CHAPTER 1
1.1 Introduction
1.1.1 One of the most useful language skills in the process of learning a language is
reading skills. Many teachers will find that teaching students to read is not an easy
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 understanding the meaning of the words. One of the problems
faced in teaching students to read in school these days is how to get students
role to motivate students to have interest in the reading passage given and achieve
1.1.2 This proposal is to find out the use of teaching vocabulary in pre-reading activity
secondary school located in a 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 using reading comprehension text. Other than that, this proposal is to
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1.2.1. This proposal was aimed at finding out of teaching vocabulary in pre-reading
important skills in the KBSR and in KBSM. The syllabuses and handbooks for the
KBSR and KBSM specify some of these aims of a reading lesson 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
1.2.2. In the KBSM (2004), the main objective is to ensure students to 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
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1.3.1. Based on experience observations, test or examination results; there are only a
few numbers of students who are able to answer the entire comprehension
question correctly. Most of the students can only answer 4 correct out of 7
comprehension of students reading two passages which will teach with pre-
involves developing previous knowledge (of the world, of culture, of the topic
under discussion, of the print conventions being used, etc). Teachers spent more
of teacher’s desk (Durkin, 1978). We cannot deny that vocabulary is the backbone
important role to ensure vocabulary growth in every student and at the same time
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The principle of this proposal is to find out the teaching vocabulary in pre-reading
reading comprehension.
( teaching vocabulary )
Pre-reading Tap appropriate
activity schemata
Prepare student
for the text
Purpose of
Students’ reading
interest established
towards the
text is
developed
Better reading
comprehension
Figure 1: Pre-reading activities can improve students’ reading comprehension.
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reading activities.
reading comprehension?
c. How and in what extent the pre-reading activities can contribute to the
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The study will carry out with the aims of ascertaining and highlighting the
among students. It is hoped that this proposal will help reading teachers become
comprehend a reading passage. Besides that, teachers are also able to prepare
S.M. St. John Tuaran. The other types of pre-reading activities were not
included in this study. The sample chosen does not represent or reflect the entire
questions used; factual questions and inferential questions. The other types were
not included because the subjects tested were of lower cognitive level ability.
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1.9.1. Pre-reading Activities: Activities used before a reading lesson takes place to
1.9.2. Vocabulary: This refers to the number or list of words known by an individual.
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,
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.
1.9.7. Reading comprehension: The ability of understanding and interpreting the text
read.
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1.10. Summary
students. Therefore, teachers have to play a dynamic role to ensure that students
are able to understand what they have read. In order to do so, pre-reading
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, the better
are able to listen better, speak better, read better and write better. One of the
reasons that students are not able to perform well in their English language
examination is that their lack of vocabulary. When this happens, they are not able
to comprehend well in their reading and also unable to write good 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
performance in the exam. Teachers also have to do their part in ensuring the
This can be done by planning pre-reading activities not only to attract students’
CHAPTER 2
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2.1. Introduction
bring students to read a reading passage can be a very tacky job for teachers.
students in the next stage of a reading lesson. This chapter will touch on related
for reading unless we attempt to make sense of the words before us. Ruddell and
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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
2.2.2. The point of all these for the reading teacher is that no matter how well a student
may know a language, he/she cannot read in that language with good
comprehension if the subject of the text is one he knows absolutely nothing about
2.2.3. The process of reading comprehension involves an active search for meaning. The
reader must interact with the text on an emotional level, on an intellectual level, or
who is aimed with remedies for failure at any stage (Danielson and LaBonty,
1994:63).
2.2.4. Although educators would agree that reading comprehension is the most
than one percent of the instructional time in the classroom (Durkin, 1978:481-
553).
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2.2.6. Many terms and explanations of reading have been proposed, some
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
A. Bottom-up Model
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
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 of the alphabets and consonant sounds, followed by simple
and then more complex vowel. According to Weaver & Resnick cited in
Pritchard R. (1990) states that bottom-up theorist suggest that readers play a
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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.
language was use selected from perceptual input on the basis of the reader’s
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C. Interactive Model
Interactive models are more than compromising between bottom-up and top-down
responsible for providing information that is shared with other processes. During
graphic symbols.
up nor strictly top-down processing, but instead assume that a pattern is fused
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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the critical phase in reading comprehension. This means that pre-reading stage is
(1990), Nunan (1985), Johnson (1981) and Steffensen and Joag-Dev (1984)
2.3.2. Support for the use of pre-reading activities such as previously mentioned is
found in both top-down models of reading. These models emphasize that learning
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
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2.3.3. According to Walker (1975), pre-reading comprises all the many activities 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 and Graves (1994)
2.3.4. During pre-reading, readers mobilize their existing information and relate it to
their new experience or information. This is the phase, which involves the
read specific texts or selections. These materials are specially designed so that
students are able to preview the content of the text they are going to read.
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2.3.6. As pre-reading occurs at the initial stage of reading, Papalia (1987:750) refers to it
interest of students and should be built of the content of the pre-reading lesson.
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
2.3.7. There are various kinds of pre-reading activities suggested by Carrel (1984:334)
experiences, class discussions or debates, plays skits and other role-play activities,
texts.
2.3.8. For the purpose of this study pre-reading activities will refer to those activities
activities which will mainly help students to preview the content of the text, such
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2.4.1. According to Fauziah Hassan (2005), there are many purposes of pre-reading
c. To preview text.
