1.0
INTRODUCTION
1.1
double page spreads display of appealing colorful photographs, fact files, board
games and stories of our daily life which capture the distinctive physical and cultural
aspects of life in Malaysia
A good quality big book can be the basis of a brilliant lesson which
allows all the children to enjoy reading the text, learning varied sentences and new
words, in line with the literacy framework stipulated in the syllabus. However, merely
enlarging an existing book will not be adequate without good illustrations. Some
books have small print, which could be a disadvantage to pupils sitting at the back of
a classroom. This may result in them losing focus of any discussion that is taking
place.
Big books are a valuable tool in the teaching of English for children in
Malaysia as English is their second and third language. Teachers agree that using
big books can improve the development of the four language skills. The introductory
part of the lessons, which include the reading and discussion of the big books,
followed by activities based on the theme of the book, promote pupils' interest in
learning English. Children's confidence in using English can be enhanced. In
addition, using the big book creates a relaxing learning environment (Normaliza Abd
Rahim et.al, 2008).
Positive attitude towards reading can also be fostered among pupils through
the use of the big book. For instance, Morris et. al (2003) points out that pupils age
7-9 years old seem to have a positive attitude towards lessons using the big book.
Sitting on the floor and listening to the teacher reading appears to be a highly
enjoyable and positive experience.
For the research, I will try to provide some valuable facts clarifying why
reading in English is important and beneficial and what makes a good teacher of
reading. I hope all the information and valuable facts gained from this diploma thesis
will help me to improve and enrich my teaching practice and demonstrate children
that reading in English is fun.
1.2
I have been to three different schools for my practicum. For the first practicum,
I went to SK Felda. In this school, the use of English language is only during school
time, and to be exact pupils only learn English during English lesson. The pupils are
mostly from farmer and plantation workers who are not so able to use English at
home. Thus the results, pupils are weak in English and only depends on the teacher
to learn. For the second school, I went to SK Oran for two month. As a teacher, It
was an enjoyable experience for me as the surrounding is warm and I got support
from the teachers there. As in teaching, the same problems from the first practicum
also occurs here. The pupils are not exposed to learn English covertly from their
surroundings. It is quite challenging task to teach a year three without any interest in
learning English.
I realise that quite a lot of pupils from all these schools are having that pupils
have problem not interested in reading especially English, and this is also happening
in my new school for the practicum phase 3. From my experiences of attending
these schools, I can relate that both pupils in each schools needs something new to
trigger their interests in reading English books. During the teaching and learning
lesson, I have done a lot of activities to grab the pupils attention to read in English.
There are poem reciting, choral reading, jazz chant, choral speaking and other fun
activities. These activities looks enjoyable for pupils, but not as there is one activity
that I find very interesting for the pupils and can suit the teaching and learning
session well that is using big book.
From my experiences and observations, In planning a lesson for the teaching
and learning, I have conducted activities by using big book especially for language
arts and reading class. I have been using big book during practicum phase 1, phase
2, and also phase 3. So I have gone through some experiences by using the big
book and its effects on the process of teaching and learning. That is why I am using
big book as my focus on the action research because of the experience that I have.
The issue is pupils are mostly not interested in reading especially English.
Pupils from my school are not interested to read. As we all know, this will influence
their language development and knowledge about the subjects. From reading, pupils
can gain a lot of benefit such as expanding their vocabulary, boost creativity,improve
writing skills, enhance memory and analytical thinking. So, if the pupils are neglected
in reading, what should we do to grab their attention and have them to sit down and
read?
When teaching English to young learners, I recognised the fact that children
at primary schools read very much for practice, which means that they only when
they are asked to, however, they do not read much for pleasure. I believe that
presenting language through big books and activities related to big book is one of
effective ways of teaching and learning English.
Through reading or listening stories from the big books, children develop their
imagination, creativity and making predictions. It involves them into the learning
process and thus they absorb the language naturally and with fun. The problem is
that the pupils in my school do not read much for pleasure in their free time and their
ability to use the knowledge extracted from the book is very low. I chose this topic as
I would like to imrove the pupils interest in reading find the most suitable and efficient
methods and activities motivating children to read books in English by using the big
book.
