n ew concepts.

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

2.4. 2.4.

Thee pur Th purpo pose se of prepre-rreadi eading ng acti activi viti ties es

2.4.1. 2.4.1. Accord According ing to Fauzia Fauziah h Hassan Hassan (2005), (2005), there there are many purpose purposess of pre-re pre-readi ading ng activities. The purposes are as follow: follow:

a.

To establ ablish the pur purpose in reading.

 b.  b.

To deve develo lop p the the stud studen ents ts’’ inte intere rest st in in the the read readin ing g mate materi rial al..

c.

To preview text.

d.

To re reflect on wh what the they y already eady know now.

e.

To inv invok okee the the appr approp oprriate iate net network work of schem chemat ata. a.

f.

To pr provid ovidee the the nece necesssary ary bac backg kgrround ound know knowlledge edge..

2.4.2. 2.4.2. In establi establishi shing ng the purpose purpose of reading, reading, teacher teacherss can play their their part by posting posting questions to students regarding the material they are going to read in pre-reading stage. Questions such as “Why am I reading this?” or “What do I want to get from it?” can be used to find out the purpose of reading.

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

2.4.3. 2.4.3. Pre-r Pre-readi eading ng activi activitie tiess also also can help expand expand the students students’’ intere interest st in the reading reading material. If interesting activities activities are conducted which are related to the reading material, the students will be eager to find out what is in store for them in the reading material.

2.4.4. At pre-reading pre-reading stage, stage, teachers teachers can devise devise activities activities that that enable students students to to preview the text that they are going to read. By giving the preview preview,, it can help students further comprehend the reading passage which will be given to them.

2.4.5. Pre-readin Pre-reading g activities activities also also can be designed designed to to reflect reflect on what they they have already already known and appropriate schemata can be invoked. This will ensure the ability of  students to relate what they know to to the text in the reading passage. Thus, it helps them to further further understand the reading reading passage passage when the necessary necessary background knowledge is provided.

2.5.

The importance of teaching vocabulary

It is very important important that vocabulary vocabulary is taught to the students. students. It helps them to improv improvee on their their vocabul vocabulary ary and also also helps helps them to improv improvee in their their other  language language skills as well. There are various reasons reasons to enrich ones’ vocabulary vocabulary.. According to Nist and Simpson (1993:10),

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

“With a greater understanding of words, you will be able to improve your  -

reading and listening comprehension

-

reading rate and fluency

-

effectiveness in writing and speaking .” .”

This This means means that that student studentss can improv improvee the target target languag language, e, which which is English English language as a whole if they they possess a wide wide range of vocabularies. This notion is also supported by Abraham (1987:170), “One “One of the most important steps towards   get getti ting ng to know know and and lear learn n a seco second nd or for foreign eign lang langua uage ge is to lear learn n its its vocabulary.” vocabulary.” So, it is undenia undeniable ble that, that, to learn learn a langua language ge we must learn learn its vocabulary vocabulary.. Nist and Simpson Simpson (1993:9) (1993:9) also also say that “ students with extensive vocabularies are the readers readers who understand with ease what they they have read. On the other hand, readers with limited vocabulary usually have difficulty in reading  and spend more energy and time on reading tasks tasks.” .” That is to say, say, students with limite limited d vocabul vocabulary ary do not only have readin reading g diffic difficult ulties ies but also also wastin wasting g a considerable time and an d energy.

2.5.1

Factors Factors influen influencing cing vocabul vocabulary ary developm development ent

There are a few factors factors that influence vocabulary development. Chitravelu et. al. (1995 (1995:2 :243 43)) poin points ts out that that one one of the the fact factor orss whic which h infl influe uence nce vocab vocabula ulary ry deve develo lopm pmen entt is the the acti active ve or regu regula larr use use of the the word wordss lear learnt nt are are easi easily ly remembered remembered than words words that are seldom heard heard or read. Therefore, Therefore, new words

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

must be used often often in order to allow allow the expansion expansion of word word list. It is because because through through regular usage, usage, new words learnt will will not be easily forgotten. forgotten. Stevick  Stevick  (1976 in Chitravelu et al 1995:243) suggests that “the “the amount of intellectual and  emotional effort put into the learning process by the learner is also important. ” This means that the learners themselves play an important role in their own vocabulary development. They have to work hard to make sure that learning does take take place. place.

