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CHAPTER ONE

1.0

INTRODUCTION
1.1

The Background of the Study

Action research generally came to be understood as an action reflection and cycle of
planning, acting, observing and reflecting. This cycle can be described as the process of
action research as. We review our current practice, identify an aspect we want to improve,
imagine away forward, try it out, and take stock of what happens. We modify our plan in light
of what we have found and continue w ith the action, evaluate the modified action and so on
until we are satisfied with that aspect of our work.
For me as the final year pupils in the Institut Pendidikan Guru, we are required to do
an action research on a selected issue to be diagnosed and ways to improve on it. This is done
as to the needs of completing the PISMP course. The research would be done along the
course of our third phase practicum.
For this action research, I have came out with a few topics, but finally I came out on
how to deals with the problems of young learners’ especially from my school that pupils are
mostly not interested in reading english books. The research is focused on motivating
children to read books in English and enhance understanding by using big books as a tool to
promote reading. Big Books are magnified or enlarged versions of children's books, usually
narratives and are considered to be one of the most effective ways of getting young children
involved with into reading.
For this research, I have provide some valuable facts why reading in english is
important and beneficial and what makes you a good teacher. I hope all the information and
valuable facts gained from this thesis will help me to improve and enrich my teaching
practice and demonstrate achildren that reading in Eenglish is fun. Every class in primary
schools now spends part of each literacy lesson looking at a book together, but it is difficult

for thirty children and a teacher to discuss the contents of the book and for them to share and
view one book of an ordinary or small size. Hence the large format book is designed for the
whole class to share and participate in the instructional program. This big book could perhaps
offer an excellent way to develop literacy, in particular, the learning of new vocabulary and
enhancing comprehension of texts, as well as the appreciation of literature in primary schools
in Malaysia. The advantage of the big book is it comprises self contained double page spreads
display of appealing colorful photographs, fact files, board games and stories of our daily life
which capture the distinctive physical and cultural aspects of life in Malaysia
A good quality big book can be the basis of a brilliant lesson which allows all
the children to enjoy reading the text, learning varied sentences and new words, in line with
the literacy framework stipulated in the syllabus. However, merely enlarging an existing book
will not be adequate without good illustrations. Some books have small print, which could be
a disadvantage to pupils sitting at the back of a classroom. This may result in them losing
focus of any discussion that is taking place.
Big books are a valuable tool in the teaching of English for children in Malaysia as
English is their second and third language. Teachers agree that using big books can improve
the development of the four language skills. The introductory part of the lessons, which
include the reading and discussion of the big books, followed by activities based on the theme
of the book, promote pupils' interest in learning English. Children's confidence in using
English can be enhanced. In addition, using the big book creates a relaxing learning
environment (Normaliza Abd Rahim et.al, 2008).
Positive attitude towards reading can also be fostered among pupils through the use of
the big book. For instance, Morris et. al (2003) points out that pupils age 7-9 years old seem
to have a positive attitude towards lessons using the big book. Sitting on the floor and
listening to the teacher reading appears to be a highly enjoyable and positive experience.

For the research, I will try to provide some valuable facts clarifying why reading in
English is important and beneficial and what makes a good teacher of reading. I hope all the
information and valuable facts gained from this diploma thesis will help me to improve and
enrich my teaching practice and demonstrate children that reading in English is fun.

1.2

The Reflection of Past Teaching Experience

I have been to three different schools for my practicum. For the first practicum, I went
to SK Felda. In this school, the use of English language is only during school time, and to be
exact pupils only learn English during English lesson. The pupils are mostly from farmer and
plantation workers who are not so able to use English at home. Thus the results, pupils are
weak in English and only depends on the teacher to learn. For the second school, I went to
SK Oran for two month. As a teacher, It was an enjoyable experience for me as the
surrounding is warm and I got support from the teachers there. As in teaching, the same
problems from the first practicum also occurs here. The pupils are not exposed to learn
English covertly from their surroundings. It is quite challenging task to teach a year three
without any interest in learning English.
I realise that quite a lot of pupils from all these schools are having that pupils have
problem not interested in reading especially English, and this is also happening in my new
school for the practicum phase 3. From my experiences of attending these schools, I can
relate that both pupils in each schools needs something new to trigger their interests in

reading English books. During the teaching and learning lesson, I have done a lot of activities
to grab the pupils attention to read in English. There are poem reciting, choral reading, jazz
chant, choral speaking and other fun activities. These activities looks enjoyable for pupils, but
not as there is one activity that I find very interesting for the pupils and can suit the teaching
and learning session well that is using big book.