Why use big book?
Big Books are a valuable tool in the teaching of English. Teachers agree that
using Big Books can improve the development of the four language skills. The
introductory part of our lessons, which include the reading and discussion of Big
Books, followed by activities based on the theme of the book, promote pupils'
interest in learning English. Children's confidence in using English can increase and
using Big Books creates a relaxing learning environment.
Pupils have a positive attitude towards Big Book lessons. Sitting on the floor
and listening to the teacher read appears to be a highly enjoyable and positive
experience. In addition, they enjoy the language games in groups or pairs that often
follow the reading of Big Books. Pupils usually are on task during pair/group work.
They are willing to take risks and work collaboratively on art work. Pairs and groups
are enthusiastic about reporting their work. There is always increased motivation,
enjoyment and participation in Big Book lessons.
When teachers choose Big Books, they should look for a degree of repetitive
language structure; themes that would interest and motivate pupils, and bright,
colourful illustrations. Pupils show enthusiasm for the illustrations each time the
teacher turns a page. Pupils' facial expressions and their oral expressions are clear
indicators of their interest in the illustrations. They encourage creative responses.
They inspire many of the less able pupils to respond in English, thus encouraging
responses from all ability levels.
All students of differing abilities are interested in big book. They are motivated
by the big book and they respond well to questioning and reading with the teacher.
They usually respond to the best of their abilities and clearly display a very high
degree of interest in the lesson.
repeatedly read and also because of the rhyming structures. Similarly at strategic
points teachers can stop and ask children to predict what will happen next in the
story. Besides the sense of fun and active involvement that is encouraged, children
are also being trained to use the story line to anticipate and predict.
1.4
enables the children to dream and enriches their lives. If teachers are capable of
inspiring children to read, they can help them to think of books as a great source of
new knowledge, pleasure and fun and thus encourage children to want to be
readers.
2. The Value of Learning English through Reading
According to Halliwell, language teaching should be combined with real life.
However, teachers should bear in mind that reality for children involves fantasy and
imagination as well (qtd. in Bobulov 15). Therefore, the role of imagination and
fantasy, being an indispensable part of all childrens books, are essential for
childrens motivation to learn English. To help children develop their language skills
through reading books, teachers can provide children with books where varieties of
language are incorporated. Some childrens books are focused on the sounds of
language, and thus provide childrens language stock with new phonemes. Other
books enable to develop syntactic complexity and the use of various adjectives and
adverbs, such as the book Were Going on a Bear Hunt. Craft books force children to
understand and follow directions.
Big books enable them to make their own stories. Realistic books, such as the
book Silly Billy, deal with childrens everyday problems. Discussions of these
problems encourage children to express themselves, their feelings and worries
through the foreign language. Poetry and nursery rhymes help children to learn
rhymes, introduce them to figurative language and encourage them to recite poems.
The exposure to the language they hear and use, when discussing the language of
books, leads to the childrens acquisition and immediate, spontaneous usage of the
new language (Morrow 95). The more of input they get, the more easily they
automatize the language and use it without thinking about it.
3. Using Childrens Big Book in English Language Classroom
One of the aims of all teachers of English should be their effort to motivate and
support their learners to read books in English. Moreover, the teachers should be
able to inform children how to read effectively, which is the problem for the majority
of pupils especially in the rural area. Using books in English language classroom is
unquestionably one of the most effective means of teaching English. Nowadays
modern concept of foreign language teaching offers various activities coming out
from the usage of foreign language literature.
By reading books in the classroom, especially big book, and the use of
various pre-, while-and post-reading activities such as storytelling, games or drama,
children can start to view the reading as a pleasurable, interesting and fun activity.
