1.

0 INTRODUCTION

1.1 Background of Study

Reading skill is one of the key components in mastering a language. The ability in
acquiring this skill is becoming one of the tools which can be used to assess upon
learning a certain language. Reading skill refers to the ability to spell or translate a
symbol or a letter, as well as the ability to understand the overall content of the
reading material. This understanding depends upon the knowledge a student have on
the definition of words i.e. mastery of the vocabulary. Thus, students with a wider
range of vocabulary have a better understanding of the language rules and
techniques. The reading skill has to be taught to second language learners of English,
as it is a complex skill.

Researchers in reading traditionally conceptualize reading as only a cognitive

process limited to the ability to decode symbols and construct meaning. However,
when viewed in different contexts, this skill presents a very wide information. For
both native speaker learners and second language learners, reading skill is a difficult
skill to acquire (Hadfield & Hadfield 2008:116). It becomes even more difficult for
second language learners in Malaysia since English is a foreign language to them.
Reading effectively in their mother tongue has already been, as a general rule, a
difficult task, let alone reading in a language having very different reading system
from the language they acquire naturally. Even though students in Malaysia are
exposed to English as least one hour five times a week, it is still not enough for the
students to really acquire the language.

Reading comprehension is critically important to a students reading

development. In schools, students have to be given a purpose for reading. Processing
strategies are skills that help a student understand what he reads.

Thus, it is

surprising that after six years of education in the Primary schools, some students in
secondary schools are still unable to read and comprehend in English. The majority
of students (Year 5, Form 1, 2 and 4) were unable to read textbooks provided by the
Malaysian Ministry of Education because of higher readability levels (Carrell, 2001;
Nation & Deweerdt, 2001).

Upon entering school, most children look forward to learning how to read;
unfortunately, not all become proficient readers (Harris & Sipay, 1990). In fact, for
Malaysian ESL students, informational books can be difficult to read because of the
complexity of the language, text organizational style and the density of ideas
presented (Lerkkanen, Rasku-Puttonen, Aunola, & Nurmi, 2004; Salager-Meyer,
1991).

One of the greatest fears of an English teacher would be making learners

comprehend reading and then showed their understanding by answering
comprehension questions. In an urban school, this task can be rather effortless.
However in a rural school where the students do not have enough exposure on the
language, it would be really arduous task for learners to develop the ability to answer
reading comprehension questions correctly. When one has read a text with
understanding, one is said to have comprehended it.

However, comprehension is probably better regarded as a process, rather than

a particular outcome or product, through which a reader interacts with a text to
construct meaning. Reading literacy is important for students future needs. As
students progress into their schooling year, they are expected to make the transition
from learning to read to reading to learn.

1.2 Reflection on Past Teaching Experience

Teachers are widely known as reflective practitioners as they need to reflect on their
teaching abilities for future improvement. Through reflection, teachers are involved
in thinking processes that helps them to develop a deeper understanding of their
teaching style (Ferraro, 2000). Learning from experiences undeniably will enhance
their effectiveness as a teacher. Thus, it is important for teachers to be able to reflect,
not just on what happens in the classroom, but also when planning their lesson. In
this part, I reflected on my past teaching practicum experiences, which involves three
different schools.

The purpose of teaching practicum is to provide trainee teachers with

preparation before stepping into the real teaching job. It is one of the fundamental
components of student teachers professional development course. Teachers
Professional Development (TPD) is undoubtedly crucial to enhance their
professional career growth. Wandberg and Rohwer (2003) assert that TPD activities
enable teachers to learn new skills, generate new insights into pedagogy and expose
to new and advanced understanding of contents and resources. In order to develop
professionally, teachers have to consider their own strengths and weaknesses.

For the past two years, I had gone out to school for practicum which is an
integral part of my degree programme. The first phase of my practicum was in April
2014 and I went to Sekolah Kebangsaan Gua, Kuala Lipis, Pahang.

My initial expectation of the school was quite high since it was located in the
outskirt of the urban area plus the school was regarded as one of the good schools in
the districts. However, it was quite misleading because the students English
language proficiency level was rather below average. Nevertheless, I took the
unwelcoming anticipation positively knowing that there was far more challenging
endeavours that I would face in the future. I took this as a challenge that I had to face
and would try to do my best in teaching.