They thems themselv elves es must have the interest interest and motivati motivation on to learn learn

vocabulary.

2.5.2. 2.5.2. Guideli Guidelines nes for teaching teaching vocabul vocabulary ary

Before teachers engage themselves in teaching vocabulary, they should read the following guidelines as recommended by Abraham (1987:171); which are

a) teach teacher erss have have to prep prepar aree a list list of the the targ target et vocabu vocabula lary ry to be taught taught in the the classroom

  b) b) teach teacher erss must must ensur ensuree that that stude student ntss are are awar awaree of the the lear learni ning ng tar targets gets for  for  vocabulary

c) teachers teachers must must assess assess the the development development of their their students’ students’ vocabulary vocabulary.. Rewards Rewards should be given to students who have progress in their vocabulary acqu isition.

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

teacher teacherss must must plan plan a wide wide variet variety y of activi activitie tiess to encour encourage age vocabul vocabulary ary development

2.6.

Summary

We cannot deny the magnitude magnitude of pre-reading activitie activitiess in reading reading lessons. As mentioned earlier, earlier, it has many purposes. Teaching vocabulary in pre-reading does not only help students to incorporate their previous knowledge into the reading material and at the same time appropriate app ropriate schemata is switch on to enable students to digest and accommodate the text to what they they know. know. The efficacy efficacy of teaching teaching vocabulary in pre-reading activities helping students to improve their reading comprehension is the major focus of this proposal.

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

CHAPTER 3

RESEARCH METHODOLOGY

3.1.

Introduction

The purpose of this study is to find out the effects on teaching vocabulary in prereading activities to improve the reading comprehension of twenty three (23) Form Two students of S.M. St. John Tuaran, Sabah. In this chapter also, aspects related to strategy of implementing the research; which are the research design, sample, location of research, instruments, procedure, technique of data collection and method of data analysis are discussed.

3.2.

Research Design

In this research, a quantitative quantitative method is used to enable data to be obtained. Two sets of questionnaires questionnaires were given to collect data from students. Then pre-test and

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

 post-test also were used to find out the outcome of the research before and after  the

teach eachin ing g

of

readi eading ng

com compreh prehen enssion

in

Engl Englis ish h

Lang Langua uage ge

clas classs.

Comprehension questions related to the text also will be given to test students’ reading comprehension improvement.

3.3.

Population and Sampling

3.3.1. The sample sample of this study is is conduct to to an average level level Form Form Two Two class class of about 38 students students from SM. St. John, Tuaran. Tuaran. The class consists consists of 14 boys and 24 girls. Students of the class are are select because they are the average level achievers who need to be exposed to the meaning of the vocabulary to help improve their  reading comprehension.

3.2.2

Two reading reading comprehen comprehension sion passage passagess will be use in in this study. study. They were adapted adapted from English Workbook Form Two and magazine which to be roughly equivalent in terms of level linguistic complexity, topic of familiarity and length (100-120 word words) s).. The The lengt length h crit criter erio ion n refl reflec ecte ted d the the need need for for texts texts that that were were both both representative of those usually read by students and not too long for the time constraints of the exercise.

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

3.2.3 3.2.3

Studen Studentt will becom becomee the model model in the study study of the type type without without any any pre-rea pre-readin ding g activities. Students will guess their friend’s body movement. This will be carried out during the introduction stage and lasted about five minutes. Teachers will asks the students to search words from the passage 1 which they will read and then then answ answer er the the work worksh shee eett given given.. This This activ activit ity y will will carr carry y out durin during g the the  presentation stage and lasted about twenty (20) to thirty (30) minutes.

3.2.4 3.2.4

The type type of pre-re pre-readi ading ng activit activities ies use in the lesson lesson is pictori pictorial al context context situati situation on and pre-teaching difficult vocabulary. In the pictorial context situation (Passage 2), the teacher will show the subjects pictures related to the topic of the reading  passage to arouse interest as well as to generate ideas related to the content of the readin reading g passag passage. e. In the vocabul vocabulary ary pre-te pre-teachi aching ng situat situation ion,, studen students ts will will be encourage to predict the meaning of the difficult words encountered in the reading  passage. Teachers also will list out difficult words and teach the meaning of the words in meaningful context. Each of the pre-reading activities will last about twenty (20) to thirty (30) minutes and will carry out during the introduction and  presentation stage.