From my experiences and observations, In planning a lesson for the teaching and
learning, I have conducted activities by using big book especially for language arts and
reading class. I have been using big book during practicum phase 1, phase 2, and also phase
3. So I have gone through some experiences by using the big book and its effects on the
process of teaching and learning. That is why I am using big book as my focus on the action
research because of the experience that I have.

what should we do to grab their attention and have them to sit down and read? When teaching English to young learners. if the pupils are neglected in reading. they do not read much for pleasure. As we all know. It involves them into the learning process and . From reading. So. I recognised the fact that children at primary schools read very much for practice. which means that they only when they are asked to. boost creativity. enhance memory and analytical thinking. I believe that presenting language through big books and activities related to big book is one of effective ways of teaching and learning English. pupils can gain a lot of benefit such as expanding their vocabulary.0 THE FOCUS OF RESEARCH 2.improve writing skills.CHAPTER TWO 2. children develop their imagination. creativity and making predictions. however.1 Problem Statement The issue is pupils are mostly not interested in reading especially English. this will influence their language development and knowledge about the subjects. Pupils from my school are not interested to read. Through reading or listening stories from the big books.

reading enables the children to dream and enriches their lives. through reading books and television programmes. perception and attitude . children can develop their fantasy and imagination. moral and culture values. their general knowledge of the world. pleasure and fun and thus encourage children to want to be readers. the teacher has entered the year 2 class to conduct a preliminary investigation on the pupils. teachers should be able to motivate children to read. creativity. From the statement above. it has been proved that early readers show better results on language screening tests than children who started to read later (Morrow 105). However. Moreover. It significantly influences the child´s language development and communicative skills.thus they absorb the language naturally and with fun. Reading books has both social and emotional value. they can help them to think of books as a great source of new knowledge. I chose this topic as I would like to imrove the pupils interest in reading find the most suitable and efficient methods and activities motivating children to read books in English by using the big book. a questionnaire (Appendix 1) was produced as the preliminary test in this study. By reading books. it was found that even in preschool children’s books it was noticed that there was more sophisticated vocabulary than in adult television shows (Temple 435). If teachers are capable of inspiring children to read.2 Preliminary Investigation Children are being told that books and reading are good for them. Before conducting the research. 2. The problem is that the pupils in my school do not read much for pleasure in their free time and their ability to use the knowledge extracted from the book is very low. Furthermore. Question items in the questionnaire was constructed to determine the pupils’ reading habit. In one analysis of vocabulary development. They hear it especially from their teachers at school.

Pupils had answered the questionnaire and the results is gained and had been analyzed. it is quite boring for the pupils to read. The question basically related to the personal pupils attitude towards English subject and attitudes towards reading. This shows that half of the respondents love to read in English.3 Analysis of Preliminary Investigation This questionnaire is basically general question asked to 4 selected pupils in year 2. Questionnaire question (1) : I love reading English books. Without whole understanding of the story. This part consist of 5 questions. The result of the findings is shown in figure 3 below: . 2 of them answered ‘yes’ while the other one answered ‘no’. Both of the pupils said that they love to read English. 2. Pupils who answered no explained that they don’t know the meaning of some words in the story.of pupils' interest generally in reading English books. The findings from the results shows that 2 over 4 pupils love to read English books. The questionnaire consists of 5 questions.

After a few questions. The results of the findings is are shown in figure 4 below: . the pupil (s4) said that her parents usually ask her to do homework or read with the help of her older siblings. and only help when asked by their children. For other pupils. From my knowledge. one of the parents of the pupils is teachers. their parents only make sure that they do their homework. we can see that the parents are not reading books to their children and only let their children read at school. From these results.YES NO Figure 3: Question 1 questionnaire score Questionnaire question (2) : My parents reads story books to me at home. The findings from the results show that only one respondent answered ‘yes’ and the others answered ‘no’.

From this result. For other pupils. we can see that the most respondents did not have the interests to read English books during their free time except for (s4).YES NO Figure 4: Question 2 questionnaire score Questionnaire question (3) : I read English books during my free time. so the access to English books is available at home. From my knowledge. The findings from the results show that only one respondent answered ‘yes’ while the others answered ‘no’. The results of the findings are shown in figure 5 below: . (s4) parents were both teachers. they answered that they usually read Malay books and prefer to read Malay books rather than English books.

From this result. The results of the finding are shown in figure 12 below: . The respondent that answered no (S2) might have problems in accessing the library or he didn’t have the opportunity to go to the library.YES NO Figure 5: Question 3 questionnaire score Questionnaire question (4) : I went to the library to read books The findings from the results show that only one respondent answered ‘no’ while the others answered ‘yes’. we can see that the respondents go to the library to read books.

From these results. The results of the findings are shown in figure 7 below: . The findings from the results show that all respondents answered ‘yes’.YES NO Figure 6: Question 4 questionnaire score Questionnaire question (5) : When I read I look at the picture. One pupil (s2) said that he will not read book that have no pictures. we can see that the respondents find book with more pictures is more interesting than with fewer pictures. The respondents might be attracted to the illustration design of book with lots of colours.

