Anuradha Chelliah SK Kampung Medan 2012

SEKOLAH KEBANGSAAN KAMPUNG MEDAN 42500 TELOK PANGLIMA GARANG KUALA LANGAT

PROPOSAL KAJIAN TINDAKAN 2012

ANURADHA A/P CHELLIAH

Enhancing Vocabulary through puzzles in the English Language

Anuradha Chelliah SK Kampung Medan 2012

1.0 Nama Sekolah Sekolah Kebangsaan Kampung Medan, 42500 Telok Panglima Garang, Kuala Langat, Selangor Darul Ehsan. 2.0 Penyelidik Anuradha Chelliah 3.0 Tajuk Kajian Enhancing vocabulary through puzzles in the English Language 4.0 Refleksi Pengajaran dan Pembelajaran Lalu Teaching English vocabulary is an important area worthy of effort and investigation. Vocabulary is needed for expressing meaning and in using the receptive (listening and reading) and the productive (speaking and writing) skills. If language structures make up the skeleton of language, then it is vocabulary that provides the vital organs and the flesh. Vocabulary is not a syllabus, it is a list of words that teachers prepare for their learners to memorize and learn by heart. Vocabulary is important for pupils who want to learn the English Language as it helps them in developing the four language skills. Memorizing may be good and useful as a temporary technique for tests, but not for learning a foreign language. Vocabulary is the knowledge of words and word meanings. As Steven Stahl (2005) puts it, "Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world." Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Instruction in vocabulary involves far more than looking up words in a dictionary and

Anuradha Chelliah SK Kampung Medan 2012

using the words in a sentence. Vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit instruction in specific words and word-learning strategies. According to Michael Graves (2000), there are four components of an effective vocabulary program: 1. wide or extensive independent reading to expand word knowledge 2. instruction in specific words to enhance comprehension of texts containing those words 3. instruction in independent word-learning strategies, and 4. word consciousness and word-play activities to motivate and enhance learning Language pupils need to learn vocabulary of the target language in another way. If we are really to teach pupils what words mean and how they are used, we need to show them being used together in context. Words do not just exist on their own; they live together and they depend upon each other. Therefore, teaching vocabulary correctly is a very important element in language learning. Correct vocabulary instruction involves vocabulary selection, word knowledge and techniques. In the past, teachers used to select and present vocabulary from concrete to abstract. Words like door, window, desk and other words, which are concrete, used to be taught at beginning levels. However, words like beautiful, smart and others, which are abstract words, used to be taught at advanced levels because they are not physically represented in the learning and teaching environment and are very difficult to explain. The pupils in SK Kampung Medan come from 100% Malay Language background. They do not communicate in English or use the English Language in their daily conversation. The only place that they use English Language is in the classroom when the teacher asks them questions. Hence the pupils have low level of vocabulary. As their vocabulary is low, the pupils are unable to write using the correct words in the language. Pupils need to learn and retain the vocabulary so that it helps them in their lessons.

Anuradha Chelliah SK Kampung Medan 2012

The only way to ensure that a pupil retains the vocabulary is the pupil should be exposed to it in his reading and/or hear it used in conversation - over and over and over. Tests and examinations do not ensure retention. Pupils just memorise the words and forget it after the examination. They just slightly extend the amount of time it will take before the word is forgotten. While I don't believe a completely independent, out-of-context vocabulary study does much to improve a pupils vocabulary, I do believe that addressing the vocabulary in a pupils reading is helpful. So if a pupil is reading a science text, it is helpful if the meanings of the terms are addressed. If a pupil is reading a novel, it's helpful if the meanings of unfamiliar words are addressed. I think this enhances the pupils opportunity to learn the vocabulary that the pupil reads. Through my lessons, I realised that the pupils in Year 4 Harapan were unable to determine the meanings of simple words. They lack the vocabulary and are unable to use suitable words in their sentence construction. Thus, I realised that the pupils need to remember and have a number of words with them to construct sentences effectively. To improve pupils vocabulary it is important to make it interesting for them to remember the words that they have learnt. One way to improve their word memorization is through puzzles. Rather than learning words as words per say, pupils should be given interesting ways to learn new words. Pupils can learn new words through crossword puzzles, word search and unscramble letters. First of all, crossword solving involves several useful skills including vocabulary, reasoning, spelling, and word attack skills. To solve any crossword puzzle, a person must be able to identify and understand the terms being used. This often involves acquiring new vocabulary or terminology. It can also involve making differentiations between similar words or phrases. Correctly deciphering a crossword also requires exact spelling, which for students may mean practicing dictionary skills. Other important skills required for completing these puzzles include making inferences, evaluating choices, and drawing conclusions. Another benefit of using crossword puzzles in the