Every week I would taught at least one reading lesson. The class was split
into two level of students. One half was very good in reading fluency as the other
half was quite bad in terms of that. I expected that at least half of the class would be
able to construct meaning from the text read through predictions while reading.
Readers are seen as constructing meaning based on information from the texts such
as topics, text organization, letters and so on, as well as previous knowledge
(Goodman, 1967; Smith, 1971). Apparently these fluent readers had trouble in
comprehending the text

For me, understanding reading text was an integral part in a reading lesson.
Different teachers may feel the other way around. In my class, the students were
demotivated to learn as they do not understand the text. The class would be passive
when I discuss the reading text. Liuoliene and Metiuniene (2006:97) explain that
learning motivation is a driving force in learning a second language (L2) If pupils
have a low motivation, it definitely can create a challenging environment as it affects
their language learning. In order to save time I would directly translate some words

so that the students understand the text and as a result they were motivated to learn
English.
During my second phase of practicum in Sekolah Kebangsaan Batu 13,
Benta, Pahang, I was presented with students who had better command in English.
Reading lessons suddenly became much easier and interesting for me. I was able to
focus on preparing an interesting lesson and at the same time a more engaging
activities without worrying too much on how the students would comprehend the
reading text.

Nonetheless, there was still the same old problem where students did not have
the skill to understand unfamiliar words. They were also Year 3 students. Finding
word meaning through context was out of the question because they were too young
to acquire the necessary skills and had not been exposed to it. In relation to the
problem, I started to explore different ways I can help the students to understand
their reading text. One of the way was to incorporate games in reading lesson. This
was to provide a fun learning atmosphere which I felt may help them in reading
comprehension. Surprisingly, I was wrong.

Some of the lessons carried out in the classroom were quite successful
because they showed interest. However, there were pupils who acted like they
understood the lesson but they just followed their friends. This may be due to their
lack of background knowledge on the subject matter and the inability to comprehend
key words from the text that hampered the understanding of the text. Morzano et al
(1988) explain that existing schemata help to allocate attention by focusing on what
is pertinent and important in newly presented materials. From the observation

conducted, the students seemed perplexed even when I asked simple questions from
the topic From The Sea such as creatures that they can see in the ocean besides the
fish. They clearly showed lack of understanding.

My final phase of practicum was in Sekolah Kebangsaan Pedah, Jerantut,

Pahang. I was there for three whole months and I was assigned to teach English to
Year 3 Bijak. After severals English lessons, I discovered the same problem that I
faced in my last two practicums. Something had to be done and I decided to use the
oldest trick in the book which was the dictionary.

However, I came across another problem where the students lacked the skills
needed to use a dictionary. To make matters worse some of them does not even own a
dictionary. Several researches have revealed that students would prefer a teacher
rather than dictionary. (Hassan, 1999 Mohamad, 2003). This is due to the attitude of
the students and the physical form of the dictionary which is big and thick. It requires
more time to search for the definition of a word compared to asking for the teachers
assistance.

I conducted a simple survey in the class and the results were surprising. Most
of them did not have the necessary skills to use a dictionary. When asked on why
they were reluctant to use the dictionary the answer was that it took them too long to
look up for a word. Ergo, the students lose the interest to make use of a dictionary.
Apart from the survey, I observed that the students would ask the teacher whenever
they came across an unfamiliar word. Based on these results, this issue was selected
as the topic of my research.

2.0 FOCUS OF INVESTIGATION

2.1 Problem Statement

The main concern of this study was to improve students reading comprehension
skills. Most of the students had problem to understand reading text in the lesson. This
was because they were unable to connect the ideas between one paragraphs to
another due to not knowing the meaning of context. The students in Sekolah
Kebangsaan Pedah had the tendency to rely on the teacher to get the meaning of
particular words they did not understand. They were too lazy to open their dictionary
because it took them a long time to look up the word. They feel demotivated to
continue using the dictionary. I observed that the use of dictionary among students
was almost none.

There are many reading strategies to develop reading comprehension.

Reading in L1 is not the same as in L2 (Alderson, 1984; Carrell, 2001; Samuels,
1985). In L1 reading, students usually have the prerequisite language knowledge to
process linguistic cues (which are considered to be the foundation for comprehending
texts effectively) to help them construct the meaning of the text (Smith, 1971)
thereby helping them to understand the texts. However, this is not the case in L2
reading; many students lack the knowledge and skills to recognize even basic
linguistic cues, such as morphemes, words, phrases, clauses, sentences and
discourses, to process the messages in the text (Smith, 1971; Eskey, 2005).

This was what happened in SK Pedah. The students lack the knowledge and
skills to guess the meaning if unfamiliar words. They were lacking the exposure
towards English as from the interaction I had with students the only time they read or
use English was when they were at school. I strongly believed that students inability
to understand reading text can be well researched.

