Professional Documents
Culture Documents
2015
Verification by Supervisor
Signature
: .
Supervisors name
Date
Declaration of Integrity
Signature
: .
Researchers name
Date
ii
Dedication
iii
Acknowledgement
The researcher would like to express his gratitude to his beloved and respected
supervisor, Pn. Azlinda Binti Abd. Aziz for the guidance, commitment and support
given within the process of completing this report.
This acknowledgement also is dedicated for those who are directly or
indirectly contributed and give cooperation throughout this whole period.
iv
ABSTRACT
The purpose of the research was to determine the impact of using First Sight Board to
improve Year 5 pupils comprehension on literary text in short story And Something
Weird Happened. This research was carried out within one month which involved 5
participants of Year 5 pupils in a Z primary school. The data for this study was collected
using surveys, pre-and post-test, and observation. All the data were analysed using
quantitative methods. The findings of the data analysis showed all the participants score
higher marks in the post-test. It appeared the majority of the participants have shown
changes in attitude and behaviour significantly and demonstrate deep comprehens io n
throughout the learning process. Through surveys, majority of the participants became
more interested and more familiar with the contents of the short story after the usage of
First Sight Board. The findings of the research showed positive effect which proved the
First Sight Board is recommended to be used in teaching And Something Weird
Happened in order to improve pupils learning and comprehension on literary text.
TABLE OF CONTENTS
Pages
SUPERVISORS APPROVAL
CANDIDATES DECLARATION
ii
DEDICATION
iii
ACKNOWLEDGEMENT
iv
ABSTRACT
TABLE OF CONTENT
vi
LIST OF TABLE
ix
LIST OF FIGURES
LIST OF APPENDICES
xi
1.0
INTRODUCTION
1.1
Background
1.2
1.2.1
Concept/Theory
1.2.2
Past Research
1.2.3
Definition of Terms
2.0
FOCUS INVESTIGATION
10
2.1
Introduction
10
2.2
Research Issue
10
2.3
11
3.0
4.0
5.0
15
3.1
Introduction
15
3.2
Research Objective
15
3.3
Research Question
16
RESEARCH PARTICIPANTS
17
4.1
Introduction
17
4.2
Sakinah (Pseudonym)
18
4.3
18
4.4
Aida (Pseudonym)
19
4.5
20
4.6
Muhsi (Pseudonym)
20
INTERVENTION
22
5.1
Introduction
22
5.2
Intervention Specification
23
5.2.1
24
5.3
6.0
Cost
Intervention Procedures
25
DATA COLLECTION
32
6.1
Introduction
32
6.2
Document Analysis
32
6.3
Observation
33
6.4
Interview
34
7.0
35
7.1
Introduction
35
7.2
Sakinah (Pseudonym)
35
7.3
37
7.4
Aida (Pseudonym)
38
7.5
Balqis (Pseudonym)
40
7.6
Muhsi (Pseudonym)
41
8.0
FINDINGS
43
9.0
47
REFERENCES
49
APPENDICES
52
LIST OF TABLE
Table
Pages
13
14
31
ix
LIST OF FIGURES
Figures
Pages
23
24
27
30
36-42
LIST OF APPENDICES
Appendices
Pages
Appendices
52
Test 1
53-55
Survey
56-57
Test 2
58-60
Observation Checklist
61-62
Interview Form
63
Feedback Survey
64
65
xi
CHAPTER 1
1.0
INTRODUCTION
creative and innovative in planning activities which will suit pupils interest. Another
problem would be to attract pupils to read the selected short story in literature and also
to enhance their comprehension in understanding the story. Besides, poor proficie nc y
level of pupils might become the hardest challenge for teacher to explain the story and
will affect on the pupils learning in understanding the short story.
In order to face this challenge, the researcher decided to use Power Point
Presentation as the main teaching material in teaching short story: And Something
Weird Happened to year 5 pupils. So, this research attempted to investigate the
impact of using First Sight Board to improve year 5 pupils comprehension on literary
text in short story.
1.1
Background.
Recalling the first time teaching literature in the class, the researcher
acknowledged that he did not have the ideas on how to create interesting
activities for the his pupils. He did discuss with the Year 5 English teachers,
asking his and her opinion on the teaching activities which he and she used when
teaching And Something Weird Happened. The first teacher just use the
traditional ways of teaching where he asks his pupils to read the whole story
first and then he will start to explain the story chapter by chapter. For the second
teacher, she gave the researcher a module which she downloaded from the
internet on the activities to teach the story.