Krashen notices that reading for pleasure can lead to the comprehensible input
(Lightbown, Spada Theoretical Approaches). Moreover, the great advantage of
using literature in foreign language classroom is its socialising factor as well as the
fact that children have the opportunity to build upon their previous knowledge and
experience. All of these make children feel safe and create a stress-free and friendly
environment, essential for successful foreign
language learning (Bobulov 18).
with
story
characters,
puppets,
that
facilitate
childrens
language
According to Slattery and Willis, stories are the most valuable source of unconscious
foreign language learning. They give several reasons for using stories for language
teaching. These are:
Stories:
Can be told with pictures and gestures to help children understand.
Help children enjoy learning English
Introduce new language in context
Help children revise language they are familiar with
Help children become aware of the structures of the language
Help children acquire intonation and pronunciation by listening
Can help bring English into other subjects
Can lead on to lots of activities using listening, speaking, reading, and writing.
aloud to children helps them to learn how to calm themselves down and listen to the
spoken word, cultivates aural perception, improves phonological skills and makes a
child think things through, predict them, remember and recollect.
While teachers or parents are reading a book, they can motivate children to
read it later by referring to amusing and eye catching illustrations in it as they
function as a great source of visual information and play an important role in
supporting the childs comprehension. In this way, they can combine the reading
aloud with the enthusiasm and enjoyment children gain from the contact with the
book.
Similarly, both teachers and parents can naturally motivate children to read a
book by inviting the children to read repeated parts with them, by rereading the
whole book with them or by taking turns in reading, which children like very much. In
other words, applying the methods of shared and choral-reading is very effective way
of engaging children in reading books in English. Moreover, reading and especially
rereading aloud to children provides a useful reading model and facilitates childrens
independent and extensive reading. After reading a book aloud to children, teachers
or parents should always leave the book available to the children and thus
encourage them to read it on their own.
When comparing storytelling and reading aloud, teachers and especially
parents can find reading aloud less demanding as no memorization and excellent
language skills are required. For young children, books with rhymes, repetition and
rhythm are very attractive and for parents not so difficult to read aloud. However, it is
important to choose books that are a little bit above the childs reading level in
English but still interesting and easy to follow. According to Wright, the good points
about reading aloud are:
Teachers do not have to learn the story
They do not have to worry about making mistakes in English
If they read the story then the children will always hear exactly the same text
and this will help them to predict what is to come
It demonstrates that books are a source of interesting ideas and so encourages
reading
The children can, perhaps, borrow the book afterwards
Pictures in the book can help the childrens understanding
Regular reading aloud to children encourages them to read more and creates
a positive attitude towards reading. Furthermore, sharing books with children,
making the reading aloud fun and entertaining activity, and following the reading by a
discussion creates friendly, stress-free teacher-pupil relationship and positive
reading environment in the classroom, and the effect will be doubled if teacher use
big book. In addition, reading aloud enables children to practise other necessary
skills such as listening, predicting, thinking about context or expressing ideas and
opinions. If teachers and parents are capable of associating reading aloud in English
with pleasant and warm feelings, then childrens motivation for reading books in
English is reinforced.
Moreover, children together with their teachers can invite parents to come to
see their work (Slattery, Willis 116). Story projects not only engage children in
reading books in English. They also give an opportunity to praise childrens effort and
most importantly, they inspire children to read further English storybooks.
responses are collected, reviewed and analyzed to determine the scores to get the
grade point averages and percentages to allow the researcher to assess pupils'
mastery of the story studied.
Post-test
Post-test is conducted in the second mode of teaching and learning after the
researcher uses the big book as a tool in the teaching and learning session. This test
uses the same set of questions to the pre-test that has been conducted earlier. Its
aim is to assess the extent of pupils understanding of the story taught by teachers
using the big book. Pupils answers are collected and reviewed to determine their
scores and are analyzed to obtain the average scores, grades and percentage. The
results are then compared with the pre-test results in order to see if there are any
positive or negative results after the big book has been used.
Each pupil has the opportunity to get maximum marks of 10 and a minimum
score of 0 for both test. These values are converted to a percentage. Pupils scores
are calculated by the number of correct answers and the scores are then divided by
the total scores of 10 and multiply by 100 to find the marks of pupils in percentage.
