1.

INTRODUCTION

1.1 Statement Of The Problem A person's vocabulary is the set of words within a language that are familiar to that person. A vocabulary usually develops with age, and serves as a useful and fundamental tool for communication and acquiring knowledge. Celce Maria (2007) stated that research in first and second language acquisition suggest that initial teaching priorities for language areas should be vocabulary, grammar, and pronunciation. Therefore, the English teacher has to be able to organise teaching and learning activities and they have to give materials by using a suitable technique and master the lesson effectively. Especially in learning vocabulary, teachers must make the students able to memorize such words in English language and group of new words. The statements above mean, vocabulary is important to teach and teachers must try to find the most effective way to teach it.

However, acquiring an extensive vocabulary is one of the largest challenges in learning a second language. According to the National Institute for Literacy, children learn much of their vocabulary through daily exposure in the form of reading, being read to and conversation. However, learning difficult vocabulary requires active engagement with the words in the form of instruction and activities. One of the reasons why learning vocabulary is difficult among primary school students is the teachers are bound to typical or conventional way of teaching vocabulary. For example, new words are brought to students attention from bold in text examples and the teacher makes sure students understand what those bold or listed words means. The method will not attract the students attention and therefore it might hinder the learning process.

We observed that the English language teachers in the schools tend to rely heavily on drilling and questioning as strategies for teaching and learning vocabulary. It seemed that learning English is restricted to inside the classroom, and pupils have no other opportunities to use or be exposed to English. From previous teaching practice placements, we found that pupils had problems learning and retaining new vocabulary. In addition, at the same time, pictures play a very important role in learning vocabulary,

especially with young learners. Therefore, we decided to investigate whether the use of pictures in the English classroom would assist the learning of vocabulary.

Apart from that, another issue that trigger us to look into vocabulary teaching using picture is, while it is reasonable to assume that pictures are a popular way of teaching and learning with both these groups, there has not been much research into this issue. Additionally, curriculum in Malaysia itself does not suggest and provide much visual support for the learning of vocabulary.

1.2 Purpose Of The Study The teaching of foreign language vocabulary has been the subject of much discussion in recent years and a number of research and methodology books have appeared on this topic (Nation, 2001, Schmitt, 2008). Therefore, the particular interest in this study is the use of pictures to teach vocabulary in primary classrooms. The study is also interested in the views of teachers and learners about the use of pictures in the classroom. The result of this research will be useful for teachers of the primary school level in Malaysia to help them improve their performance in teaching English.

1.3 Background of the Study

English is one of international languages, which is used throughout the world and English is also used in many fields of life such as in Politics, Economics, Social and Education. Therefore, English as a language in international communication is clearly needed by many learners to deliver thought and interact in a variety of situations.

English is a second language for Malaysian students that must be learnt in school since primary school until tertiary education. English is considered as a difficult subject to some of Malaysian students, because English is completely different from the Malay language from the system of structure, pronunciation and vocabulary. Malaysian educational system has decided that English teaching must involve four language skills in its teaching and learning process, which are Listening, Speaking, Reading and Writing. In teaching and learning a language, there are four aspects that support four language skills

above such as grammar, vocabulary, spelling and pronunciation that are also taught in English teaching and learning process.

This study chooses to look into vocabulary aspect as it is one of important aspects in teaching language, as stated by Edward (2000) in his book, vocabulary is one of the important factor in all language teaching, student must continually be learning words as they learn structure and as they practice sound system.

1.4 Research Questions a. To what extent pictures aid pupils vocabulary learning in primary school? b. What is Primary School English teachers attitude towards the use of pictures in helping pupils learn vocabulary? c. What is Primary School pupils attitude towards the use of pictures in helping pupils learn vocabulary?

1.5 Significance Of The Study Of course this study would benefit students the most. Since the research is searching on young second language learner, the initiative of this research can be use to enhance students understanding on reading comprehension and increase their interest to learn English more.

1.5 Limitation The biggest limitation of the study was time constraint. The researcher was only able to conduct the study in three cycles due to producers to be followed and clash of timetable since the school was preparing students for their mid-year examination. First cycle, test students word power Second cycle, provide treatment (give visual aids) Third cycle, test students word power again with the same 8 words after showing them the pictures.

LITERATURE REVIEW

Vocabulary is, according to Hatch & Brown (1995), the list of words that speakers of a particular language use. As language teachers we use different types of teaching aids to explain the meaning of new words. Using pictures is one of the teaching aids that teachers depend on in their teaching. Harmer (2001:134) states that Teachers have always used pictures or graphics whether drawn, taken from books, newspapers and magazines, or photographs to facilitate learning. In our experience, English teachers tend to feel that using pictures in teaching new words makes the process enjoyable and memorable. They also feel that pictures attract pupils attention and deepen their understanding of vocabulary.

Pictures can also help learners with abstract words, as associating the words with a concrete object make these words easier to remember. Harmer (2001:135) states that one of the most appropriate uses for pictures is for the presenting and checking of meaning. An easy way of explaining the meaning of the word aeroplane, for example, is to have a picture of one. Of course, not all new words can be taught using pictures but most concrete vocabulary can.

