JABATAN PELAJARAN PERAK

PROGRAM KAJIAN TINDAKAN NEGERI PERAK

PERINGKAT SEKOLAH

2007

“Word Wall” – An approach to enrich vocabulary of

the pupils from Year 5 Wira

Oleh

Puan Jama’yah Bt Md Hanafiah

Sekolah Kebangsaan RKT Lasah, 31120 Sg. Siput (U),

Perak Darul Ridzuan.

20 Jun 2007

Kelolaan
 UNIT KURIKULUM
JABATAN PELAJARAN PERAK
TABLE OF CONTENT

ABSTRACT:.......................................................................................................................3
ACKNOWLEDGEMENT...................................................................................................4
REFLECTION ON PREVIOUS TEACHING AND LEARNING:.................................4
ISSUES / RESEARCH FOCUS.........................................................................................5
OBJECTIVES:...................................................................................................................5
b. Specific Objectives:...............................................................................6

TARGET GROUP: ............................................................................................................6

IMPLEMENTATION OF RESEARCH:..........................................................................6
Problem Analysis.......................................................................................7

Gantt Chart on the Action Research 2007..............................................9

IMPLEMENTATION OF ACTION AND OBSERVATION / EVALUATION............11

Activity 1- Construction of a Word Wall..............................................11

Activity 2 – Guessing Game....................................................................13

Activity 3- Look, Say, Cover, Write, Check..........................................14

Activity 4- Concept Wheel......................................................................15

REFLECTION ON THE ACTION.................................................................................17

Evaluation of pupils’ achievement.........................................................17

Conclusion from the Observation of Activities.....................................18

General Reflection on the Teaching and Learning that has been done.
...................................................................................................................19

REFERENCE:..................................................................................................................20

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TOPIC:
“Word Wall”- An approach to enrich vocabulary of pupils from Year 5 Wira.

ABSTRACT:
English language subject has always been the killer subject for monthly test,
PKSR and UPSR in my school. Teaching in rural areas with limited usage of English
items among pupils makes it a challenging job for English language teachers. We always
have to double up our effort and vary our teaching and learning activities to produce
pupils who are able to communicate and using English in a good and satisfactory manner.
The purpose of this research is to evaluate and identify the weakness among
pupils from Year 5 Wira of SK RKT Lasah in understanding and using words in English.
It involves 23 pupils. In general, it should increase the passing percentage of English
paper, as well as increasing the percentage from each grade. Before starting the action, a
pre-test, polls surveys and random interviews have been made to identify the problems.
A Word Wall approach has been chose to carry out the research. The
selected words were put on a Word Wall (a place where pupils can see them whenever
they need to refer the spelling). It becomes an interactive word wall when we organized a
fun, competitive and motivating vocabulary games and activities.
Pre-test and post-test were given to measure improvement. Improvement was
noted in pupils spelling on tests, the words written on the ‘Concept Wheel’ as well as
their daily writing. Perhaps pupils also become less dependent on the Word Wall as the
year progressed. Consider that pupils need to be exposed to a word at least seven times
before they can use it. As teachers, we must continually remind pupils that their goal is to
not only recognize a particular word, but to produce it on their own.
From the result of this research, it is noted that the number of pupils getting ‘A’
remains 1. But pupils with grade ‘B’ increase from 2 to 5 pupils. Quantity for C grade is
the same but three pupils are the new comers in this grade. This left only 3 pupils in
failing position. Spelling test has not been a problem at all. Pupils are always ready and
get used to the ‘Look, say, cover and write’ concept. Pupils understanding of the words
are more meaningful when they could write related words with the new word. It is slow
and long process. But, as a teacher we must be as encouraging as we can be.

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ACKNOWLEDGEMENT.
Alhamdulillah, this action research has been carried out successfully. I would like
to thank everybody that contribute and help me along this research:

1. The management of SK RKT Lasah.

2. Pupils of 5 Wira.
3. All teachers in SK RKT Lasah, especially Pn. Zaiyati Bt Ghazali, Pn Thulasi and
Pn Faridah Bt Kamaruddin.

REFLECTION ON PREVIOUS TEACHING AND

LEARNING:

I have been teaching Level 2 pupils for only three years. I am still finding the best
way to teach my pupils how to write. I prefer them to write independently rather than
giving them structured sentences to be memorized. But the problem is whenever I gave
them writing exercises, I started to be a walking dictionary in the classroom, translating
words and choosing the best word to fit in their sentences. It was really frustrating when
sometimes, a word has been defined and learnt from previous lesson is yet again asked
for its meaning.
I wonder if it’s my fault in defining those words to the pupils. May be I haven’t
found the best way to let them understand the words with all their hearts. I admit there are
several pitfalls while I am defining words to pupils. Learning is remembering. Experts
these days concur that learners actually need as many as 5 to 16 ‘meetings’ with a new
language item in a variety of context before it can be truly learned and activated for
genuine use. As a teacher, sometimes I do not revisiting a word once it is defined.