In addition. Sitting on the floor and listening to the teacher read appears to be a highly enjoyable and positive experience.4 Criteria of Selection Big Books are a valuable tool in the teaching of English. which include the reading and discussion of Big Books. Pupils usually are on task during pair/group work. promote pupils' interest in learning English. The introductory part of our lessons.YES NO Figure 7: Question 5 questionnaire score 2. they enjoy the language games in groups or pairs that often follow the reading of Big Books. followed by activities based on the theme of the book. Pupils have a positive attitude towards Big Book lessons. Teachers agree that using Big Books can improve the development of the four language skills. They are willing to take risks . Children's confidence in using English can increase and using Big Books creates a relaxing learning environment.

and bright. Pupils show enthusiasm for the illustrations each time the teacher turns a page. teachers can provide children with books where varieties of language are incorporated. they should look for a degree of repetitive language structure. Other books enable to develop syntactic complexity and the use of various adjectives and adverbs. language teaching should be combined with real life. themes that would interest and motivate pupils. There is always increased motivation. in Bobulová 15).4. However. colourful illustrations. They are motivated by the big book and they respond well to questioning and reading with the teacher. All students of differing abilities are interested in big book. Some children’s books are focused on the sounds of language. The Value of Learning English through Reading According to Halliwell.1 Use of Big Book for Reading 1. . teachers should bear in mind that reality for children involves fantasy and imagination as well (qtd. are essential for children’s motivation to learn English. To help children develop their language skills through reading books. They inspire many of the less able pupils to respond in English. They usually respond to the best of their abilities and clearly display a very high degree of interest in the lesson. the role of imagination and fantasy. and thus provide children’s language stock with new phonemes. When teachers choose Big Books.and work collaboratively on art work. Craft books force children to understand and follow directions. enjoyment and participation in Big Book lessons. 2. They encourage creative responses. thus encouraging responses from all ability levels. such as the book We’re Going on a Bear Hunt. Pupils' facial expressions and their oral expressions are clear indicators of their interest in the illustrations. Therefore. Pairs and groups are enthusiastic about reporting their work. being an indispensable part of all children’s books.

games or drama. the teachers should be able to inform children how to read effectively. the great advantage of using literature in foreign language classroom is its socialising factor as well as the fact that children have the opportunity to build upon their previous knowledge and experience. especially big book. By reading books in the classroom. such as the book Silly Billy. while-and post-reading activities such as storytelling. deal with children’s everyday problems. Krashen notices that reading for pleasure can lead to the comprehensible input (Lightbown.Big books enable them to make their own stories. Realistic books. Nowadays modern concept of foreign language teaching offers various activities coming out from the usage of foreign language literature. introduce them to figurative language and encourage them to recite poems. Spada “Theoretical Approaches”). spontaneous usage of the new language (Morrow 95). Discussions of these problems encourage children to express themselves. Moreover. and the use of various pre-. Poetry and nursery rhymes help children to learn rhymes. All of these make children feel safe and create a stress-free and friendly environment. . their feelings and worries through the foreign language. The more of input they get. children can start to view the reading as a pleasurable. which is the problem for the majority of pupils especially in the rural area. when discussing the language of books. leads to the children’s acquisition and immediate. The exposure to the language they hear and use. Using Children’s Big Book in English Language Classroom One of the aims of all teachers of English should be their effort to motivate and support their learners to read books in English. interesting and fun activity. Using books in English language classroom is unquestionably one of the most effective means of teaching English. 2. Moreover. the more easily they automatize the language and use it without thinking about it. essential for successful foreign language learning (Bobulová 18).

soon realise that reading involves bringing together what they already know with what they actually see in print. children are encouraged to make inferences and formulate predictions. She models self-queries such as.. As the teacher reads the story enthusiastically.".2. she thinks aloud about her own understanding. Depending on the developmental level of the pupils and the teaching objectives. I wouldn't do it because . as they observe the teacher. in order to construct their own .. a strategy that all proficient readers indulge in. (2) Modelling the Thinking Process Strickland (1990) suggests that the teacher occasionally use the first reading to demonstrate how readers think when they read a text. different strategies can be used. 1988. (1) Activating Prior Knowledge Before the actual reading the teacher can ask the children what they think the story is going to be about by engaging in a discussion of the title and the illustration on the cover page... Could it mean. "I wonder if this story is going to be about. By using clues from the text and their background knowledge..". Strickland and Morrow.2 Activities through the Big Book in the Classroom The Big Book is a rich source of many activities which promote reading and meet curriculum objectives (Strickland.?" or "If I were. "This is a little confusing but I will keep on reading to find out more". 1988)..4. "This is a new word. Cassady.. 1990.. The pupils..

