IMPROVING YEAR 2 AMANAH PUPILS WORD RECOGNITION

THROUGH DRILLS USING FLIP CHARTS

SYAIDATUL SYUHAIDAH BINTI ISMAN

G8.11

MISS AMAR SHOBHA SARNA

Introduction

Word2recognition
Year
learning standard
is an extremely
2.2.1: important skill tha

Problem statement

To improve year
2
Research
focus

Preliminary investigation

16 pupils from Year 2 Amanah

Interview
English teacher of
Year 2 Amanah
pupils
Faced the same
problem.
Emphasizes drills
the words using
pictures to help the
pupils to recognize
words.

Observatio
n
(field
Thenotes)
teacher asked
the pupils to read
the words in the
blackboard.
The pupils were
unable to read the
words.
The pupils
showed less
enthusiasm when
they did not know

Diagnostic
test
Sections of
questions:
1. Matching words
with picture
2. Circling the
correct words
.The pupils
achieving low score
where the score
obtained below
50%

Research Participants
Participants

Gender

Level of
proficiency
in English

Score in
diagnostic
test
(%)

Level of
Unique aspects
performance (socio economic
in diagnostic
status)
test

P1

Male

Average

40

Low

Middle class

P2

Female

Average

38

Low

Low

P3

Male

Low

38

Low

Low

P4

Male

low

31

Low

Low

P5

Female

Average

40

Low

Low

Objectives and Research

Questions

Objectives and Research Questions

General objective

The general objective is

to improve word
recognition of Year 2
Amanah pupils through
drilling using Flip
Charts.

Specific objectives

Research questions

1.To find out whether

drilling using Flip
Charts help to improve
word recognition among
Year 2 Amanah pupils.

1. Does drilling using

Flip Charts help to
improve Year 2 Amanah
pupils word
recognition?

2. To investigate how
drilling using Flip
Charts help to improve
Year 2 Amanah pupils
word recognition.

2. How does drilling

using Flip Charts help 2
Amanah pupils improve
their word recognition?

Action

Stephen Kemmis Model

Stages
Plan

Procedures
Preliminary investigation was conducted
Planned intervention to overcome the problem
identified
Data gathering methods used
Pre-test and Post-test
Formative assessment
Interview

Action

Administered Pre-test
Implemented the intervention
Carried out formative assessment after the sessions
of intervention.
Administered Post-test
Conducted interview with the participants

Observe

Analysed the data collected.

To look at the difference in score obtained in Pretest and Post-test
To look at the progression of the participants
during formative assessment
To get the participants perception of the
intervention through the interview

Reflect

Reflected on the effectiveness of the intervention.

Flip Charts
Drilling strategy

Pictures

Hall (2011) stated that drilling aims to

encourage habit formation through the
accurate repetition of language forms.

. The pictures correspond with the

words.

I drilled the pupils on words in order

to make the pupils to be able to access
the sound of words (Karminara, 2006)
and familiarize them to the form of the
word in the printed form.

Picture clues and illustrations can

often help with the identification
of a word (Houghton, 1997).
Picture provides a sense of context of
the language and give specific
reference point or stimulus
(Wright, 1990).

Process of intervention

Procedure of Action

Data gathering methods

Pre- test and Post-test

Quantitative data
Formative assessment

Qualitative data
Interview

Findings

Pre-test and Post-test

Cycle 1

Cycle 2

Differences

Participants
Pre-test

Post-test

Post-test

(a)

(b)

(c)

(b-a)

(c-a)

Marks %

Marks %

Marks %

Marks %

Marks %

P1

20

100

100

80

80

P2

26.6

86.6

93

60

66.4

P3

26.6

100

100

73.3

73.4

P4

33.3

73

100

40

35

P5

20

80

86.6

60

66.6

Formative assessment
Formative Assessment in Cycle 1
120

100

80

Score

100

80 80

100

80

100

80

80

80

80
session 1

60

60

40

40

60

session 2

60

session 3

40

20

0
P1

P2

P3

Participants

P4

P5

Formative Assessment in Cycle 2

120

100

100 100 100

100

80

80

Score

100 100

100

80

60

60

80 80

session 4

60 60 60

session 5
session 6

40

20

0
P1

P2

P3

Participants

P4

P5

Interview

Themes

Excerpt from interview

P1: Teacher adds more words. More pictures. It is

Perception of
intervention

coulurful.
P2: It is interesting, it has pictures and words.
P3: It interesting, has many pictures, many words
P5: It has many pictures and words.

Theme

Excerpt from the interview

P1: I know the words because I repeat the

words with teacher many times.
P2: I recognize words because I say it many
times
Improvement in recognizing words

P3: I practice say the words with teacher

many times.
P4: Because teacher says and we follow
teacher.
P5: I repeats the words with teacher

Theme

Excerpt from the interview

P1: I know the words because of the

pictures.
P2: pictures help me to know the words.
Use of pictures

P 3 :I like pictures, so I can recognize the

words
P 5:I know the words because the picture
beside the words

Conclusion

Research question 1: Does drilling using Flip Charts

help to improve Year 2 Amanah pupils word
recognition?
Difference in scores

Participants
Pre-test cycle 1

Post -test cycle 2

Post test Cycle 2

Pre-test Cycle
1

Formative
assessment in
Cycle 2 (session
6)
(%)

P1

20

100

80

100

P2

26.6

93

66.4

100

P3

26.6

100

73.4

100

P4

33.3

100

35

60

P5

20

86

66.6

100

The data triangulated from Pre-test and

Post-test and formative assessments for
both cycles helped to answer my first
research question.

Research question 2: How does drilling using Flip

Charts help 2 Amanah pupils improve their word
recognition?

Participants

P1

Score in post
test cycle 2
(%)

Formative
assessment
(%)

Excerpt from the interview

100

100

P3: It interesting, has many pictures, many words

P1:I know the words because of the pictures

P2

93

100

P2: I recognize words because I say it many

times

P3

100

100

P3: I like pictures, so I can recognize the words

P 5:I know the words because the picture beside
the words

P4

100

60

P1: I know the words because I repeat the words

with teacher many times.
P3: I know the words because I practice

P5

86

100

matching the words with the picture.

P4: Because teacher says and we follow teacher.

The data triangulated from Pre-test and

Post-test, formative assessments and the
participants responses from the interview
helped to answer my second research
question.

References
Ademola, D. (2000). Problems among School Children. Automaticity in Reading ,
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id=720
Anderson, J. (2001), Effective Reading
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https://www.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered
Hall, G.(2011). Exploring English Language Teaching: Language in Action. London:
Routledge.
Houghton, M. (1997). Word Recognition Skills and Strategies. Retrieved on 10th
September 2016 from https://www.eduplace.com/rdg/res/teach/rec.html
Wright, A. (1990) Pictures for Language Learning. Cambridge: Cambridge University
Press,