JABATAN PELAJARAN PERAK

PROGRAM KAJIAN TINDAKAN NEGERI PERAKPERINGKAT 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 KURIKULUMJABATAN PELAJARAN PERAK

TABLE OF CONTENT

TOPIC:................................................................................................................................3

ABSTRACT:........................................................................................................................3

ACKNOWLEDGEMENT...................................................................................................4

REFLECTION ON PREVIOUS TEACHING AND LEARNING:..................................4

ISSUES / RESEARCH FOCUS.........................................................................................5

OBJECTIVES:....................................................................................................................6

a. General Objective:..............................................................................6

b. Specific Objectives:.............................................................................6

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

IMPLEMENTATION OF RESEARCH:..........................................................................7

Problems Identification.............................................................................7

Problem Analysis.......................................................................................7

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

Actions Taken...........................................................................................10

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…………………...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

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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.

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

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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.

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.

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OBJECTIVES:

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.

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IMPLEMENTATION OF RESEARCH:

Problems Identification.

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.

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.

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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.                                                   

No. ActivitiesJanuary February March April May June

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 41 Identifying problem and collecting data √ √ √ √ √ √ √                                2 Preparing Proposal                     √                          3 Planning an action                     √ √                        

4Implementing the action- Construction of Word Wall                       √ √                      

5 Discussing the problems arise in the action.                         √                      

6Implementing the action – Guessing game

                          √ √  √ √  √  √          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.

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Reflection:

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.

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Evaluation:

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.

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Observation:

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)

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Procedure:

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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