From the module, the researcher gained the ideas how to introduce some of the
literary component to his pupils. But somehow, researcher noticed that the
activities suggested in the module may not be applicable to his pupils.
1.2
own activities based on the experiences during the teaching and learning
process. During his observation on the teachers class the researcher noticed that
most of the pupils did not pay attention during reading aloud session. A few
pupils were pretending to read the story and when the teacher started explaining
the story, they were busy doing something else. They did not show any interest
while reading the story. Most probably this problem occurred because they
could not comprehend the story as the words used in the story were unfamiliar
to them. Besides, the pupils might find the reading aloud activity was not
interesting as they read after the teacher and listened to the teachers
explanation. There was not much interaction between the pupils and the teacher
as the pupils only listen to the teachers explaining the story.
Next, the researcher also discovered there were many unfamiliar
vocabulary used in the story. Considering pupils social background and their
proficiency level in English language, the researcher assumed that pupils were
struggling to understand the story. There were many words that they did not
know and thus, affecting their motivation to read story.
Last but not least, the researcher noticed that pupils showed interest in
visual aids. While the teacher explaining the story, pupils showed great
responses by describing the pictures. Even though some of them responded
using bilingual language, and the teacher needed to guide them to answer in
English, at least they showed active responses. So, the researcher assumed that
pupils perceive learning better with the usage of visual aids.
1.2.1
Concept/Theory
According to Gebhard (2006), problems some EFL/ESL teachers faced
are the background knowledge problem and the getting pupils to read
problem. Meanwhile, Nisamalar Chitravelu, Saratha Sithamparan & Teh (2005)
agreed that there are two main problems concerning on the pupils reading
readiness which are developing pupils knowledge of the English langua ge
so that they can understand what they read and motivation to learn to read in
English (p. 93). It would be impossible to teach a child to read when he himse lf
is not interested. So, as teachers, it is essential for us to teach the learners to read
by creating positive attitude in reading among learners. Reminiscing during
teaching And Something Weird Happened in the class, researcher admitted
that the pupils not showing any interest toward the lesson. The pupils seem
boring during the lesson and some of them not even tried to read and understand
the text of the story.
Many pupils find story reading interesting and think that they understand
the story. Yet, when they are requested to retell the story and describe what
message the story conveys, they look blank. Some pupils would say that they
forget what the story is about, some would only recall one or two pieces of
information and some others can only tell the beginning and the ending of the
story.
According to (Chestnut, 2015), illustrations in childrens stories serve a
valuable purpose beyond entertainment. By telling the story and using pictures
and illustration, it will help the pupils to create their own imagination toward
the story that the teacher try to explain. Providing the pictures during the
storytelling session, pupils will able to understand and try to create their own
imagination toward the story that being tell by the teacher. This will later
develop into the ability to generate images in the mind while reading.
In addition, (Jalongo, 2004) stated that In picture books or big book,
illustrations and words usually complete each other, and readers often
understand the story by looking at the illustrations, the words or the illustratio ns
and the words at the same time. Through the use of pictures and illustra tio n
during the storytelling session seems to be a very good way to improve the
comprehension of the story toward the pupils. Thus, it also will encourage the
pupils to listen to the story and also improve their listening skill as well.
1.2.2
Past Research
There have been quite a number of research on using the story map as a
medium to comprehend the pupils reading comprehension. Like the other
researchers, the usage of story map as research intervention quite popular and
successfully meet the objective of the research.
Most of the researcher using the story map as their tools in assisting
pupils in reading comprehension. (Kurniawan, 2013) also using story map in
improving his students reading comprehension on narrative text. According to
his research entitle Improving Students Reading Comprehension on Narrative
Text through Story Mapping Strategy, he stated that a story map is a technique
used after a story has been read. It includes identifying the main elements, and
categorizing the main events in sequential order. A graphic representation is
often used to illustrate the story structure and sequence of events. In his research
also, the story mapping able to provide structure and organization so students
could comprehend the story more effective. The result show that the students
able to map out some basic component of the story and they tend to read the
story not only for answering question and getting mark, but at the same time,
the students showed their interest in reading. This showed that the use of story
mapping could improve the pupils comprehension of the selected short story.
In the other hand, (Leddy, 2011) also suggested that using story map can
improve reading comprehension. Based on her research and the reflections from
the use of the strategies in her classroom (story map), it is suggested that each
strategy is helpful in improving reading comprehension in remedial students as
well as in regular education students.