children are also being trained to use the story line to anticipate and predict.. This is particularly significant for the less proficient readers. many of whom think that reading is limited to accurate decoding. This ensures that the children can see exactly what the teacher is reading and they learn to associate sound with the printed symbol. (3) Tracking Print As the teacher reads aloud. she can pause at suitable junctures to allow pupils to predict the words or phrases that should follow. 'sentence'. The children will carry out the task easily and with pleasure because they have heard the words being repeatedly read and also because of the rhyming structures. 'page'.". (4) Encouraging Skills of Prediction As the teacher reads aloud. the teacher can introduce terms of book language such as 'word'.. In the same vein. e.g. Similarly at strategic points teachers can stop and ask children to predict what will happen next in the story. Children who learn to finger point demonstrate higher levels of concepts of print and phonemic awareness (Morris et. 'author' and 'title' in naturally occurring contexts. Besides the sense of fun and active involvement that is encouraged. she follows the text with her hand or a pointer. 2003). .meaning. "I like this word because it reminds me of.al.

0 OBJECTIVES/QUESTIONS OF RESEARCH .5 Definition of terms 1. Reading literacy CHAPTER THREE 3.2. Predictive 4. Big book 2. Phonological skills 6. Extensive reading 5. Storytelling 3.

3.THIS research is mainly to examine the extent to which the use of big book in teaching and learning to promote reading English and enhance pupils’ understanding on the story taught by the teacher. 3.2 Research questions 1. 4 To determine whether the story telling activities by using big book is suitable to be used in teaching English in the year two classroom. Would the graphics and illustration can help to improve pupil understanding of the sentence in the story? 3.1 Research Objectives 1. Would the use of big book able to promote reading to pupils and increase their interests in reading? 2. Do big books can become a better teaching aid rather than normal books? 4. To Identify the students' perceptions and behaviour towards reading. 3 To determine the effectiveness of the big book in teaching English and enhance pupils understanding. Are the attitudes of pupils towards big books more positive compared with the other method of learning? . 2 To identify the best option to enhanve pupils interest and understang in reading English book.

I can generalize the population that I am interested in. By using random samples. A sample is a scientifically drawn group that actually possesses the same characteristics as the population – if it is drawn randomly. but have different family background.To make it fair and not biased. a part of it and all its characteristics. these pupils have a balanced academic achievement. Three out of four pupils lives in a rural area with no English environment. . From my research through their record book.1 TARGET GROUP/PARTICIPANTS The “population” in statistics includes all members of a defined group that we are studying or collecting information on for data driven decisions. 4 person has been chosen that comes among 21 pupils of year 2 Bestari . Set of pupils involved in are randomly selected.CHAPTER FOUR 4. A part of the population is called a sample. a slice of it. pupils involved is two boys and two girls. Their access to English books are also limited where their parents did not provide them with English books. The parents of the other one remaining pupils is a teacher and the access to English books is available at home. It is a proportion of the population. For this study.

CHAPTER 5 5. Data analysis of the preliminary investigations. Preliminary Investigations The respondents were given the questionnaire focusing on their behaviour and perceptions towards reading. behaviour and perceptions. To analyse and interpret findings collected from the collecting data process to know pupils interests. The participants were named as Participant s1. . s2. the researcher followed a few certain procedures of actions.1 Procedures of Actions In carrying out the research in to investigate the effectiveness of using big book to promote reading and enhance pupils understanding. s3 and s4.0 PLAN OF ACTIONS 5. The procedures of actions that had been carried out were as followed: WEEK ONE Selection of participants 4 pupils from year 2 were chosen as the respondents in the research.

. Data analysis of the pre-test To analyse and interpret findings collected from the collecting data process to determine pupils achievement before the recommended intervention. Data analysis of the post-test To analyse and interpret findings collected data fron the post-test WEEK FOUR Questionnaires To find out information/opinion/view of respondents of reading in English as a whole and about the big book. Big books were used during the teaching and learning session through different strategies such as reading aloud and storytelling. To collate information about opinion/view of respondents after recommended intervention been carried out. The method used is by reading aloud the story and pupils were required to answer each questions based on their understandings. WEEK THREE Recommended intervention The recommended intervention is applied to improve pupils achievement. Post-test To acquire information and data of how well the participants had done after being carried out recommended intervention. Data analysis of the questionnaires To analyse and interpret findings collected from the collecting data process to test the effectiveness of the recommended intervention. The post-test were designed exactly the same as pre-test so that the comparison of the results of pre-test and post-test can be analysed easily and clearly. Pupils were given the text on a paper during the teaching and learning session.WEEK TWO Pre-test Pupils were given the pre-test after the lesson without using the big book.