The research chose was based on its relevance to the school. The teacher in
the school also complained about students not understanding reading which affected
their teaching and learning session. They took so much time explaining to their
students about the reading text. In fact, more than half of the students in Year 4 and
above still seek the help of their teachers whenever they came across unfamiliar
words. I believed that I could carry out this research with my Year 3 Bijak students. I
was very confident that this research could help the students in their English lesson.
Being the sole researcher on the issue gave me the opportunity to see if the
intervention worked on my students without the influence from other teachers.

Furthermore, students were lacking the vocabulary bank necessary to

understand reading text. Constructing meaning from reading text goes hand in hand
with students vocabulary bank. It is believed that the intervention proposed by the
researcher may help to improve reading comprehension. From the lesson the
researcher conducted in Year 3 Bijak, he sees that students often took too much time
when asked to use the dictionary to find meaning of unfamiliar words. They did not
have the skills needed to use a dictionary and it was apparent through the observation
conducted by the researcher. Ergo, the researcher believed that the issue can be wellresearched.

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The KSSR Year 3 Standard Document stated that:

By the end of the 6-year primary schooling students should be able to apply
dictionary skills to locate words:
i.

Entry points.

ii.

Exit points.

This is a strong argument that students need to acquire the associated skills
help them with reading comprehension. Bogaards, 1998; stated that locating wrong
dictionary entry might also lead to miscomprehension. He later then added L2
learners were more likely to find the correct definitions when consulting dictionaries
than guessing the meaning of unknown words from context. Ergo, it is pivotal for
young learners to be able to locate entry and exit points fast enough so that it does
not hamper with their reading process.

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2.2 Related Theory / Literature

2.2.1

Reading Comprehension

There are many definitions of reading comprehension accepted from some writers.
According to Klingner (2007:2) reading comprehension is the process of
constructing meaning by coordinating a number of complex processes that included
word reading, word and world knowledge, and fluency. It refers to the ability in
interpreting the words, understanding the meaning and the relationships between
ideas conveyed in a text. He summarised reading comprehension instruction for the
teacher as following a three-step procedure: mentioning, practicing, and assessing.
That is, teachers mention the skills that the students want to use, then they give them
opportunities to practice those skills through workbooks or work sheets, and finally
assess whether or not they use the skill successfully.

One big part of comprehension is having a sufficient vocabulary, or knowing

the meanings of enough words. Readers who have strong comprehension are able to
draw conclusions about what they read what is important, what is a fact, what
caused an event to happen, which characters are funny. Thus comprehension involves
combining reading with thinking and reasoning. According to Pang (2003:14)
comprehension is the process of making sense of words, sentences and connected
text. He says that comprehension is the processes of deriving the meaning of one
word to another in a text. Readers typically make use of background knowledge,
vocabulary, grammatical knowledge, experience with a text and other strategies to
help them understand the written texts.

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From the definitions above, reading comprehension can be concluded as the

ability to find the stated or unstated writers idea in the text. The essence of reading
comprehension is understanding all information delivered by the writer. It also refers
to the ability to connect between the words in a text, to understand the ideas and the
relationships between ideas conveyed in a text.

2.2.2

Dictionary Skills for Reading Comprehension

Dictionary is one of the tools to assist students understanding as well as enlightening

the skill of reading. Reading would be interesting if students can understand the
material, and this is when the dictionary plays its role as a medium to facilitate
students understanding in reading. Hence, this overcomes the difficulties in
understanding the reading material.

Reading comprehension can be enhanced with the use of dictionary. This

signifies that students can increase their vocabulary and at the same time enhance
their understanding by referring to the dictionary and thus improving their reading
skill. In general, the use of the dictionary can help in language learning process as
well as serving the means to improve students reading skill. It is essential to ensure
that the students understand the content of the material. Grabe and Stoller (2004)
suggest that teachers should direct learners to words which are essential to the overall
meaning of a text (as cited in Prichard, 2008). Encouraging learners to think about
which words to look up helps them to be selective and saves time when trying to
understand a text (Prichard, 2008).

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Nation (2001) maintains that where learners understand less than 95% of a
text they should be given a simplified version to read. Studies by Hu and Nation (as
cited in Prichard, 2008) however have shown that when additional language learners
understand as little as 10% of a text, comprehension and vocabulary could increase
when learners use a dictionary. Knight (1994) claims that bilingual dictionaries are
helpful for less proficient learners whose limited vocabulary affects their ability to
comprehend (as cited in Hunt & Beglar, 1998).