6.2 Questionnaire
Questionnaire (Appendix 1) was also selected as another instrument in this
study. Question items in the questionnaire was constructed to determine the
perception and attitude of pupils' interest generally in reading English books and the
use of big book in the classroom to improve pupils understanding. All respondents
were asked to respond to a written questionnaire. This questionnaire is the heart of
the survey in other words it is a substitute for personal link between the researcher
and the respondents. However, the format and content of the questionnaire also can
influence respondents results. The weakness of the questionnaire sometimes can
cause problems for overall conclusion. This is because the interpretation of the
behaviour of an individual is something that is quite difficult to be explained. In this
study, the researcher uses 'yes' and 'no' questions just because they are appropriate
and suitable to the age of the respondents. This can ensure pupils ability to answer
each of the questions given. This questionnaire has three parts:
Part A: This part is the only general question done to 4 selected pupils in
class 2 Bestari. The questions are basically related to the personal pupils
attitude towards English subject and attitudes towards reading. This part
consists of 5 questions.
Part B: This part consists of more specific questions that have been
conducted to 4 selected pupils from 2 Bestari. Respondents were asked to
answer all questions related to the pupils perceptions towards the use of big
books in the classroom and ability to increase interest and understanding of
the story being taught. This part consists of 20 questions.
ScorePoints
RightAnswer
WrongAnswer
ScoreValue
1
0
Table 1
understanding in the classroom. If the answer given is wrong, then there is the
problem of understanding during the teaching and learning session. From Table 2,
the minimum score is 0, maximum score is 10 scores are then categorized into the
following levels as in Table 2:
Score
Level
0-3
Low
4-6
Intermediate
7-10
Excellent
Table2:Testscoregrading
To show the results of the study, the researcher will interpret the data in terms of
percentages of the 10 questions. The average score of 7-10 showed a positive
acceptance of the pupils. Low mean score of 0 to 3 indicates a negative reception
from the pupils. All the analysis in this study will be evaluated and correlated in order
to obtain accurate and valid results. The results are in table 3 below:
Item
Pre-test
percentage
Post-test
percentage
S1
4/10
40%
10/10
100%
S2
7/10
70%
7/10
70%
S3
5/10
50%
8/10
80%
S4
7/10
70%
10/10
100%
S1
4/10
40%
S2
7/10
70%
S3
5/10
50%
S4
7/10
70%
that all pupils answered correctly mostly about animals name, colours, and the
characters in the story. They can answer the questions mostly because they have
learned the topics in the previous lesson and familiar with the vocabulary used in the
sentence. For question 8 and 9, the question is about the cats behaviour and
adjectives. We can see that pupils cannot choose the right answer. This is because
pupils might not understand the meaning of the sentence due to unfamiliar
vocabularies.
Students score
40
30
20
10
0
s1
s2
s3
s4
Based on figure 1, no pupils are in low score marks, which is from 0 30%.
For s1, he scored 40% which means he is in the intermediate level. Another pupil
who is in intermediate level is s3 where she score 50% from the full marks. The other
two pupils which are s2 and s4 are remarkably in excellent level where both scored
70%.
Post-test
After intervals of one week, the teacher teaches the same story but using
different approaches, namely the use of big book in teaching and learning to improve
the extent of pupils understanding and interest in reading in English. The teacher
has conducted a storytelling session by using the big book. After that, the teacher
once again give the same test with the previous test questions to assess and see
whether or not the learning outcomes is achieved after the use of big book. Pupils
results are recorded and analyzed. Results of the analysis are in table 5 as follows:
Item
Post-test
percentage
S1
80/10
80%
S2
S3
7/10
9/10
70%
90%
Table 5: Post-test results
S4
10/10
100%
Marks obtained by pupils from post-test results have shown that there are
positive improvements made by pupils after the storytelling session using the big
book. Pupils understanding about the story my cat mostly has improved compared
to the pre-test results except for one pupil. The results of this analysis shows that
pupils understanding is increased and only certain parts of the sentence in the story
they still have issues in understanding the sentence. For pupil 1 (S1), in the pre-test,
he had correctly answered only 4 over 10 of the questions. He answered wrong for
question 4, 6, 7, 8, 9 and 10 but during this post-test, he managed to score on 8
questions, an improvement by 4 questions.