Based on these two researchers research, I believe that by using story
map, I will able to improve my pupils comprehension in selected short story.
There will be some improvement of the story map design that I will invent. I
will take care of each element to make sure that my intervention can help the
pupils to improve their comprehension on literary text in selected short story.
1.2.3
Definition of Terms
The definition of some important terms used in this study is given below:
a)
KSSR
Literature
Childrens Literature.
d)
Participants.
First Sight Board was adaptation of story map which combine the i-THINK (tree
map) and the story map. According to (Reading Rockets, 2015) a story map is
a strategy that uses a graphic organizer to help students learn the elements of a
book or story. By identifying story characters, plot, setting, problem and
solution, students read carefully to learn the details. There are many differe nt
types of story map graphic organizers. For this research also, the researcher only
focus on three element of story which are; character, event and also time and
place.
f)
Comprehension
Literary Text
Literary texts fall into several different genres all of which are characterized by
their own purpose, together with those conventions that are proper to the genre.
The conventions used in a specific literary text include, for example, literary
CHAPTER 2
2.0
FOCUS INVESTIGATION
2.1
Introduction
Literature is a though subject to be taught to young learners especially
and utmost
important
activity
to enhance
learning
and
understanding the target language. Besides pupils who have low level of
proficiency also might burden the teacher to explain the content of the selected
short story and to teach about the literary components of the selected story.
2.2
Research Issue
Reminiscing the observation on the teachers class, the main issues that
the researcher noticed was the pupils did not understand the selected story that
the teacher tried to explain. The researcher believed that the main issue why the
pupils did not pay attention and did not show any interest was because they do
not understand the story told by the teacher. This issue happened as the result
of the approach used by the teacher during the teaching of the story seems not
interesting for the pupils.
This issue had attract the attention of the researcher to do the research
related to this issue. The researcher believed that this issue should be handled
seriously to make sure that the pupils able to understand the selected story teach
by the teacher. From the teachers observation, the researcher identified some
improvements that needed during teaching the selected story to the pupils. The
researcher believed that interesting activity during reading the story and the use
of teaching aids can improve the pupils attention toward the learning of the
story and also improve their comprehension about the selected story.
So, this research was carried out in order to discover the impact of using
First Sight Board to enhance pupils comprehension on literary text in selected
short story: And Something Weird Happened. It was also used as a
measurement to assess the participants understanding of the literary text and
the content of the short story delivered by the researcher after the usage of First
Sight Board.
2.3
opinion
when teaching
And
(refer to appendix 2). The table 1 below shows the steps taken by the researcher
during the preliminary investigation.
Steps
Methods
Participants
Observation.
30 pupils
1) To identify participants
reaction on the lesson.
2) To identify the research
participants.
3) To identify the activities
used by the teacher.
5 pupils
1) To identify participants
background.
2) To identify participants
problems in learning the
story.
3) To determine the
participants opinion on the
teachers lesson.
Observed a Year 5
English Teachers
lessons.
(Refer to appendix 4)
2
Survey.
(Refer to appendix 1)
Purpose
Steps
Methods
Participants
Identification of problems
Observation.
30 pupils
Observed a Year 5
English Teachers
lessons.
(Refer to appendix 4)
1) Behaviour.
Some of them did not pay
attention and show less
interest during read aloud
session. A few of them were
pretending to read the story
and unable to retell the story.
2) Participation.
Passive and not much
interaction between teacher
and pupils.
Survey.
(Refer to appendix 2)
5 pupils
CHAPTER 3
3.0
3.1
Introduction
Reminiscing the observation on the teachers class, the main issues that
the researcher noticed was the pupils did not understand the selected story that
the teacher tried to explain. This issue had attract the attention of the researcher
to do the research related to this issue. The researcher believed that this issue
should be handled seriously to make sure that the pupils able to understand the
selected story teach by the teacher. So, the researcher had come out with this
research objective and research question. The result of the research question
will be discussed at Chapter 8.
3.2
Research Objective
This research is intended to meet the following objectives:
a) To determine the impact of using First Sight Board in improving
Year 5 pupils
Happened.
understanding
in
And
Something
Weird
3.3
Research Question
The following questions are formulated in order to meet the researcher
objectives:
a) Can First Sight Board contributed to the participants understand ing
on literary text of the story And Something Weird Happened.