Anuradha Chelliah SK Kampung Medan 2012

classroom is that they are associated with recreation, and can be less intimidating for students as review tools. Students who might normally balk at practice tests, flashcards, or review sessions with the teacher find puzzle solving to be much less threatening and more like game play. Puzzle solving is a much more active type of learning, and will engage students with the material more than passive types of review techniques do. Crossword puzzles also have the advantage of appealing to different learning styles. Visual learners often have strong puzzle-solving skills, and feel great satisfaction when they complete one. Auditory learners enjoy step-by-step reasoning, so they also benefit from the sequential steps of completing a crossword. Even kinesthetic learners enjoy the multi-task strategies required to solve a crossword. Finally, crossword puzzles have the benefit of being customizable to study content. Puzzle creation software and websites are abundant, and easy to use, so teachers can create curriculum-specific crosswords with little trouble. Whether you are studying Abraham Lincoln, geometry terms, or the water cycle, a crossword puzzle with subject-specific vocabulary can be created with ease and in a short amount of time. Crossword puzzles have endured as a favour rite national pastime because they are appealing to all ages, they can be completed in a rather brief period of time, and solving them provides a sense of accomplishment. For all these reasons, crosswords make a terrific educational tool, and teachers and homeschoolers will probably continue to use them for many years to come.

5.0 Fokus Kajian This research focuses on improving the pupils vocabulary. Pupils need to have a strong vocabulary so that they can use words in their writing and communication. Without good vocabulary pupils tend to use words that are not suitable in the sentences. Pupils are given puzzles every day to improve their vocabulary. Pupils write the new words learnt from the puzzles into their vocabulary book. Pupils have their own vocabulary book to list new words and unfamiliar words over a period of one month. After a month, pupils are required to construct sentences using the words that they have in their 5

Anuradha Chelliah SK Kampung Medan 2012

vocabulary book. Pupils should be able to use 70% of the words in their vocabulary book correctly in sentences. 6.0 Objektif Kajian 6.1 Pupils need to have a strong vocabulary. 6.2 Pupils need to be taught and trained to retain new vocabulary. 6.3 Pupils must be able to use correct words to construct sentences correctly. 7.0 Kumpulan Sasaran 37 pupils of 4 Harapan 8.0 Tindakan Yang Dicadangkan 8.1 Teacher gives puzzles to pupils to improve their vocabulary. 8.2 Teacher asks pupils to have a vocabulary book with them. Pupils use the book to list all new words from the puzzles. 8.3 The meanings of the new words are written in their vocabulary book. 8.4 New words are recalled from time to time in the classroom before the lessons. 8.5 A sentence is given for each word as an example to ensure pupils are able to use the word correctly in their sentences. 8.6 Pupils read and are questioned on these words from time to time so that they are able to recall these words. 8.7 Teacher conducts word games like Bingo or crossword puzzles for pupils to remember the new words. 8.8 Teacher carries out dictations and spellings in the classroom to enhance the vocabulary.

Anuradha Chelliah SK Kampung Medan 2012

9.0 Bahan yang dicadangkan a. Single line exercise book for each pupil b. Teachers record book for the lesson c. Marker pen d. Five reams of A4 paper e. Various types of puzzles 10.0 Jadual Pelaksanaan Kajian Bil 1. 2. 3. 4. 5. 6. Aktiviti Menulis proposal kajian Merancang Tindakan Pelaksanaan aktiviti Mengkaji pencapaian murid Menulis refleksi Menulis laporan Tarikh Pelaksanaan 3 Mei 2012 10 Mei 2012 11 Jun 11 Julai 2012 12 - 18 Julai 2012 19 Julai 2012 25 - 26 Julai 2012

11.0 Kos Kajian Bil 1. 2. 3. 4. Jenis Bahan Buku garis satu 37 x RM 0.80 Buku rekod guru 1x RM 2.50 Pen marker 3 x RM 5.00 Lima rim kertas A4 1xRM 10.00 JUMLAH Kos (RM) 29.60 2.50 15.00 50.00 97.10

12.0 Penutup This research is important for pupils to improve their vocabulary. It will also help the pupils to use correct words in their sentences. It is very important for pupils to have a good vocabulary as it will help them in their examination. 7

Anuradha Chelliah SK Kampung Medan 2012

Pupils tend to make mistakes in their examination as they do not the meanings of many words. A strong vocabulary is important for pupils to learn the language. Pupils will also be able to recall the words in the future if they come across the same word in their readings. The pupils will be quick to know the meaning.