BEST PRACTICES T&L

Title: Teaching Vocabulary through Stories: A

meaningful way to improve pupils’ reading

comprehension

Prepared by : Haziera Bt Othman

Seminar Pendidikan Perlis 2016

INTRODUCTION

• Involving 12 Pupils of Year 5 2016 (Galus Class) in SK Chuping.

• To improve the vocabulary acquisition skills through the usage of short stories.

• The pupils understandings are tested via reading comprehension.

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OBJECTIVES

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• To develop a plan that will improve the vocabulary acquisition skills of pupils and thus their overall reading comprehension skills.• To create a meaningful way for

pupils to learn the language• To familiarise the pupils with

the topic in the textbook and UPSR format

PROBLEM STATEMENT

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• I tested my pupils through standardized test and observations which indicate that vocabulary knowledge is weaker than desired or targeted progress they should have mastered.

• Pupils had difficulties in interpreting and remembering the words they have learnt.

• On average, pupils managed to get below 41% of correct answers when they answered reading comprehension questions even though I had thought them the vocabulary to be tested.

• Teacher taught the targeted vocabulary in a lesson

• On the next session, pupils read the text and answered some reading comprehension questions

(pre- test)

• PRE TEST.docx

PRE - IMPLEMENTATION

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IMPLEMENTATION

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• Day 1 - Step 1 : Teacher tells the story. Pupils listen. Teacher can explain the story using pictures, gestures and etc. Step 2 : Asking some oral questions to test their understanding on the sequence of the story. Step 3 :Pupils fill in the graphic organizer/I think map

DAY 1.docx

IMPLEMENTATION

• Day 2- Step 1: Pupils read the text/story. (5-7 minutes) Step 2: Pupils answers some WH questions/comprehension questions/true or false Step 3: Spelling activities (e.g. rearrange the jumbled letters)(In Group/Pair/individual)• DAY 2.docx

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IMPLEMENTATION

• Day 3-Step 1: Pupils read the story (5 minutes) Step 2: Get pupils to answer the oral questions.(5 minutes) Step 3:Spelling activity/fill in the graphic organizer• Day 4-Step 1: Pupils read the story (5 minutes) Step 2: Get pupils to answer the oral questions. (5 minutes) Step 3:Spelling activity/fill in the graphic organizerDAY 3-DAY 4.docx

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IMPLEMENTATION

• Day 5 Step 1: Pupils are given the same text/ altered text

to read (same plot of story with additional vocab)

Step 2: Pupils answer comprehension questions/ true or false/multiple choice Questions (MCQ)/Wh-Q /Dichotomous.• DAY 5.docx

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PRE-TEST VS POST TESTBIL IC NAME PRETEST POST TEST

1 050127090097 ABDUL AFIQ BIN ABDUL WAHAB 5 9

2 051108090053 AHMAD ZIKRI BIN AZWAR 5 10  

3 051123090166 ALIA BT JAMALI 4 10  

4 051123090043 AMIR HAIKAL BIN ZULKIFLI 4 9  

5 050303090011 HAFIZUDDIN WAZIF BIN ZULKIFLI 3 8  

6 050513070457 MOHAMAD ADAM HAFIZ ARDAY 5 10  

EVIDENCE AND ANALYSIS

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PRE-TEST VS POST TESTEVIDENCE AND ANALYSIS

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1 2 3 4 5 6 7 8 9 10 11 120

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4

6

8

10

12

PRE TEST VS POST TEST

PRETEST POST TEST

EVIDENCE AND ANALYSIS

1 2 3 4 5 6 7 8 9 10 11 120

5

10

15

20

25

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35

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45

50

Summative 1 vs Summative 2(Paper 1)

SUMMATIVE 1 SUMMATIVE 2

EVIDENCE AND ANALYSIS

FINDINGS

1. First stage: The pupils will likely to have a clear idea of the topic as the new vocabulary being explained graphically. At the same time, they also learn groups of words that travel together. (Day 1)

2. Second stage: Using story telling and reading technique, pupils memorized the new vocabulary effectively. Once they have actually thought about a word, this gave their minds a way to engage with it and to put it into some sort of context – even an imaginary one – their brain has got something to grip onto and can remember it. The learners were willing to respond the oral questions and participated in other activities as they started to remember the words. (Day 1-Day 3)

3. Third stage: The pupils were learning new vocabulary in context. Pictures that associated with the new vocabulary and the story retelling process have also further strengthening their memory towards the new words. By reading engaging stories pupils can begin to build emotional and sensory contexts around new vocabulary. Instead of just studying isolated words by rote, new vocabulary can be memorized quicker and deeper because it is linked to characters, places and relationships, just like in real life. (Day 3-Day 4)

FINDINGS

4. Final Stage: Pupils’ reading comprehension level was increasing as their vocabulary kept on expanding. This was attested by the assessment whereby the pupils were capable to comprehend the text and answer 80% of the given post test questions correctly .There was also a significant increment of pupils’ marks in Summative 2 compared to Summative 1.

FINDINGS

The ultimate purpose of my research is to develop a plan that will improve the vocabulary acquisition skills of pupils and thus their overall reading comprehension skills. As far as it may concerned, the combination of several techniques has finally brought a positive progress not solely to the pupils, but also to my teaching approach. This research proves that teaching vocabulary in context (story as context) has a significant influence to the pupils’ reading comprehension.

CONCLUSION

THANKS AND APPRECIATION

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All the committee members of Seminar Pendidikan Perlis 2016,Jabatan Pendidikan Perlis

SISC + officers Seminar participants