CHAPTER 4
4.0
RESEARCH PARTICIPANTS
4.1
Introduction
In determining the participants for this research, the researcher had come
out with the Test 1 (refer Appendix 1) which test on the knowledge of all the
pupils of Year 5 Amanah about the three element in literary text (character,
event and place and time) of the short story And Something Weird
Happened. The researcher then marks all the test and only choose five pupils
who got the least marks from the Diagnostic Test.
The participants of this research are 5 pupils, consists of 1 boy and 4
girls of Year 5 Amanah from Z primary school. All participants are Malays and
low proficiency in English. Based on the teachers record on the participants
performance in class, majority of the pupils have slightly problem in reading,
speaking, listening and writing in English. The main problem that exist in this
classroom is the pupils unable to understand English and listen to English very
well. Almost all participants find it hard in understanding simple instructio n,
slightly fluent in reading and slightly able speak in English using simple words.
The factors of family upbringing and the environment contributed to the
participants problems in understanding the target language. This is because,
majority of the family use their first language which is Bahasa Melayu at home
and they are rarely or never use English as part of their communica tio n
language. Even there are a few of the family can be categorize as elite residents,
however, they still not manage to understand English very well even though
they always listen to English. This factor somehow affect on the participants
proficiency level in English and thus affecting on teaching and learning process
including comprehension on the topic they had learnt.
4.2
Sakinah (Pseudonym)
Sakinah is one of the participant for my research. She was 11 years old
and is one of the cheerful girl in the class. She was the fifth daughter from the
other six siblings and her parents both work as a teacher. Her parents seem to
take care of her education as they brought exercise book for her and always ask
her to do the exercises. Her seats is at the front of the class next to Puteri Balqis.
She is talkative girl that always come out with the questions whenever she do
not understand what the teacher told. She hates to write and copy the text or the
exercises given by the teacher. She had problems in speaking and also she did
not manage to write a fully English sentences as she lacks of vocabulary.
However, she understand the English but she was unable to use English in her
writing and her speaking as she had problems with vocabulary.
4.3
works as BTPNT Hostel supervisor. Her parents seem slightly to take care of
her education. Her parents did not provide her with exercise books at home and
only teach her when she asks. Her seat is at the front of the class next to Sakinah.
She is passive girl and did not talk too much. However, she always attempt to
answer the question asked by the teacher even the answer is wrong. She
participate well during the lesson but she is quite passive. Her speaking and
writing performance is quite low as she did not talk too much and she was
unable to understand English well. Her writing also not so good as she lacks of
vocabulary.
4.4
Aida (Pseudonym)
Aida is also one of my participant for my research. She is eleven years
old and just a normal girl in the class. She is the second daughter from the other
four siblings the she has. Her father is a vice officer at Yayasan Pembanguna n
Keluarga Terengganu and her mother run a restaurant in Rhu Muda. Her parents
seem to be concern about her education where they provide her with the
exercises but not frequent. Her seat is at the back of the class next to Siti Balqis.
She always lost her focus during lesson as she loves to talk with her friend next
to her. However she is a good pupil and always obey her teachers order. She is
a shy girl and always avoid herself being pick by the teacher to answer the
questions. In group activity, she quite passive and does not participate well.
Aida also have a low performance in speaking as she is a shy girl. She only
speak when she was asked by the teacher. Her speaking also not so good as she
lacks of vocabulary. In addition, her writing skill also not very well due to
vocabulary problems.
4.5
4.6
Muhsi (Pseudonym)
Muhsi also one of my participant for my research. He is eleven years old
and the only boy to be my research participant. He is the youngest sibling from
the six siblings that he has. His father is a bus driver and his mother is a
housewife. His parents seem unaware about his education. His seat is in front
of the class at the left corner. He sits next to Kahlil and Syahmi. Muhsi have a
different personality where it is hard to predict. At time, he enjoy learning and
at moment he will lost his focus and sometimes he will cry without any reason.
Muhsi had problems with speaking and also writing skills. He also having the
problems in vocabulary and due to this problem he did not able to speak and
also write well in English.
CHAPTER 5
5.0
INTERVENTION.
5.1
Introduction.
In this action research, I used the First Sight Board (for teacher) and
Intervention Specification
The intervention of First Sight Board and the story map would not cost
so much as it will only be in one plain board and handout sheet. So, as for the
story map it will only use an A4 papers. However, for the First Sight Board it
should be in a mounting board (64.5 cm x 81.5 cm) so that the pupils can clearly
see the example showed by the teacher. The cost to make the First Sight Board
would not be expensive and it should be affordable by the teacher.