3.4.

Research Instruments

To find out the effects on teaching vocabulary in pre-reading activities to improve the readi eading ng com compreh prehen enssion, ion, a less esson will will car carry out out to teach each read readin ing g compr compreh ehens ensio ion n to stude student nts. s.

Prio Priorr to the the less lessons ons,, stud student entss will will be given given a

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

questionnaire and a pre-test. Questions in Questionnaire 1 (Appendix 1) were formulated to find out students’ background information, their strategy to improve their vocabulary and their knowledge of reading comprehension before the lesson will will be carr carry y out. out. PrePre-te test st (App (Append endix ix 3) was was to asse assess ss thei theirr know knowle ledg dgee of  vocabulary prior to the teaching of reading comprehension. During the lesson, comprehension question 1 or 2 (refer Appendix 5 and 6) will be given to students to test their reading comprehension. After the lesson, Questionnaire 2 (Appendix 2) will be given to to the students. This is to find out the teaching of vocabulary in   pre-reading activity in helping them to improve their reading comprehension. Finally, a post-test (Appendix 4), which was exactly the same as the pre-test will administer to the students, in order to evaluate and to confirm their reading development and also to evaluate the effectiveness of the strategy employed.

3.5.

Data Collection Procedure

For the purpose of data collection, two questionnaires, pre-test and post-test will  be given to the students. The questionnaires, pre-test and post-tests will conduct   by the resear researcher cher..

After After permis permissio sion n was obtained obtained to conduct conduct the survey survey,, the

questionnaires, tests and lesson lesson will be carry out. After the required data had been collected then an analysis based on the data will be making.

The procedure will be use as a s follow: Step1 Step1

: assign assign Questi Questionna onnaire ire 1 to to the the select selected ed student studentss to to answ answer er..

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

Step Step 2

: give give prepre-te test st to stud studen ents ts..

Step 3

: carry out lesson lesson to to teach teach vocabulary vocabulary in pre-reading pre-reading activities activities in reading reading comprehension lesson and give comprehension questions.

Step Step 4

: distri distribut butee Questi Questionna onnaire ire 2 to the the studen students ts agai again n to obtai obtain n studen students’ ts’ responses.

Step 5

: give post-test post-test to evaluate evaluate student students’ s’ progress progress and the effectiven effectiveness ess of  the teaching session..

3.6.

Data Analysis Procedure

The questionnaires consist of 10 close-ended items. The items will analyze based on the respons responses es given. given.

The respons responses es vary, vary, that is from yes-no yes-no answer answer to

choosing choosing the appropriate appropriate answers (Refer (Refer to Questionnaire Questionnaire 1 and 2). Apart from that, data also will collect from the comprehension questions, pre-test and posttest given. The findings are then will will be presented in various forms and they are follow followed ed by explanat explanation ion on the result result of the survey survey.. Then Then the data will will be analyzed using frequency and percentage.

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

3.7.

Summary

It is crucial when doing research; the aspects of research design, sample, location of research, instruments, procedure, and technique of data collection and method of data analysis analysis to be included. included. Without these these aspects, aspects, a research will not be complete and there is no data to support the hypotheses of a research. research. Therefore, all these aspects must be fulfilled in order to to produce a good research. Techniques such as questionnaire, comprehension questions, pre and post tests will used to obtain data for this research. They will to be administering to the selected selected school and students students to provide the data needed. needed. When data collection collection was completed completed,, then then the analysis analysis of data will will be done. done. It is hoped that this this chapter chapter is able to   provi provide de an insigh insightt on the researc research h method methodolog ology y.

However However,, the method method and

 procedure also have to be organised so that the outcome of the research is valid and reliable.