Moreover, because the dictionary is not a compu1sory "government syllabus"

of English, most teachers if not all prefer to assume that some previous teachers have
taught the skill (Yorkey, 1969). Nonetheless, lexicographical studies on dictionary
use and dictionary-skills instruction for teaching reading skills and teaching speaking
skills authenticate the truth that the use of dictionary and the teaching of dictionary
skills in classrooms improve the reading and speech quality.

Some may view dictionary as a traditional approach to language learning but

this research was aimed to prove that dictionary may be old school but very much
effective. The researcher used two strategies to teach dictionary skills which were
drilling and through games.

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2.2.3

Using Drilling to Teach Dictionary Skills

The development of technology has contributed to the improvement of education

process. Such technology has to be maximized if this were proved to increase the
interest of students and improved their performance (Saad, 2003:95). This said, it can
be implied that the development of various interactive and fun ways in teaching
dictionary skills would attract students interest in using dictionary. Having said that,
the researcher was still using the traditional strategy which was drilling.

According to Ellis (2008), drilling is a form of practice which involves the

repetition by learners of teacher model of restricted amounts of language input.
Based on the behaviourist theory view that learning to read a foreign language - like
other skills (speaking, writing, etc.) was merely a simply habit formation, it was
thought that practicing lots of times would lead to the language mastery. This
technique is still used by many teachers in school and has been proven effective. The
question that remains, how can this technique can be interesting yet meaningful.
Adding on, drills give students an opportunity to learn certain concepts quickly and
effectively said Richard (2001).

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2.2.4

Using Games to Teach Dictionary Skills

Other technique that the researcher used was teaching dictionary skill through games.
Using games for language learning, especially amongst young learners have always
been recommended. As children enjoy games which enables them to participate
without anxiety. Games, mostly inclusive activities involving all the children can
cater to different learning styles and different personalities. As many games were
naturally repetitive, the input is maximised and the frequency is extended without
students feeling bored. Fleta (2006) purports that, games are simple structured
activities which may involve little language but are meaningful to students and
involve the whole self (cognitively and emotionally), thus creating strong
associations with the language used.

Hence through games young learners will discover that language learning in
reality is interesting. Supyan, Nooreiny, and J.V. Cruz (2001) supports that the
teacher is able to motivate the pupils to learn language if they can provide activities
that are communicative, integrative, pleasant, safe, non-threatening, enthusiastic,
group-based, meaningful and challenging in the teaching and learning process. This
is vital in ensuring that pupils are not bored in the process of acquiring the language
skill, especially dictionary skills.

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Haldfield (1999) stated that, Games can be used at all stages of the
progression from controlled to free practice, serving at one end of the range as a
memory aid and repetition drill, at the other as a chance to use the language freely
and as a means to an end rather than an end in itself. They can also serve as a
diagnostic tool for teacher, who can note areas of difficulty and take appropriate
remedial action. Most important, games are motivating for students. According to
(Metin, 2000) the use of games both increases the cooperation and competition in the
classroom. One can use games to add excitement through competition or games
which create bonding among students and teacher.

2.3 Definition of Terms

Dictionary Skill An ability and capacity acquired through deliberate,

systematic, and sustained effort to smoothly and adaptively carryout complex
activities which in this case scanning through a dictionary to locate the meaning of a
particular word.

Reading Comprehension The process of simultaneously extracting and

constructing meaning through interaction and involvement with written language. We
use the words extracting and constructing to emphasize both the importance and the
insufficiency of the text as a determinant of reading comprehension.

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KSSR Kurikulum Standard Sekolah Rendah. This curriculum is an

improvisation of the KBSR curriculum. The implementation of KSSR is a
progressive and bold initiative by the Ministry of Education in Malaysia to address
the shortcomings in KBSR. This curriculum is introduced in Malaysia in 2011 for
Year One students and will be fully implemented in 2016 as it reaches Year Six.

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3.0 RESEARCH OBJECTIVES AND QUESTIONS

This research aims to:

1. To discover the effectiveness of using dictionary skills in reading
comprehension.
2. Explore ways in which to teach dictionary skills in an interesting and
meaningful way to help students reading comprehension.

This research aims to answer these questions:

1. What are the effects of using dictionary skills in helping reading
comprehension?
2. How can I teach dictionary skills in an interesting and meaningful
way to help students reading comprehension?