For S2, he does not manage to show any improvement from the storytelling.
As recorded, in the pre-test he answered 7 questions correctly, that is the highest
marks from all of the respondents. The post-test maintains the same results where it
is supposed to show some positive improvement. He still got the wrong answer for
question 6, 8 and 9. The next pupil which is S3 whom only got half of the questions
correct during the pre-test, managed to improve to 9 correct answers. The last pupil
(S4) shows remarkable results where she got 100% correct answers after the
storytelling session. During the pre-test, she only managed to get 7 correct answers.
s2
s3
s4
Based on figure 2, there are no pupils in low and intermediate score marks,
which is from 0 30%, and 40 60%. This is a big improvement to the results where
two pupils able to improve from intermediate to excellent score level. Also, this
means that there is no negative results after the storytelling by using the big book is
conducted. For s1, he managed to double his score from 40% to 80%. S3, who is
also in intermediate level during the pre-test, managed to score 90% that also
brought her to excellent score level. Meanwhile, s2 still maintains his results at 70%.
He is the only pupil who doesnt show any improvement. The last pupil which is s4
still manages to impress where she scored full marks that is 100%.
7.2 Questionnaire
Part A: This part the is only general question done to 4 selected pupils in class 2
Bestari. The question basically related to the personal pupils attitude towards English
subject and attitudes towards reading. This part consist of 5 questions.
The findings from the results shows that 2 over 4 pupils love to read English
books. 2 of them answered yes while the other one answered no. This shows that
half of the respondents love to read in English. Both of the pupils said that they love
to read English after listening stories from the teacher. Pupils who answered no
explained that they dont know the meaning of some words in the story. Without
whole understanding of the story, it is quite boring for the pupils to read. The result of
the findings is shown in figure 3 below:
YES
NO
Figure3:Question1questionnairescore
The findings from the results show that only not one respondent answered
yes and the others answered no. From these results, we can see that the parents
are not reading books to their children and only let their children read at school.
From my knowledge, one of the parents of the pupils is teachers. After a few
questions, the pupil (s4) said that her parents usually ask her to do homework or
read with the help of her older siblings. For other pupils, their parents only make sure
that they do their homework, and only help when asked by their children. The results
of the findings is are shown in figure 4 below:
YES
NO
Figure4:Question2questionnairescore
The findings from the results show that only one respondent answered yes
while the others answered no. From this result, we can see that the most
respondents did not have the interests to read English books during their free time
except for (s4). From my knowledge, (s4) parents were both teachers, so the access
to English books is available at home. For other pupils, they answered that they
usually read Malay books and prefer to read Malay books rather than English books.
The results of the findings are shown in figure 5 below:
YES
NO
Figure5:Question3questionnairescore
The findings from the results show that only one respondent answered no
while the others answered yes. From this result, we can see that the respondents
go to the library to read books. The respondent that answered no (S2) might have
problems in accessing the library or he didnt have the opportunity to go to the
library. The results of the finding are shown in figure 12 below:
YES
NO
Figure6:Question4questionnairescore
The findings from the results show that all respondents answered yes. From
these results, we can see that the respondents find book with more pictures is more
interesting than with fewer pictures. The respondents might be attracted to the
illustration design of book with lots of colours. One pupil (s2) said that he will not
read book that have no pictures. The results of the findings are shown in figure 7
below:
YES
NO
Figure7:Question5questionnairescore
Part B: This part consists of more specific questions that has been done to 4
selected pupils from 2 Bestari. Respondents were asked to answer all questions
related to the pupils perceptions towards the use of big books in the classroom and
ability to increase interest and understanding of the story being taught. This part
consists of 20 questions.