The four respondents provided comments and ideas on the use of the big book.2.Report writing Writing full report of all the details of the research as well as reporting about findings of the research. The questionnaire comprises 25 questions from 2 parts. All of them has been involved in administered questionnaire and pre-test and post-test. 5. The pre-test and post-test compromise on pupils understanding about the story that comes in 10 questions.2 METHODS OF COLLECTING DATA In total. 5.1 Pre-test and Post-Test . four pupils from year 2 Bestari participated in the study.

This test uses the same set of questions to the pre-test that has been conducted earlier. Pupils are provided with plain text of the story “My Cat” and teacher read aloud the story. or C (Appendix C). Pupils are required to answer all questions within 10 minutes of the test. Pupils’ answers are collected and reviewed to determine their scores and are analyzed to obtain the average scores. Pupils then continue the lesson with chain reading and each of them was involved. After a pre-test. It aims to measure the level of pupil understanding and comprehension of what has been taught. grades and percentage. After the activities are done. . Its aim is to assess the extent of pupils’ understanding of the story taught by teachers using the big book. reviewed and analyzed to determine the scores to get the grade point averages and percentages to allow the researcher to assess pupils' mastery of the story studied. This test consists of 10 questions that requires pupils to choose the right answer whether it is A. pupils were given the test to know their understanding about the story. Post-test Post-test is conducted in the second mode of teaching and learning after the researcher uses the big book as a tool in the teaching and learning session. responses are collected. B. The results are then compared with the pre-test results in order to see if there are any positive or negative results after the big book has been used.Pre-Test A written test is given to selected pupils after the teaching and learning activities through read aloud activities.

. These values are converted to a percentage. All respondents were asked to respond to a written questionnaire.Each pupil has the opportunity to get maximum marks of 10 and a minimum score of 0 for both test. Pupils’ scores are calculated by the number of correct answers and the scores are then divided by the total scores of 10 and multiply by 100 to find the marks of pupils in percentage.2. questionnaire also had been used on the respondents (Appendix 2). 5. This questionnaire is the heart of the survey in other words it is a substitute for personal link between the researcher and the respondents.2 Questionnaire Questionnaire (Appendix 1) was used as the preliminary investigations on the respondents. Question items in the questionnaire was constructed to determine the perception and attitude of pupils' interest generally in reading English books and the use of big book in the classroom to improve pupils’ understanding. For the method of collecting data.

However. Respondents were asked to answer all questions related to the pupils’ perceptions towards the use of big books in the classroom and ability to increase interest and understanding of the story being taught. the format and content of the questionnaire also can influence respondents’ results. the researcher uses 'yes' and 'no' questions just because they are appropriate and suitable to the age of the respondents. Data were analyzed in tables and graphs as below.0 Interpretation of data 6. In this study.1 Pre and Post test Pre and post test questions were conducted and pupils’ answers are reviewed and evaluated to determine the level of pupils' understanding and mastery of what was gained during the teaching and learning process. This can ensure pupils’ ability to answer each of the questions given. This part consists of 20 questions. This is because the interpretation of the behaviour of an individual is something that is quite difficult to be explained. . The weakness of the questionnaire sometimes can cause problems for overall conclusion. CHAPTER SIX 6. Analysis is performed based on a set of research questions. This questionnaire consists of more specific questions that have been conducted to 4 selected pupils from 2 Bestari.

the researcher will interpret the data in terms of percentages of the 10 questions. Overall score for this test is 10 marks.Score Points Right Answer Wrong Answer Table 1 Score Value 1 0 Interpreting scores of pre and post-test answers In this study. the minimum score is 0. If the respondent is able to answer correctly the items given. The average score of 7-10 showed a positive acceptance of the pupils. there were 10 multiple choice questions designed to identify pupils' understanding of the story told during the big book activities. From Table 2. Each question has 3 answers and pupils have to choose the right one based on their understanding (APPENDIX 1). then there is the problem of understanding during the teaching and learning session. The results are in table 3 below: . If the answer given is wrong. Low mean score of 0 to 3 indicates a negative reception from the pupils. this means that the pupils have no problem of understanding in the classroom. All the analysis in this study will be evaluated and correlated in order to obtain accurate and valid results. maximum score is 10 scores are then categorized into the following levels as in Table 2: Score 0-3 4-6 7-10 Table 2 : Test score grading To show the results of the study.