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Making assumption that pupils have learned a word after only one encounter is a big
mistake. Secondly, may be teachers do not providing enough examples for pupils to be
able to produce the word or, the other way around, teachers were giving too much
information (multiple meanings) at once. As my pupils are non-native speaker with low
frequency of using English in their communication, this might confused them and kept
them from learning more salient meaning.
Some teachers force their pupils to keep their dictionary handy during English
language subject. Personally I do not encourage pupils to define words using bilingual
(English-B. Melayu) dictionary as it may not have the correct meaning for the context.
On the other hand, the dictionary with English definition may not be suitable for my
pupils as the definitions contain more unknown words to them.

ISSUES / RESEARCH FOCUS

After discussing several issues among English Language teachers in my school,

I’ve decided to focus on strengthening my pupils’ knowledge in word level. I believe by
having strong foundation with English words will lead them to better usage of this
language. The process of learning a new word for pupils can be a long one. Between
encountering a word for the first time and being able to use the word in speaking, reading
and writing, pupils must acquire many different kind of knowledge about the word.
Teachers play a vital role when exposing new words to pupils.
The more words one’s learnt and understand, the more they can produce in their
listening, speaking, reading and writing. I would take the initiative to do the word attack
with 5 Wira. Perhaps that quantity of words learnt is not important. I really hope that
every word introduce will be fully utilized by the pupils in their language skills.

OBJECTIVES:

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 a. General Objective: To increase the passing percentage in English
Language paper.

b. Specific Objectives:
i. Pupils should be able to understand, memorize and
utilize for each new vocabulary learnt.
ii. To help pupils constructing good sentences by applying the correct
vocabulary.
iii. To promote independence outcome of pupils as they work with
words in reading and writing English Language.
iv. To develop a growing core of words that become part of reading
and writing vocabulary.

TARGET GROUP:

23 pupils from Year 5 Wira, all Malays with 11 boys and 12 girls.

IMPLEMENTATION OF RESEARCH:

Problems Identification.

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 There are so many areas need to be focused in order to enable pupils using
English language confidently. I have done a pre-test with the targeted group which
followed UPSR format. The result shows in the pie chart below.

PRE-TEST RESULT 5 WIRA

4% 9%
26% A
B
C

61% D

Majority of the pupils get C’s. This is because, paper II usually pulls the pupils’
grade down. It required them to construct sentences, give reasons and do note expansion.
They are unable to state their opinion in words. It shows that they are uncomfortable with
the language.

Problem Analysis.

A set of questionnaire has been given to pupils to detect the usage of English
Language among pupils outside English class. 92% admit that they have never use
English in daily communication. Lack in using the words will not help them on
memorizing a word that has been learnt.
I have also conducted a random interview with them to identify pupils’
weaknesses in constructing sentences. Majority of them claim that they have the idea to
write, but could not recall certain word in English. They were lacked of vocabulary to use
in composition. The main thing is they haven’t mastery the skills in this language yet.
They are not ready to use English language confidently.

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Gantt Chart on the Action Research 2007

SK RKT LASAH, 31120 SG SIPUT (U), PERAK.

January February March April May June

No. Activities 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 Identifying problem and collecting data √ √ √ √ √ √ √
2 Preparing Proposal √
3 Planning an action √ √
Implementing the action- Construction of Word
4 Wall √ √
5 Discussing the problems arise in the action. √
Implementing the action – Guessing game
6 √ √ √ √ √ √
7 Implementing the action- Look, say, cover and write √ √
8 Discussing the problems arise in the action. √
9 Implementing the action- Concept Wheel √ √
10 Discussing the problems arise in the action. √
11 Post-test √
12 Writing the report. √
13 Presentation (School level) √
14 Submission of reports √

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Actions Taken.

In this research, I would like to increase pupils’ vocabulary using “Word Wall.” It
is a strategy presented by Patricia Cunningham in her book Phonic They Use: Words for
Reading and Writing .It is an approach of teaching high-frequency or sight words. A
Word Wall is a systematically organized collection of words displayed in large letters on
a wall in the classroom. It is a tool designed to promote group learning. It is appropriate
for kindergarten, and can be easily adapted and used for children in primary level.

Although it sounds common and simple but, I’ll try my best to vary the activity so
that pupils are exposed to the words regularly and the Word Wall is not just being graffiti
in class but become interactive. Perhaps, the activity might arouse their interest to better
understanding of English Language.

