1.

Nama Sekolah: Sekolah Kebangsaaan RKT Lasah,

31120 Sg. Siput (U), Perak.

2. Kumpulan Penyelidik: Puan Jama’yah Bt. Md. Hanafiah

3. Tajuk Kajian: “Word Wall”- An approach to enrich vocabulary of

pupils from Year 5 Wira.

4.Refleksi P&P yang lalu:

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.
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.

5.Isu keprihatinan/ fokus kajian:

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.
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.
After discussing this issue 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.

6.Objektif Kajian:

a. Objektif Umum: To increase the passing percentage in

English Language paper.

b.Objektif Khusus:
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.

7. Kumpulan Sasaran: 25 pupils from Year 5 Wira, all Malays with

13 boys and 12 girls.

8.Tindakan yang dicadangkan:

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.
9.Jadual Pelaksanaan Kajian:

Bil. Aktiviti Tarikh

1. Identifying problem and collecting data Jan – Feb 2007
2. Preparing Proposal 21 Mac 2007
3. Planning an action 24 Mac 2007
4. Implementing the action- Activity 1 26 Mac- 5 April 2007
5. Discussing the problems arise in the action. 6 April 2007
6. Implementing the action- Activity 2 9 April – 19 April 2007
7. Discussing the problems arise in the action. 20 April 2007
8. Implementing the action- Activity 3 23 April – 3 May 2007
9. Discussing the problems arise in the action. 4 May 2007
10. Implementing the action- Activity 4 7 May – 17 May 2007
11. Discussing the problems arise in the action. 18 May 2007
12. Post-test 24 May 2007
13. Writing the report. 4 June 2007
14. Presentation (School level) 13 June 2007
15. Submission of reports 30 June 2007

10. Kos Kajian:

No. Item Quantity x price per Total cost
unit
1. A4 paper 3 X RM 8.00 RM 24.00
2. Cartridge 1 X RM 65.00 RM 65.00
3. Photostated item RM 50.00
4. Multi coloured paper 2 X RM 12.50 RM 26.00
5. Multicoloured Artline 6 X RM 2.50 RM 15.00

Grand Total RM180.00

KERTAS CADANGAN
PROGRAM KAJIAN TINDAKAN

NEGERI PERAK

PERINGKAT SEKOLAH

2007

SEKOLAH KEBANGSAAN RKT

LASAH, 31120 SG. SIPUT (U),

PERAK.