After teaching has been conducted.Item Pre-test percentage Post-test percentage S1 4/10 40% 10/10 100% S2 7/10 70% 7/10 70% S3 5/10 50% 8/10 80% S4 7/10 70% 10/10 100% Table 3: Overall score of multiple choice questions results Analysis of pre and post-testing Pre-test In the first week of teaching. Pupils’ results are recorded and analyzed to know the level of pupils' achievements. the method carried out by the researcher is using simple read aloud method where the researcher reads aloud the text in the story and pupils follow the reading. Available results of pupils are as follows: Item Pre-test percentage S1 4/10 40% S2 7/10 70% S3 5/10 50% S4 7/10 70% Table 4: Pre-test results Table 4 above shows marks obtained by pupils from pre-test results showing that the pupils did not understand the contents of story “my cat” taught by the teacher. The results of . the researcher gave a special test to see whether the pupils achieved the objective of the learning or not.

6. all four pupils answered correctly where for questions 8 and 9 all pupils’ answers are wrong. 3 and 5. colours. 8. 7. he had correctly answered only 4 over 10 of the questions (APPENDIX 1). For S2. we can see that for question 1. 7. For question 8 and 9. The questions that all pupils answered correctly mostly about animals’ name. that is question 4. They can answer the questions mostly because they have learned the topics in the previous lesson and familiar with the vocabulary used in the sentence. The last pupil (S4) got 7 out of 10 which is the same with S1. 8. and 9. For pupil 1 (S1). She answered wrong on question 7. 6. All in all. He answered wrong for question 4. 8 and 9. The third pupil which is S3 only got half of the questions correct. the question is about the cats’ behaviour and adjectives. and 9. This is because pupils might not understand the meaning of the sentence due to unfamiliar vocabularies. He got the wrong answers for question 6. 9 and 10. he answered 7 questions correctly and that is the highest marks from all of the respondents.this test has shown that pupils only understand on certain parts of the sentence in the story. She answered 5 questions wrong. Pre-test Students score 80 70 60 50 Students score 40 30 20 10 0 s1 s2 s3 s4 . 8. and the characters in the story. We can see that pupils cannot choose the right answer. 2.

the teacher teaches the same story but using different approaches. no pupils are in low score marks. the teacher once again give the same test with the previous test questions to assess and see whether or not the learning outcomes is achieved after the use of big book. After that. For s1.Figure 1: Pre-test pupils score Based on figure 1. Results of the analysis are in table 5 as follows: Item S1 Post-test 80/10 percentage 80% Table 5: Post-test results S2 7/10 70% S3 9/10 90% S4 10/10 100% Marks obtained by pupils from post-test results have shown that there are positive improvements made by pupils after the storytelling session using the big book. he scored 40% which means he is in the intermediate level. Another pupil who is in intermediate level is s3 where she score 50% from the full marks. The teacher has conducted a storytelling session by using the big book. Pupils’ understanding about the story “my cat” mostly has improved compared to the pre-test results . Post-test After intervals of one week. which is from 0 – 30%. namely the use of big book in teaching and learning to improve the extent of pupils’ understanding and interest in reading in English. Pupils’ results are recorded and analyzed. The other two pupils which are s2 and s4 are remarkably in excellent level where both scored 70%.

he had correctly answered only 4 over 10 of the questions. For S2. During the pre-test. 8. The post-test maintains the same results where it is supposed to show some positive improvement. he does not manage to show any improvement from the storytelling. The next pupil which is S3 whom only got half of the questions correct during the pre-test. He still got the wrong answer for question 6. that is the highest marks from all of the respondents. in the pre-test. For pupil 1 (S1). The last pupil (S4) shows remarkable results where she got 100% correct answers after the storytelling session. He answered wrong for question 4.except for one pupil. managed to improve to 9 correct answers. an improvement by 4 questions. she only managed to get 7 correct answers. in the pre-test he answered 7 questions correctly. As recorded. Post-test Students score 120 100 80 Post-test Students score 60 40 20 0 s1 s2 s3 s4 . 7. 6. The results of this analysis shows that pupils’ understanding is increased and only certain parts of the sentence in the story they still have issues in understanding the sentence. 9 and 10 but during this post-test. he managed to score on 8 questions. 8 and 9.

Also. This is a big improvement to the results where two pupils able to improve from intermediate to excellent score level. He is the only pupil who doesn’t show any improvement. he managed to double his score from 40% to 80%. Meanwhile. s2 still maintains his results at 70%. there are no pupils in low and intermediate score marks. The last pupil which is s4 still manages to impress where she scored full marks that is 100%. S3. managed to score 90% that also brought her to excellent score level.Figure 2: Post-test pupils score Based on figure 2. this means that there is no negative results after the storytelling by using the big book is conducted. For s1. who is also in intermediate level during the pretest. . and 40 – 60%. which is from 0 – 30%.