There are four activities plan for this research:

a. Construction of a Word Wall.
b. Guessing game
c. Look, Say, Cover, Write, Check
d. Concept Wheel

Materials needed:
a. Activity 1- 6x3 colored index cards, clear plastic to wrap the index card, a place
to set-up a word wall.
b. Activity 2 – Word Wall list
c. Activity 3 – Word list, A4 paper with 4 columns.
d. Activity 4- Concept wheel diagram, word learnt, Longman Contemporary English
Dictionary.

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Instruments and observation steps:
a. Polls and surveys
b. Interviews
c. Spelling test
d. Pupils’ definition and related words.
e. Observation on pupils’ behavior during activities.
f. Pupils’ daily writing.
g. Post-test.

IMPLEMENTATION OF ACTION AND OBSERVATION /

EVALUATION.

Activity 1- Construction of a Word Wall.

Materials:

1. 6x3 colored index cards.

2. clear plastic to wrap the index card.
3. a place to set-up a word wall.
Procedure:

1. Pupils write each new word that they have learnt or found in their reading.
2. Teacher selects words to be written on the colored index
cards (size 6x3) and laminate them.
3. I select the words that are useful to pupils, usable by pupils and frequently used in
the subject area. My main criteria was that each word would help the pupils to
read and would be valuable resource for writing.

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4. The chosen words are:
exciting easy improve well-known
interesting refreshing juicy healthy
suitable prefer tasty better
learn team comfortable tempting
knowledge maintain popular funny
favourite afford budget

5. I select high-frequency words that are used in the context in which I expect the
pupils to know them.
6. Choose a location in the room where every pupil can see all the words.
7. Introduce the column as “Word Wall”. Do practice and review activities so that
words are read and spelled instantly and automatically.
8. Starting at beginning of list, add 7 words to the Word Wall each day.

Observation:
30% pupils simply write out any word that they think difficult but not so sure
whether the word could be used in their writing. 50% pupils have a genuine interest
of understanding the words that they had previously learnt and wanted to know more
on how to use and manipulate the words. 20% pupils were actually wrote words that
are far above their level which I think they might have a higher level of understanding
than their classmates or they just tried to find bombastic words so, they will have
unusual words to write.

Reflection:

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 All the words given by the pupils are actually valid because it depends on their
knowledge about the word. Each pupil has their own new words to be learnt. In this
case, I want them to benefit something from this research. I decided to choose the
words which they might use a lot in their writing or reading especially questions that
are based on UPSR oriented questions. For the pupils whom I did not select the
words, they are encourage to find out the meaning of the words through dictionary
and write it on their own “Word Wall” (small notebook).

Activity 2 – Guessing Game.

Material:

1. Word Wall list

Procedure:

1. Teacher thinks of a word from Word Wall.

2. Pupils try to guess the word.
3. Teacher gives clues. Always start with…. “it is one of the word on the
Word Wall”.
4. This activity can be carried out through the year. As the new words
increasing, more clues needed.

Observation:

Pupils love this game. They are eager to be the first to get the answer. It is more
fun if I did this before recess time.

Evaluation:

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 This activity makes the Word Wall becomes interactive. We know that pupils are
aware of the words put on the Word Wall. Once they are familiar with the words, they get
used to them. They should be able to recognize the words if they come across the words
in reading or speaking.

Activity 3- Look, Say, Cover, Write, Check

Material:
1. Word list.

Procedure:

1. Pupils are given A4 paper and they have to divided the paper into four columns
(see appendix ).
2. Teacher calls out 7 word wall words.
3. Pupils write the list of words in the first column (Column A).
4. SAY the words aloud and notice parts to remember.
5. LOOK closely at the letters to notice the visual details. They are encouraged to
outline the pattern for the words, so that it will be easier to notice its part.
6. COVER the words with a card and think about how the word looks.
7. WRITE the words from memory in the next column (Column B).
8. Uncover and CHECK them with the word in the first column (Column A).
9. Cover and write the words again and check.
10. Pupils are given three trials to spell it in column B-D.

Observation:

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 When I first introduced this type of activity, it’s a little bit chaos. Some pupils
tend to cheat and refer to the first column. The other friends who saw this keep on telling
me the name of pupils who try to cheat. I try hard to convince them that this is for their
own benefit whether they want to gain or loose something. It took several times before
they could be true to themselves.

Reflection:
This is much more fun than the traditional way of spelling. Pupils prefer having
spelling test this way. Usually teachers will give words to pupils and they memorize it at
home, the next day pupils will spell the words in written form. We did not know whether
all of them try to memorize it. But with this way (look, cover, write and check) we know
that each pupil learns and try to memorize the words. Pupils will actually learn to spell.
The result is much better that traditional spelling. In fact, all of them actually can spell
most of the words at the first column
As I am afraid that it might be a short term memory, I will test their memory by
asking them promptly how to spell the words whenever I like. This is usually done before
their recess time or at the end of my lesson.