Based on figure 8, for question 1 and 2, half of the subjects agreed that it is
the first time they see a big book being used in the classroom. They were also
excited when the teacher used the big book for storytelling. From the illustration of
the big book they can guess what the story is all about. These were the evidence
that the teacher managed to get when listening to the pupils whispering to their
friends when they saw the teacher holding the big book. Comments from a number
of the pupils in Malay were translated such as the following:
Look at that big book, it is very big
I never saw a book that big,
I have a cat at home
For question 3, 4 and 5, all of the pupils agreed that they were excited and
love it when the teacher uses the big book in the storytelling session. The
respondents were happy when the teachers started the storytelling activity by using
the big book. These can be seen in their comments: I am so happy now, Look, the
big book, I love the big book, I like the big book, and I am so happy. This
excitement could be seen in their facial expression. They were seen smiling and
whispering to their friends when they saw the teacher holding the big book.
4.5
4
3.5
3
2.5
YES
NO
1.5
1
0.5
0
Q1
Q2
Q3
Q4
Figure 8:
Q1 Is this the first time you see a big book?
Q2 Have your previous teacher use the big book in the classroom?
Q3 I like when teacher use the big book for storytelling.
Q4 I am excited to see the big book in the classroom.
Q5 I love it when teacher starts the storytelling by using the big book.
Q5
I would run to sit in front when I saw the teacher with the big book,
I love to sit on the floor to listen to the story from the big book, and
I can really see the big book clearly if I sit on the floor.
The only one pupil that answered no for (Q9) said that she did not like when
have to compete with other pupil to get the best place. She prefers to stay at the
back and sit on the chair. When asked what they would do if they did not understand
the story related by the teacher from the big book (Q10), all of the pupils agreed that
they will ask the teacher directly during the storytelling session. They mentioned that
they love how the teacher explains the story with the facial expression and
intonation.
4.5
4
3.5
3
2.5
YES
2
NO
1.5
1
0.5
0
Q6
Q7
Q8
Q9
Q10
Figure 9
Q6 I understand the story when teacher use the big book for storytelling.
Q7 I understand the whole story when teacher use the big book for storytelling
Q8 I can story tell the story after the teacher story tell the story from the big book
Q9 I like to sat on the floor while listening to the teacher using the big book for
storytelling
Q10 I will ask the teacher if I dont understand the story that the teacher story told from
the big book
For Q11, more than half the subjects, 3 persons of the subjects agreed that
they would ask their friends if they did not understand the story. When the subjects
were asked the reason why some of them kept quiet during the lesson, they said that
they would only like to confirm the story and gave their views to the peers. Some of
the comments made are: I would ask my friends if I dont understand the story, I
like to explain to my friends if they dont understand the story, I actually understand
the story and I want to help my friends by telling them the story again, and I love
talking about the story again. The remaining 1 person of the subjects disagreed by
saying that they would not ask their friends if they did not understand the story. This
was because they probably did not like to interrupt the flow of the story. This was
mentioned by a few subjects who said that I would rather listen to the teacher, and
I would prefer to concentrate well.
According to figure 10 below, majority of the subjects of the subjects agreed
that they liked to see beautiful illustrations in the big book (Q12). They commented
as follows: Look at that beautiful pictures, Look that is really beautiful, Really
fantastic pictures, and I like that!.
For questions13 and 14, all the subjects agreed that they liked the colour in
the big book and they liked to see the cartoon illustrations in the big book. Their
comments include the following: Wow, I like the colours, Good pictures, Look at
that one, I love the colours on that page and Wow, beautiful. Also, they mentioned
that That cartoon looks real, I like the eyes of that rabbit, I wish I can draw like
that, and That girl looks so pretty. All the conversations were followed by their smile
when they looked at the illustrations. They were seen happy and contented while
looking at the illustrations.
For question 15, all subjects also agreed that they liked to see the illustration
while listening to the story from the big book story related by the teacher. The
subjects agreed and happy when they said I loved it when we have storytelling
because I can see the pictures, I would prefer to look at the illustration when the
teacher is telling us stories and I like the illustration there. Figure 1o presents the
results of pupils responses to five questions pertaining to the big book and their
reactions towards the illustration in the big book.