2.4.2. In establishing the purpose of reading, teachers can play their part by posting
questions to students regarding the material they are going to read in pre-reading
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2.4.3. Pre-reading activities also can help expand the students’ interest in the reading
material. If interesting 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 stage, teachers can devise activities that enable students to preview
the text that they are going to read. By giving the preview, it can help students
2.4.5. Pre-reading activities also can be designed to reflect on what they have already
known and appropriate schemata can be invoked. This will ensure the ability of
students to relate what they know to the text in the reading passage. Thus, it helps
them to further understand the reading passage when the necessary background
knowledge is provided.
improve on their vocabulary and also helps them to improve in their other
language skills as well. There are various reasons to enrich ones’ vocabulary.
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This means that students can improve the target language, which is English
also supported by Abraham (1987:170), “One of the most important steps towards
vocabulary. Nist and Simpson (1993:9) also say that “students with extensive
vocabularies are the readers who understand with ease what 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.” That is to say, students with
limited vocabulary do not only have reading difficulties but also wasting a
There are a few factors that influence vocabulary development. Chitravelu et. al.
(1995:243) points out that one of the factors which influence vocabulary
development is the active or regular use of the words learnt are easily
remembered than words that are seldom heard or read. Therefore, new words
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must be used often in order to allow the expansion of word list. It is because
through regular usage, new words learnt will not be easily forgotten. Stevick
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 place. They themselves must have the interest and motivation to learn
vocabulary.
Before teachers engage themselves in teaching vocabulary, they should read the
classroom
b) teachers must ensure that students are aware of the learning targets for
vocabulary
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development
2.6. Summary
not only help students to incorporate their previous knowledge into the reading
material and at the same time appropriate schemata is switch on to enable students
to digest and accommodate the text to what they know. The efficacy of teaching
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CHAPTER 3
RESEARCH METHODOLOGY
3.1. Introduction
The purpose of this study is to find out the effects on teaching vocabulary in pre-
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,
sets of questionnaires were given to collect data from students. Then pre-test and
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post-test also were used to find out the outcome of the research before and after
Comprehension questions related to the text also will be given to test students’
3.3.1. The sample of this study is conduct to an average level Form Two class of about
38 students from SM. St. John, Tuaran. The class consists of 14 boys and 24
girls. Students of the class 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 comprehension passages will be use in this study. They were adapted
from English Workbook Form Two and magazine which to be roughly equivalent
words). The length criterion reflected the need for texts that were both
representative of those usually read by students and not too long for the time
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3.2.3 Student will become the model in the study of the type without any pre-reading
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 answer the worksheet given. This activity will carry out during the
presentation stage and lasted about twenty (20) to thirty (30) minutes.
3.2.4 The type of pre-reading activities use in the lesson is pictorial context situation
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
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.
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their vocabulary and their knowledge of reading comprehension before the lesson
2) will be given to the students. This is to find out the teaching of vocabulary in
Finally, a post-test (Appendix 4), which was exactly the same as the pre-test will
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 researcher. After permission was obtained to conduct the survey, the
questionnaires, tests and lesson will be carry out. After the required data had been
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responses.
The questionnaires consist of 10 close-ended items. The items will analyze based
on the responses given. The responses vary, that is from yes-no answer to
choosing the appropriate answers (Refer to Questionnaire 1 and 2). Apart from
that, data also will collect from the comprehension questions, pre-test and post-
test given. The findings are then will be presented in various forms and they are
followed by explanation on the result of the survey. Then the data will be
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3.7. Summary
It is crucial when doing research; the aspects of research design, sample, location
all these aspects must be fulfilled in order 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 school
and students to provide the data needed. When data collection was completed,
then the analysis of data will be done. It is hoped that this chapter is able to
procedure also have to be organised so that the outcome of the research is valid
and reliable.
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REFERENCES
Abraham, D. (1987) Planning and Teaching: Practical Suggestions for English in the
Classroom. Petaling Jaya: Fajar Bakti
Avery, P. G. (1996) The Social Studies, Vol. 87, No, 5, Sept/Oct. Washington: Heldref
Publications
Brown, T. S. and F. L. Perry, Jr. (1991). A comparison of three learning strategies for
ESL vocabulary acquisition. TESOL Quarterly, 25, pp. 655-70
Fauziah Hassan (2007) Teaching of Reading in an ESL Context. Kuala Lumpur: OUM
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Hedge T. (2000) Teaching and Learning in the Language Classroom. Oxford: Oxford
University Press
Nation, I. S. P. (1990) Teaching and Learning Vocabulary. Boston: Heinle & Heinle
Crafton, L. K. ( 1982). Comprehension before, during and after reading. The Reading
Teacher, 36, 293-297.
Dallman, M., Rouch, D. L., Char, L. Y. and DeBoer, T. J. (1982). The teaching of reading
(6th edition) New York: Rinehart and Winston.
Floyd, P. and Carrell, P.L. (1987). Effects an ESL reading of teaching cultural content
schemata. Language Learning, 37. 89-108.
Hayes, B. L. (1991). Effective strategies for teaching reading. Massacchusetts: Allyn and
Bacon.
http://lycos.cs.cmu.edu/
http://www.jeanmcniff.com/booklet1.php#2
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APPENDICES
List of appendices:
1. Appendix 1 - Questionnaire 1
2. Appendix 2 - Questionnaire 2
3. Appendix 3 - Pre-Test
4. Appendix 4 - Post-Test
5. Reading Text 1
7. Reading Text 2
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