Comments from a number of the pupils in Malay were translated such as the following: ‘Look at that big book. From the illustration of the big book they can guess what the story is all about. These were the evidence that the teacher managed to get when listening to the pupils whispering to their friends when they saw the teacher holding the big book. Based on figure 8. half of the subjects agreed that it is the first time they see a big book being used in the classroom. This part consists of 20 questions. for question 1 and 2.Analysis of Questionnaire This part consists of more specific questions that has been done to 4 selected pupils from 2 Bestari. ‘I have a cat at home’ . They were also excited when the teacher used the big book for storytelling. it is very big’ ‘I never saw a book that big. Respondents were asked to answer all questions related to the pupils’ perceptions towards the use of big books in the classroom and ability to increase interest and understanding of the story being taught.

5 YES 2 NO 1. and ‘I am so happy’. the big book’. all of the pupils agreed that they were excited and love it when the teacher uses the big book in the storytelling session.5 3 2. 4. The respondents were happy when the teachers started the storytelling activity by using the big book.5 4 3.5 0 Q1 Q2 Q3 Q4 Figure 8: Q1 Is this the first time you see a big book? Q2 Have your previous teacher use the big book in the classroom? Q5 . ‘Look. They were seen smiling and whispering to their friends when they saw the teacher holding the big book.5 1 0. 4 and 5. These can be seen in their comments: ‘I am so happy now’. ‘I like the big book’.For question 3. This excitement could be seen in their facial expression. ‘I love the big book’.

Q5 I love it when teacher starts the storytelling by using the big book. when asked about their understanding of the story from the big book. and ‘My teacher is good in storytelling’.Q3 I like when teacher use the big book for storytelling. ‘My teacher can make different kind of voices’. ‘My teacher has good voice’. For question 6 (Q6). Some subjects pointed out: ‘I understand the story very well’. Q4 I am excited to see the big book in the classroom. ‘I love the ending part of the story’. he is able to understand some parts of the story but cannot manage to know the flow of the story. As for question 6. ‘I love looking at the big book while listening to the teacher’. The subjects points out: . ‘I love to listen to my teacher’s storytelling as he has good voice’. ‘I want to listen to the story again’. For the other pupil. and ‘I understand the story completely’. 3 persons of the subjects said that they understood the story in the big book. Some of the positive comments made by some of them are: ‘I love to listen to my teacher’. 3 respondents mentioned that they understand the story when the teacher used the big book for storytelling..

“what is the end of the story?’ ‘what is the meaning of this sentence?’ According to graph 2 above (Q7). The subjects mentioned that ‘I don’t want to retell the story’. Their comments in the interview concur with this finding. a large percentage of 3 persons of the subjects agreed that they liked to sit on the floor while listening to the story from the big book. . and ‘I can really see the big book clearly if I sit on the floor’. She prefers to stay at the back and sit on the chair. ‘I am very shy’. 2 persons stated that they understood the whole story from the big book. ‘I understood the whole story’ and ‘I can even tell my friends about the story’. They were seen rushing to sit right in front.The subjects are then asked to volunteer to retell the story when asked by the teacher. ‘ ‘I love to sit on the floor to listen to the story from the big book’. all of the pupils agreed that they will ask the teacher . A high percentage of the subjects agreed that they could not retell the story due to shyness and lack of confidence (Q8). These can be seen below: ‘I would run to sit in front when I saw the teacher with the big book’. For question 9. ‘I know the story but I don’t want to retell the story’ and ‘No. I don’t want to retell the story’. They gave reasons like. When asked what they would do if they did not understand the story related by the teacher from the big book (Q10). The only one pupil that answered no for (Q9) said that she did not like when have to compete with other pupil to get the best place.

5 0 Q6 Q7 Q8 Q9 Q10 Figure 9 Q6 I understand the story when teacher use the big book for storytelling.5 3 2.directly during the storytelling session.5 YES 2 NO 1. They mentioned that they love how the teacher explains the story with the facial expression and intonation. 4.5 1 0. Q7 I understand the whole story when teacher use the big book for storytelling Q8 I can story tell the story after the teacher story tell the story from the big book Q9 I like to sat on the floor while listening to the teacher using the big book for storytelling Q10 I will ask the teacher if I don’t understand the story that the teacher story told from the big book .5 4 3.