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

REFERENCES

Teaching: Practical Suggestions for English in the Abraham, D. (1987) Planning and Teaching: Classroom. Classroom. Petaling Jaya: Jaya: Fajar Bakti Studies, Vol. Avery, Avery, P. P. G. (1996) (1996 ) The Social Studies, Vol. 87, No, No, 5, Sept/Oct. Sept/Oct. Washington: Heldref  Publications Baumann, J. F. and E. J. Kame’enui (2004) ed. Vocabulary Instruction: Research to  Practice.  Practice. New York: The Guilford Guilfor d Press Blachowicz, Camille L. Z.and P. P. Fisher (1996) Teaching Vocabulary In All Classrooms. Classrooms.   New Jersey: Merill Brisk, M. E. and M. M. Harrington (2000) Literacy (2000) Literacy and Bilingualism: A Handbook for   All Teachers. Teachers. New Jersey: Lawrence Erlbaum Associates Inc. Brown, T. S. and F. L. Perry, Jr. (1991).  A comparison of three learning strategies for   ESL vocabulary acquisition. acquisition. TESOL Quarterly Quarterly,, 25, pp. 655-70 Celce-Murcia, M (2001) Teaching English as a Second or Foreign Language. Language. 3rd ed. Boston: Heinle & Heinle Crow, J. T. and J. R. Quigley. (1985 ). A semantic field field approach to to passive vocabulary acquisition for reading comprehension. TESOL Quarterly, Quarterly, 19, pp. 497-513 Fauziah Hassan (2007 ) Reading in an ESL Context . Kuala Lumpur: OUM Fauziah Hassan (2007) Teaching of Reading in an ESL Context. Kuala Lumpur : OUM

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

Hedge T. (2000) Teaching and Learning in the Language Classroom. Classroom. Oxford: Oxford University Press Ministry of Education (1991) Compendium: A Handbook for ELT Teacher  Teacher . Vol. 2. Kuala Lumpur: MOE  Nation, I. S. P. (1990) Teaching and Learning L earning Vocabulary. ocabulary. Boston: Heinle Heinle & Heinle Teaching Methodology. Methodology. Hertfordshire Hertfordshire: Prentice Hall  Nunan, D. (1991)  Language Teaching Oxford University Press (2003) New (2003) New Oxford English-English-Malay Dictionary. Dictionary. Shah Alam: Fajar Bakti Saat Md. Yasin (2008) School-based Research. Research. Kuala Lumpur: OUM Care Carell ll,,

P.L. .L. (198 (1983) 3) Thre Threee comp compon onen ents ts of back backgr grou ound nd know knowle ledg dgee comprehension. Language Learning, 33, 183-207.

in read readin ing g

Crafton, Crafton, L. K. ( 1982). Comprehensi Comprehension on before, during and after reading. reading. The Reading Teacher, 36, 293-297. Dallman, M., Rouch, Rouc h, D. L., Char, L. Y. Y. and DeBoer, T. T. J. (1982). The teaching of reading th (6 edition) New York: Rinehart and Winston. Winston. Floyd, Floyd, P. and Carrel Carrell, l, P.L. (1987) (1987).. Effec Effects ts an ESL reading reading of teachi teaching ng cultur cultural al content content schemata. Language Learning, 37. 89-108. Hayes, B. L. (1991). Effective strategies for teaching reading. Massacchusetts: Allyn and Bacon. Johnson, P. C (1981). Effects on Reading Comprehension of Language Complexity and Cultural Background of Text. Text. TESOL Quarterly Quarterly.. 15:2. 169-180. Johnso Johnson, n, P. C (1981) (1981).. Effec Effects ts on Readin Reading g Compre Comprehens hension ion of buildi building ng backgr background ound knowledge. TESOL Quarterly, Quarterly, 16 (4) 223-255.

http://lycos.cs.cmu.edu/ http://www.jeanmcniff.com/booklet1.php#2

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BITTY BINTI ANSAWI (740112125072001) HBEF4106 School-based Research Part 1 – Writing a Proposal

APPENDICES

List of appendices:

1.

Appendix 1 - Questionnaire 1

2.

Appendix 2 - Questionnaire 2

3.

Appendix 3 - Pr Pre-Test

4.

Appendix 4 - Post-Test

5.

Reading Text 1

6.

Appen pendix 5 - Comprehen hension Quest estion 1

7.

Reading Text 2

8.

Appen pendix 6 - Comprehen hension Quest estion 2

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