5.2.1
Cost
For this research, I spent about RM 30 for the overall spending of the
down any notes and also will be the place where I will stick the picture. For the
students note, the story map that provided for them is in A4 size paper. During
the teacher using the board, the pupils will use their story maps as to take note.
5.3
Intervention Procedures
This research was carried out to study the impact of using big book in
enhancing pupils learning in short story And Something Weird Happened.
This research will be carried out within four weeks and the instruments used in
this research were survey, observation and document analysis and intervie w.
All the data will be analysed using qualitative method. This research was
designed into five different phases.
Beginning of the session, the researcher will explained the function of
First Sight Board. Participants will only use the First Sight Board to find the
information about three literary text (character, time and place and event). This
will happened during the teacher told them the story while the story telling
session. During the teacher story tell the story using the First Sight Board, pupils
will try to complete the story map on their own based on the explanations by
the teacher during those session.
For story-telling session, the researcher will conduct the activity in one
of the room in school library as it is more conducive and spacious. The
researcher will ask the participant to sit in a row and showed the illustrations of
the scene in the story using power point presentation. Then, the researcher will
tell the story by reading the text on the notes in the laptop. The researcher will
distributes each participants a story map for each chapter and display the First
Sight Board in front of the participant. The First Sight Board will be used during
the story-telling session and language games session. While telling the story,
the researcher will fill in the First Sight Board while the participant will fill in
the story map. However, during storytelling, the researcher may ask the
participants to assist the researcher by fill in the First Sight Board. During this
session also, the researcher allowed interactive learning by asking questions to
the participants and let them respond and gave opinions. The researcher
corrected the participants answer if necessary and guided them to use the target
language. To test whether the participant s gave full attention during the story
telling session, the researcher picked randomly a few of the participants to retell
the story and read their findings based on the First Sight Board and the story
map that they had completed.
Following the usage of the First Sight Board, during the teaching and
learning process, the researcher will observe on participants behaviors and fill
in the observation checklist form (refer appendix 4).
5.3.1
Procedure of Action.
This research was carried out to study the impact of using big book in
1)
Phase One
In phase one, the researcher observed an English Language teachers
get the participants for the research. The five pupils who got the least marks will
be selected as the participants. Then, survey (refer appendix 2) were given to
all participants and collected after they fill in the survey. The main purpose of
the survey form given was to seek for the participants background on the usage
of English language and also to get information on their opinion on learning the
short story And Something Weird Happened. At this phase also, the teacher
will observe the research participants behaviour and jotted down the
information in observation checklist form (refer appendix 4). Teacher also
carried out the interview session with the research participant in order to get
their opinion and also feedback. The teacher wrote down the information from
the research participant in the interview form (refer appendix 5). All the
information will be discussed on Chapter 6.
2)
Phase Two
In phase two, the researcher will construct Test 2 questions. The set of
question consist of ten questions which cover three element of literary text
which are (character, time and place, and event) based on short story: And
Something Weird Happened. The Test 2 will be carried out in the classroom
about 45 minutes. At the end of the test, the researcher will collect the questions
and marked the paper. The participants mark will be recorded.
3)
Phase Three
In phase three, the researcher will carried out the intervention using the
4)
Phase Four
In phase four, Test 2 (refer appendix 3) will be given to all participants
5)
Phase Five
For the last phase, the feedback survey (refer appendix 6) will be
distributed to the participants to obtain information regarding the use of the First
Sight Board and its impact toward their comprehension on the literary text in
the short story.
Phase
Activity
Remarks
- Test 1
- Getting the research
Writing Proposal
participant.
Phase 1
Data Collection
- Survey
March 2015
(Test 1)
- Fill in observation
checklist form and
interview form.
Phase 2
Building Instrument
-Preparation of Test 2
Jun 2015
Carried Out
Phase 3
July 2015
-Fill in observation
Test 2
Phase 4
Data Collection
form.
August 2015
Data Analysis
Phase 5
Report Writing
August 2015
Table 3: Summary Table for Plan of Action.
CHAPTER 6
6.0
DATA COLLECTION
6.1
Introduction
Data collection is an essential part as the data collected assist as the
evidence and proof for our research. The inaccurate data will lead to the invalid
result and thus effecting the validity of the research. There are various ways that
we use to gather the data from the teachers and the pupils. For my research, I
decided to use the document analysis, observation and interview as the method
of collecting the data method.
6.2
Document Analysis
According to (Harvey, 2015), he stated that document analysis as a form
after I carry out my intervention. All the worksheet were collected and then I
marked the worksheet in order to analyse the progress of the research
participants.