Activity 4- Concept Wheel

Material:

1. Concept wheel diagram.

2. Word to be learnt.
3. English definition of the words (Longman dictionary)

Procedure:

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 1. Distributes worksheet containing the concept wheel diagram. (see appendix)
2. The concept wheel are divided into four sectors:
a. word to be learnt.
b. definition of the word from dictionary.
c. pupils’ own definition of the words.
d. Related words that come out from pupils’ mind when they saw or read the
newly learnt word.
3. Sector ‘a’ and ‘b’ have been given by the teacher.
4. Pupils need to complete another two sectors which are ‘c’ and ‘d’.

Observation:

Each pupil is having their own definition. Teacher allows pupils to write it in their
mother tongue language as long as it could be adapt according to the context. Some
pupils even write definition using the example of sentence used with the words to show
their understanding. By looking at the related words that they write, teacher knows that
pupils are able to understand the usage of certain words.

Reflection:

Different pupils have different ways of understanding each word. As a guider,

teacher needs to verify that pupils’ definition is still in context. This is where pupils can
genuinely learn a new word. After they get hold to the meaning, they will be able to
relate the word with other words. This is the beginning part to see whether they could
reuse the word learnt in a correct way.
Nevertheless, I should have let them find the meaning from dictionary by
themselves and fill in the outcome in sector b. In this way they could learnt how to use
English-English dictionary and make it a habit to refer to this kind of dictionary instead
of referring to the bilingual dictionary.

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REFLECTION ON THE ACTION

Evaluation of pupils’ achievement.

Evaluations were made progressively. First, I let them familiarize themselves with
the words listed on the Word Wall. This usually will be done 5 minutes before I started
the lesson or 5 minutes before end of my lesson. Usually I will do the ‘guessing game’. I
asked them to guess a word on my mind that comes from the Word Wall. They tried to
guess the word after I gave them several clues. After that, they were test on the ability
each of them to spell the words given in written. Seven words were given in Spelling Test
1 and 2 and nine words for Spelling Test 3. For every test, pupils were given three
chances to improve their spelling skills.
Secondly, their understanding of the words should increase once they are asked to
write their own definition of the words. Pupils were free to write their own definition but
of course with teacher’s observation. In order to make sure that pupils will be able to
utilize the words in speaking, reading or writing, they have to think and write words that
are related to the new word learnt. They are allowed to list down as many words as
possible as long as it is in context.
Teacher also did some observation on pupils’ daily writing. Most pupils try to use
the new words learnt in their composition. Some of them use it correctly in term of
grammar and its definition in context. Some still have minor grammar mistakes. A few
pupils use it in a wrong context.
A post-test was taken from the UPSR formatted questions which involved paper 1
and 2. In general, the test paper also required them to use and utilize the new words
learnt.
There is some improvement in pupils understanding of the words. I believe there
will always be a room for improvement for each of them.

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Conclusion from the Observation of Activities.

Pupils participated well in all the activities. They realized that they were exposed
to a word in different aspect. This makes them more familiar with the words learnt.
Several repetitions on a word, hopefully could help them in memorizing the words better.
The guessing game should be done continuously to refresh pupils memory of any
words from the word wall.
From the activities done, it is noted that some pupils with a negative attitude have
changed direction into the positive attitude. They are aware that spelling is important.
The concept wheel is the most important activity. This is where we could see the level of
pupils understanding of a word. Before they could use the word in their speaking or
writing, they should know the associate words. Using a word in the correct context will
make their writing better.

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General Reflection on the Teaching and Learning that has been done.
Pupils show the eagerness to improve themselves in using the English correctly
with confidence. Pupils also prefer to interact using the new words learnt. They are more
comfortable with English sentences or stories.
Teachers should encourage pupils to learnt and define each new word they learnt.
If they could add up new words, learnt the words in details and try to use them, they
should have no problems using English. The passing percentage could rise in every type
of test or examination if pupils maintain and improve the way to learn English.
These activities could be carried out from any level, starting from year one to year
six. It could even be adapted for secondary students. Sometimes several pitfalls occurred
with the Word Wall column. In my case, the class usually becomes the hall when there is
any occasion. The column will be taken out from its place. Some of the words were
missing and even destroyed.
To learn a language, pupils need to use it. Since pupils have limited usage of the
words, they need to revisit the words most of the time. Teacher plays a vital role to this
matter. We must instill the habit into them. If they learn it with all their heart, they could
improve.

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REFERENCE:

Cunningham, P.M. (1995). Phonics They Use. N.Y.: Harper Collins.

Cunningham, P.M. (1999). The Teacher's Guide to the Four Blocks.

N.C.:Carson-Dellosa.

Sitton, R. (1996). Increasing Pupil Spelling Achievement. WA: Egger

Publishing

Fountas, I.C. Pinnell, G.S.: (1998)Word Matters. N.H. Heinimann

LONGMAN Dictionary of Contemporary English.

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