4.5
4
3.5
3
2.5
YES
NO
1.5
1
0.5
0
Q11
Q12
Q13
Q14
Q15
Figure 10
Q11 I will ask my friend if I dont understand the story that the teacher story told from
the big book
Q12 I like to see beautiful illustration in the big book
Q13 I like to see the colour in the bog book
Q14 I like to see the cartoon illustration in the big book
Q15 I like to see the illustration while listening to the teacher
In relation to question 16, majority of the subjects said that they would look at
the illustrations while reading the words in the pages while the teacher was telling
the story from the big book. The subjects mentioned, I will read on my own and look
at the pictures, When the teacher is telling us stories from the big book, I read and
look at the pictures at the same time, I love looking at the pictures in the big book
and I can read very well when the teacher shows me the big book.
For Q17, 3 of the subjects agreed that they would use their fingers to point at
the characters that they liked in the big book. The subjects also mentioned I love to
point at the best characters, I would prefer to point at the animals there, and That
is not the character that I like. The subjects felt that they would understand the story
more if they use their fingers to point at the pictures. For question 18, a similar
percentage of the subjects 3 respondents agreed that they would tell their friends
sitting next to them about the illustrations when the teacher was using the big book
for storytelling. They pointed out: I would tell my friends, I would share with my
friends, and I would tell my friends if they dont understand. The remaining of the
subjects disagreed to tell their friends. This might be due to the fact that they would
prefer to concentrate more on the listening to the teachers voice when reading from
the big book.
For question 19, half of the subjects agreed that they understood the story
more by looking at the characters in the big book. Respondents that agree with the
question pointed out : I understand the story more by looking at the characters, I
love the story when I see the characters and The characters are beautiful and I
understand the story better whereas both that disagree cannot give proper
comments. For the last question, that is (Q20), all respondents agreed that they will
read the big book alone after the storytelling session. They also mentioned that they
would prefer to read the book alone after storytelling because they would be able to
appreciate the illustrations more. They said I want to read the book on my own now,
I love to see the pictures from the big book on my own, and I love when I look at
the pictures on my own.
4.5
4
3.5
3
2.5
YES
NO
1.5
1
0.5
0
Q16
Q17
Q18
Q19
Q20
Figure 11
Q16 I will see the illustration while reading the words in the pages where the teacher is
storytelling
Q17 I will use my finger to finger point the character I like in the book
Q18 I will talk about the illustration in the book with my friend
Q19 I understand the story more by looking at the characters in the big book
Q20 I will read the big book alone after the storytelling session
Schedule
Budget
9.0 REFERENCES
Bobulov, Ivana, et al. Childrens and Juvenile Literature: Written in English. Nitra:
Pedagogick fakulta UKF [Faculty of Education UKF], 2003. Print.
Morris, R.G, et al (2003) Elements of a neurobiological theory of the hippocampus: the role of activitydependent synaptic plasticity in memory. Philos. Trans. R. Soc. Lond. B. Biol Sci. 358: 773 786.
Normaliza Abd Rahim, Noraien Mansor, Wan Roselezam Wan Yahya, Arbaie Sujud, and Siti Nur Aliaa
Roslan (2009) Childrens Emotions and its Social Meaning. Journal of Interdisciplinary
Social Science. Vol 4: No 1. Pp 171-176.
of
Morrow, Lesley Mandel. Developing Literacy in Preschool. New York: The Guilford
Press, 2007. Print.
Temple, Charles, et al. All Children Read: Teaching for Literacy in Todays Diverse
Classrooms. USA: Pearson education, 2005. Print.
IATEFL Young Learner 2009 1. Cantebury: IATEFL Young Learner and Teenager
Special Interest Group Publication, 2009. Print.
Slattery, Mary, and Jane Willis. English for Primary Teachers: A Handbook of
Activities and Classroom Language. Oxford: Oxford University Press, 2001. Print.
10.0
APPENDICES