Second document is questionnaire, which I used it to collect the
feedback from my research participant about their background on Englis h
subject and also to get their feedback on my intervention. These questionna ire
were given to my research participant before I started my session with them and
after I completed my session with them.
6.3
Observation
Based on (Harvey, 2015), Punch (2009) state that qualitative approaches
to observation are much more unstructured. In this case, the researcher does not
use predetermined categories and classifications, but makes observations in a
more natural open-ended way. Whatever the recording technique, the behaviour
is observed as the stream of actions and events as they naturally unfold. The
logic here is that categories and concepts for describing and analysing the
observational data will emerge later in the, research, during the analysis, rather
than be brought to the research, or imposed on the data, from the start.
In my research, I use the observation checklist to tick down the
behaviour that I could see from my research participant during the session. Each
changes of behaviour I also will jotted it down in order to make sure I remember
all the behaviour of my research participant during the session and to help me
recalled what had happen during the session and also the changes of the
behaviour of the research participant.
6.4
Interview
An interview is a method of collecting data from a subject by asking
questions in a face-to-face situation. There are three types of interview that are;
structured interview, unstructured interview and semi-structured interview. For
my research, I used semi-structured interviews with my research participant for
each session. Before carry out the interview, there were three steps that I need
to follow. First, I prepared the questions for my research participants for the
interview purpose. During preparing the interview questions, I need to consider
the level of the questions in order to make sure it is suitable for the pupils. Next,
I carry out the interview session with my research participants. The intervie w
was carried out in Bahasa Malaysia because there were more response from the
pupils when I asks them in Bahasa Malaysia. Instead of asking the prepared
question, I also ask some unprepared question in order to get some additiona l
information from the pupils. The information will be jotted down as the
evidence of the research participants respond toward the tests and activities.
CHAPTER 7
7.0
7.1
Introduction
7.2
Sakinah (Pseudonym)
Sakinah is one of the cheerful girl in the class. She seems to be a dilige nt
girl but she did not like English as her lack of vocabulary. Regarding the
comprehension on literary text, she told me she unable to identify the setting
(place) of the story well and still confuse with the place of the event based on
the story. Based on the Test 1, she write down two answers as she did not
confident and confused with her own answer. Below is one of the example
mistake done by Sakinah in answering the given question.
For the second session, I introduced the First Sight Board and give her
the story map. She quite excited and seems interested with the board and the
story map. She was able to focus and jotted down the notes into the story map
provided for her. And for the Test 2, she was able to write down the question
about the setting (place) without any hesitating. Below are the evidence that she
had jotted down the note into her story map and also her answer for the question.
She also seem more understand the story as she able to give her ideas and she
even tell her partners the story.
From my interview with her, she informed me that she interested with
the pictures and she told me that the picture and the story map help her in
remembering the flow of the story. Based on the three data collected, Sakinah
had shown a positive improvement in term of mastery, behaviour and attitudes in
understand the literary text by using First Sight Board.
7.3
in the class. Regarding her understanding in literary text, she told me that she
unable to understand the setting (place) of the story as she said that the story
was quite complicated. Based on Test 1, she was completely unable to answer
the question. Below are the mistake done by Puteri Balqis in answering Test 1
question about setting (place).
For the second session, I introduced the First Sight Board and give her
the story map. She just only follow the instruction given and she seems to write
down the note. She seems quite interested with the story as she started to
understand the plot of the story. She also able to answer the question given in
Test 2. Below are the evidence that she able to answer the question.
7.4
Aida (Pseudonym)
Aida is one of my research participant and loves to talk and always loose
her focus during the lesson. Regarding the comprehension on literary text, she
told me that she had problem in writing the characters name. She know the
name of each character but one of the problem faced by her was she always
wrongly write the name of the character. Based on Test 1, she unable to write
down the name of the character correctly. Below are some examples of the
wrong writing of the name of the characters.
From my interview with her, she told me using the picture enable her to
remember the name of each characters. This due to the imagination, she said
when she look at those picture she will know the name of the characters. In
addition, she also admitted that she quite clumsy as she did not pronounce the
name of the character carefully as she think she is right.
Based on the three data collected, Aida had shown a positive
improvement in term of mastery, behaviour and attitudes in understand the literary
text by using First Sight Board.