‘I actually understand the story and I want to help my friends by telling them the story again. majority of the subjects of the subjects agreed that they liked to see beautiful illustrations in the big book (Q12).For Q11. Some of the comments made are: ‘I would ask my friends if I don’t understand the story’. When the subjects were asked the reason why some of them kept quiet during the lesson. Also. They were seen happy and contented while looking at the illustrations. This was mentioned by a few subjects who said that ‘I would rather listen to the teacher’. and ‘That girl looks so pretty’. ‘I like to explain to my friends if they don’t understand the story’. . Their comments include the following: ‘Wow. For questions13 and 14. ‘I like the eyes of that rabbit’. According to figure 10 below. They commented as follows: ‘Look at that beautiful pictures’. they mentioned that ‘That cartoon looks real’. all the subjects agreed that they liked the colour in the big book and they liked to see the cartoon illustrations in the big book. ‘I wish I can draw like that’. they said that they would only like to confirm the story and gave their views to the peers. ‘I love the colours on that page’ and ‘Wow. more than half the subjects. and ‘I would prefer to concentrate well’. All the conversations were followed by their smile when they looked at the illustrations.’ and ‘I love talking about the story again’. beautiful’. ‘Look that is really beautiful’. The remaining 1 person of the subjects disagreed by saying that they would not ask their friends if they did not understand the story. ‘Really fantastic pictures’. I like the colours’. ‘Good pictures’. and ‘I like that!’. 3 persons of the subjects agreed that they would ask their friends if they did not understand the story. ‘Look at that one’. This was because they probably did not like to interrupt the flow of the story.

For question 15.5 4 3. ‘I would prefer to look at the illustration when the teacher is telling us stories’ and ‘I like the illustration there’. The subjects agreed and happy when they said ‘I loved it when we have storytelling because I can see the pictures’. 4. Figure 1o presents the results of pupils’ responses to five questions pertaining to the big book and their reactions towards the illustration in the big book.5 1 0.5 3 2.5 0 Q11 Q12 Q13 Q14 Q15 Figure 10 Q11 I will ask my friend if I don’t understand the story that the teacher story told from the big book Q12 I like to see beautiful illustration in the big book Q13 I like to see the colour in the bog book Q14 I like to see the cartoon illustration in the big book .5 YES 2 NO 1. all subjects also agreed that they liked to see the illustration while listening to the story from the big book story related by the teacher.

a similar percentage of the subjects 3 respondents agreed that they would tell their friends sitting next to them about the illustrations when the teacher was using the big book for storytelling. ‘I love the story when I see . Respondents that agree with the question pointed out : ‘I understand the story more by looking at the characters’. For Q17. The subjects also mentioned ‘I love to point at the best characters’. I read and look at the pictures at the same time’. For question 19. ‘I will read on my own and look at the pictures’. The subjects felt that they would understand the story more if they use their fingers to point at the pictures. ‘I love looking at the pictures in the big book’ and ‘I can read very well when the teacher shows me the big book’. ‘I would prefer to point at the animals there’. The subjects mentioned. and ‘I would tell my friends if they don’t understand’. majority of the subjects said that they would look at the illustrations while reading the words in the pages while the teacher was telling the story from the big book. ‘I would share with my friends’. This might be due to the fact that they would prefer to concentrate more on the listening to the teacher’s voice when reading from the big book.Q15 I like to see the illustration while listening to the teacher In relation to question 16. 3 of the subjects agreed that they would use their fingers to point at the characters that they liked in the big book. The remaining of the subjects disagreed to tell their friends. For question 18. and ‘That is not the character that I like’. half of the subjects agreed that they understood the story more by looking at the characters in the big book. ‘When the teacher is telling us stories from the big book. They pointed out: ‘I would tell my friends’.

that is (Q20). They also mentioned that they would prefer to read the book alone after storytelling because they would be able to appreciate the illustrations more. For the last question.5 1 0. and ‘I love when I look at the pictures on my own’.the characters’ and ‘The characters are beautiful and I understand the story better’ whereas both that disagree cannot give proper comments.5 3 2.5 YES 2 NO 1.5 4 3. 4. ‘I love to see the pictures from the big book on my own’. They said ‘I want to read the book on my own now’. all respondents agreed that they will read the big book alone after the storytelling session.5 0 Q16 Q17 Q18 Q19 Q20 Figure 11 Q16 I will see the illustration while reading the words in the pages where the teacher is storytelling Q17 I will use my finger to finger point the character I like in the book Q18 I will talk about the illustration in the book with my friend Q19 I understand the story more by looking at the characters in the big book .

0 FINDINGS 8.Q20 I will read the big book alone after the storytelling session 7.0 SUGGESTIONS FOR FURTHER RESEARCH .

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muni. Print. Print. Slattery. Print. Web. 10 Nov. and Jane Willis. 2009 <http://moodlinka. “Theoretical Approaches to Explaining Second Language Learning. Mary.ped. Cantebury: IATEFL Young Learner and Teenager Special Interest Group Publication. Lightbown and Spada. Oxford: Oxford University Press.cz/mod/resource/view.php?inpopup=true&id=53833>. USA: Pearson education. 2001.0 APPENDICES . 2009. 2005. IATEFL Young Learner 2009 – 1.Classrooms.” Mood-link-a: Faculty of Education. English for Primary Teachers: A Handbook of Activities and Classroom Language. 10.