Nation (1990:51) lists a number of basic techniques through which teachers can explain the meanings of new words, all of which can be used in the young learner classroom. Some of these techniques involve the use of pictures from a variety of sources - pictures from computers; photographs; drawings or diagrams on the board; and pictures from books. It will be interesting in this study to see which techniques teachers use. Of course, pictures must be chosen carefully and it is hoped that this study will shed some light on how teachers make these choices.

According to Harmer (2001), pictures should be appropriate not only for the language to be learned but also for the classes they are being used for; if pictures are too childish students may not like them and if they are culturally inappropriate they can offend people. Pictures also need to be visible especially if they are being shown to the whole class they need to be big enough for everyone to see. And it also helps if pictures are durable that is, strong enough to be used several times. As noted above, although it is generally accepted that pictures can play an important role in supporting vocabulary learning, we know little about teacher and learner perspectives on this issue. The study aims to address this topic in the context of primary schools in Malaysia.

RESEARCH DESIGN AND METHODOLOGY

3.1 Research Design The research is adopting the qualitative approach because of the need in acquiring the data from wider perceptions. Worksheets were given to respondents to get their direct and authentic repose on the research. Interview was also used where participants were asked a set of open ended questions on their judgements related to research purpose.

3.2 Population Lower primary school students The target population for this study is the lower primary school students from a national school in Kedah. During the treatment, worksheets and handouts were given to 35 students of 9 years old. They are of intermediate learners. Gender difference is not the main priority in this research as this study is not focusing on gender difference. The data collected will represent the research finding.

Teachers As for the interview sessions, two teachers; one is the class English teacher and one is the senior assistant; a former English teacher, of the same school were interviewed in their view on the subject-matter.

3.3 Sample And Sample Selection Lower primary school students The sample for this study is the lower primary school students from a national school in Kedah. The researcher was not determining on specific age range for the research, so all class has a fair chance to be selected depending on school administrator decision. Gender difference is not the main priority in this research as this study is not focusing on gender difference. The data collected will represent the research finding. Students word power (strong/weak/intermediate)

Teachers A purposive sampling was adopted in the interview session because teachers from the targeted school should be familiar with issues faced by their students and their opinion should be more authentic to the schools situation. Information acquire from the interview will be later correlated with the worksheet findings and vice versa.

3.4 Data Gathering Instruments Worksheets

Interviews

3.5 Procedures Employed Give detain explanation from the beginning until the end of the study.

3.6 Data Analysis

In analyzing the data, the researcher used percentages and charts to convert the data collected from the treatment and interviews. The data tabulation was tabulated using Microsoft Excel and later presented in Microsoft Word. The correlation between the data and the objectives are tabulated for effective results. Meanwhile, the data from the interview were recorded, transcribed and analysed manually. All data and information gathered will only be used for academic purpose. Analyse each word to check the outcome in pre test and post test.

PRESENTATION AND ANALYSIS OF DATA This study is intended to examine the effect of picture aid in teaching reading

comprehension (vocabulary) on students in Standard 3 Primary School. Other than that, this study also aims to figure out whether picture aid will helps students in acquiring better comprehension in reading. The data presented in this chapter is based on the analysis of information based on this research finding. The data analysis is shown in the form of charts and percentages. For this research, 35 respondents from among primary school standard 3 students have been chosen to represent the overall number of students in Malaysia. The result is based on the answers given by the students on the worksheets provided throughout the lesson. The difference in the number of correct answers given by the students before the teaching using picture aid after the lesson is analysis and presented in charts and percentages form. Besides, the researchers also interviewed a teacher and male respondent of the same class. Data gathered from the interview are transcribed in written form as being displayed later in this chapter. 4.2 Findings

No. of students Item Mountain Dragon Village Noodles Sticky rice Cabbages Mushrooms Exploded (those answered incorrectly) 9 3 20 5 4 9 9 15

Table 1 : Number of students who answered each item given incorrectly

Table 1 is explaining on the number of students who answered each item given incorrectly. As being explained in Picture 1, 22 students (out of 35) who did not managed to answer all question given correctly. According to the table given, 20 students matched wrongly for village and exploded. These 2 words appeared to be unfamiliar to the students which has caused most of them to guess blindly.

Worksheet 1 (before picture aid)

all correct 37% not all correct 63%

Picture 1

Based on worksheet 1, 12 students (37%) answered all questions given in the worksheet correctly. Meanwhile, the others students 23 (63%) did not get all question answered correctly. For worksheet 1 there was no picture aid given to students before they answer the questions.

Worksheet 2 (after picture aid)

not all correct 0%

all correct 100%

Picture 2

Based on worksheet 2, all students (100%) which are 35 of them, have answered the questions correctly. The questions asked in Worksheet 1 and 2 are of the same questions. The students managed to answer all questions correctly due to picture aid treatment given before they answered the questions given.

DICUSSION AND RECOMMENDATION

REFERENCES Harmer, J. (2001). The practice of English language teaching (3rd ed.). London: Longman. Hatch, E. & Brown, C. (1995). Vocabulary, semantics and language education. Cambridge: Cambridge University Press. Nation, I.S.P. (1990). Teaching and learning vocabulary. New York: Heinle & Heinle.137 Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press. Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. Language Teaching Research, 12, 329-363.