7.5
Balqis (Pseudonym)
Balqis also one of my research participant. She is active and hard to
From my observation, during the first session, Balqis did not pay
attention to the Test 1 and always walking around and hardly to follow my
instruction. She did not interested toward the test and do her own work. After,
carry out my second session, I could see that she completely changed and seem
From my interview, she said that she bored with the lesson as it was not
interesting enough and she did not understand what the teacher was teaching.
That is the reason why she always walking around. However based on the three
data collected, Balqis had shown a positive improvement in term of mastery,
behaviour and attitudes in understand the literary text by using First Sight Board.
7.6
Muhsi (Pseudonym)
Muhsi was the only boy among five research participants. He was
described as to have a different personality and hard to predict. He did not like
to learn English as he found it hard to know the meaning. Regarding his
understanding on literary text, he told me that he completely did not know about
the story. He only know the character. Based on Test 1, Muhsi shows a lack of
interest and did not answer the question properly. Below is an example of
Muhsis work.
Based on my interview with him, he admit that during the Test 1 he was
quite boring as he did not know anything. However, when the second session,
he feel much better as he loved the picture. The picture also made the lesson
more interesting and he able to remember well using those picture.
Based on the three data collected, Muhsi had shown a positive
improvement in term of mastery, behaviour and attitudes in understand the
literary text by using First Sight Board.
CHAPTER 8
8.0
FINDINGS
The findings of this research indicated that most of the participants do have
positive attitude and improved a lot in the learning selected short story: And Something
Weird Happened, after the usage of First Sight Board. The results from this research
were based on three different form that is data analysis, observation and interview.
Based on the surveys which had been give earlier to the participants, it contained
information on the participants background knowledge, their opinion on the selected
short story: And Something Weird Happened and also participants opinion or
feedback on the teachers activities. The data gathered shows that almost all of the
participants did not like to read the story as they unable to understand the story even
they read the story many times. However, most of the participants found that the story
is interesting and this might be due to the illustration in the story that successfully attract
the participants interest toward the story. However, the participants still did not enjoy
learning the story even the story look interesting for them. This might happen as they
found some unfamiliar words to them and they were struggling to understand the story.
This factor somehow caused them to resist reading the story and thus de-motivated their
interest in reading the short story.
In addition, most of the participant also stated that they did not enjoy the way
their teacher taught them in class as the teacher frequently used reading aloud activities
and do written activities. Some of the participants did not like to do a lot of written
exercises and they preferred if the teacher could do more hands-on activities in the
classroom. Besides, less information between the teachers might contributed to this
problem. All the participants wanted the teacher to change her activities and suggested
to learn the story using First Sight Board in the classroom.
The result of the surveys on the impact of using First Sight Board also achieved
the target of the research. Almost all the participants agree that they like how the
researcher used the First Sight Board in their class, how they enjoyed the activities and
how they were having fun during the lesson. Most of them also suggested their teacher
to use the First Sight Board frequently during the teaching and learning process. Lastly,
almost all the participants agree that the First Sight Board really helped them to
understand the story better including literary text of the story.
From the observation done, most of the participant were they able to listen
attentively during the story telling session. They showed interest and always responded
to the questions asked by the researcher. The rest of the participants could listen to the
story 5-10 minutes only. During the session, researcher noticed a few of the participants
were talking to their friends, drawing something on the story map handout that been
given to them and one participant was caught dozing off during the lesson. This result
may due to the external factor which contributed to the participants attention span.
First, the story telling was carried out during the English lesson after recess time.
Besides, before the recess time, they were having Physical Education (PE) class at the
school field. This factor affect on their attention span as they were tired and exhausted
after PE class.
Majority of the participants showed positive attitudes through their responses in
the classroom. Most of them took part actively during the lesson. Their active
participation could be seen though the question and answer session and also activities
carried out after the usage of the First Sight Board.
Based on the interview done, majority of the participants give positive responses
when they were asked about their understanding on the story and the literary component
of the story learned. All the participant stated that they were able to understand the story
and also able to identify the literary text in the short story easily.
Based on the findings, it can be concluded that the research conducted was able to
answer the research question; How and to what extend does the feedback from using
the First Sight Board contributed to the participants learning?
From the usage of the First Sight Board, it was proven that participants have
improved in their learning. This can be seen through the result of the post-test which
showed great improvement in the participants mark. Besides, through observation
done, majority of them were able to achieve the objectives of the lesson. Furthermore,
from the feedback, majority of the participants agreed that the usage of the First Sight
Board really helped them in understanding the story better.
It was observed that participants do feel interested and enjoyed in learning And
Something Weird Happened from the usage of First Sight Board. This can be seen
from their feedback of survey which showed positive reactions and attitude towards the
learning process. More interaction between the teacher and the participants and also
with the interesting language games activities conducted, the participants did enjoy and
had fun during the learning process.
Even though the result from this research showed positive impact on the
participants learning, the researcher should take into considerations of other external
factor such as participants readiness towards the lesson, classroom environment, time
of the lesson will be carried out or assigning participants into groups will give impact
towards the participants learning.
CHAPTER 9
9.0
in teaching literature to Year 5 pupils. The use of First Sight Board as to enhance pupils
learning and comprehension towards the content of the story seems good approach.
Even with the low proficiency level in English and limited vocabulary, the participants
showed positive attitudes towards the learning process as they were able to interact with
the researcher.
Based on this research, the researcher had conclude his propose to improve the
quality of the research on teaching literature using First Sight Board. The researcher
proposes the following steps should be considered. Firstly, ample time should be given
to carry out the research, as to get the specific and accurate data of the participant.
Besides, the researcher needed more time to explain how to answer the WH-question
to the participants. The researcher only able to explain little bit on how to answer the
WH-question within the time given.
Secondly, more experimental research should be done in teaching literature using
First Sight Board with larger sample of participants and other grade levels. Therefore,
the percentage of the success will be more accurate.
Third, more and variety activities should be carried out following the usage of the
First Sight Board as to allow fun and meaningful learning experiences to the pupils.
Maximise activities which allow pupils to use the target language (English) as to
improve their proficiency level in speaking and writing English such as simulatio n,
role-play, quizzes, or mini drama based on the short story, And Something Weird
Happened.
Lastly, workshops and seminars should be organised for Year 5 English teachers as
to provide them with creative teaching skills in teaching literature throughout the usage
of different teaching aids and strategies of using the materials in the classroom.
Throughout this research, it is hoped that teachers will get the beneficial informa tio n
on the usage of the First Sight Board and implemented activities carried out after it in
teaching literature. It can also be used as a reference to the ESL teachers in carrying out
their lesson, not only in teaching literature, but also applicable to other skills such as
listening, speaking and reading skills.
REFERENCES
APPENDICES
APPENDIX 1
TEST 1
COMPREHENSION ON LITERARY TEXT IN SHORT STORY
(AND SOMETHING WEIRD HAPPENED...)
YEAR 5
SEKOLAH KEBANGSAAN MARANG,
21060 MARANG, TERENGGANU
INSTRUCTION:
1. Do not open the test paper without teachers permission.
2. You are given 45 minutes to complete the test.
3. Answer all the question.
CHAPTER 2: __________________________________
CHAPTER 1: ___________________________________
APPENDIX 2
Topic: Using Story Map to Improve Year 5 Pupils Comprehension
on Literary Text in Short Story.
No.
STATEMENT
YES
NO
(/)
(X)
YES
NO
(/)
(X)
English) in class.
No.
STATEMENT
No.
STATEMENT
YES
NO
(/)
(X)
APPENDIX 3
TEST 2
COMPREHENSION ON LITERARY TEXT IN SHORT STORY
(AND SOMETHING WEIRD HAPPENED...)
YEAR 5
SEKOLAH KEBANGSAAN MARANG,
21060 MARANG, TERENGGANU
INSTRUCTION:
1. Do not open the test paper without teachers permission.
2. You are given 45 minutes to complete the test.
3. Answer all the question.
CHAPTER 3: __________________________________
CHAPTER 4: ___________________________________
APPENDIX 4
OBSERVATION CHECKLIST FORM
Name: _____________________________________
Section A
1) Responses and participations in the classroom.
BEHAVIOUR
1.
YES
DESCRIPTION
NO
DESCRIPTION
2.
3.
4.
Section B
2) Responses toward literary elements.
a) Characters and Traits.
BEHAVIOUR
1.
2.
3.
4.
YES
DESCRIPTION
NO
DESCRIPTION
2.
3.
4.
YES
DESCRIPTION
NO
DESCRIPTION
APPENDIX 5
INTERVIEW FORM
NAME: __________________________________________
SESSIONS
First Session
TEACHERS QUESTIONS
PARTICIPANTS ANSWERS
1.
2.
activity?
3.
Second Session
1.
2.
activity?
3. What do you feel during the
activity?
3.
APPENDIX 6
YES
NO
(/)
(X)
STATEMENT
APPENDIX 7