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4.0 TARGET GROUP / PARTICIPANTS

The participants of my research were students of year 3 Bijak Sekolah Kebangsaan

Pedah, Jerantut. Most students came from village class families of middle class
society. The students have a fairly above average level of proficiency of English thus
my research was aptly appropriate to be executed among the selected students. The
reason why I implemented this research to the Year 3 students was because they are
of KSSR students from the beginning of their schooling years hence they are familiar
to formative assessment.

A number of eight students were selected to become the respondents of this

research. The participants were selected based on their inability to understand or
construct meaning from reading text. They were selected based on teaching and
learning session conducted where the researcher discovered that their marks in
reading comprehension questions administered were very low. They had the lowest
score among their classmates. Besides that, they do not have the skills necessary to
use the dictionary based on the test administered making them the perfect
respondents.

The researcher objectives were to teach dictionary skills to students at a very

young age so that it will help them in their upcoming school years. The researcher was
also teaching this class thus it was easier for him to observe their development after
the intervention was implemented. If the patterns of low achievement were not
reversed at the very beginning, the academic low achievers may suffer educational
failure experiences consistently throughout their school life (Ford, 1996).

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21

Besides, the researcher had selected 8 students consisting of four boys and four
girls to become the respondents of the research. By having a small number of
respondents, the researcher was able to focus more in assisting them to complete the
instrument that was used since this strategy required scaffolding with effective
questioning techniques so that students are able answers the questions given within the
framework outlined.

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5.0 ACTION

5.1 Intervention

The intervention proposed was to teach the necessary dictionary word look up skills
to help students improve reading comprehension. This strategy was used to develop
their speed in using a dictionary. Speed here means the time taken for a student to
look up for a certain word in the dictionary. Besides that, the students use of
dictionary is too minimal and they only use it when the teacher asked them to.

The researchers objective was to maximise the use of dictionary by teaching

them the skills. The approach would be using different method to teach dictionary
skills and at the same time instil the habit of using a dictionary. From the researchers
opinion, students need to learn to look up the meaning through dictionary before
deciphering unfamiliar word through context. Dictionary will be the stepping stone
to a more advanced way of vocabulary acquisition.

Apparently, in the era if science and technology, computer is seen as one of

the effective teaching aids. With the existence of such technology, a fun and
interactive way of teaching and using a dictionary would definitely benefit both
teacher and students. The researcher had created a PowerPoint Presentation used as a
tool to teach dictionary skills. The PowerPoint Presentation had enlarged page of
dictionaries and steps to search for word.

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Figure 1
Dictionary Skill PowerPoint Presentation

Once the steps have been taught it will further be emphasised through games
and drilling The most important skill in using a dictionary is word look up skills.
Steps on how to use a dictionary is explained below:

1. Find the section of the dictionary with first letter of the word. Dictionaries
follow alphabetical order. For example, "dog" begins with "d" which means
that it will be in the section after "c" and before "e".

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2. Read the guide words. These are the two words at the top of the page that tell
what types of words are on the page. These words will help the user to find
the word hes looking for in the right letter section. For example if the user is
looking for the word "bramble" he would begin looking in the "B" section.
The user would look at the tops of the pages as he went through it until he
came to the page with the guide words "braid bread."
3. Scan down the page for your word. If the user were looking for the word
"futile," for example, he would move past "furry" and "fuse" and "fuss".
4. Read the definition. Once the user had located the word it will tell him
exactly what it means (and if it has more than one meaning, it will tell the
most common one first), how to pronounce it, how to capitalize it (if it's a
proper noun), what part of speech it is and so on.

5.1.1

Dictionary Relay Games

Games was used to instill the element of fun into the learning process. The
respondents practised the skills learnt and hopefully will further enhanced their word
look up skills. Dictionary relay game was a simple game administered by the
researcher after he had taught the skills.

The respondents will be divided into two groups of four. Each of the group
member must run to a worksheet stationed 10 meters in front of them and answer one
question. Once the first team member finds their answer, they tag the next team
member to answer the next question.

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The process was continued until all of the items had been answered. When
the final question is answered, the team member who answered the last question will
bring their answer sheet up to the teacher to check. The team that finishes first won.
If the worksheet returned have any incorrect answer, the team will receive a 30
second penalty and must correct the incorrect answers before turning in their answer
sheet again. Teams must use quiet voice and was forbidden to share answers which
failing to do so will also receive a 30 seconds penalty.

5.1.2

Dictionary Drilling

Dictionary drilling was a more traditional approach towards enhancing and

improving respondents word look up skill. Drilling can be defined as a process of
teaching and repetitive exercise many times.

Dictionary Drilling was a method used by the researcher to further enforce

and practice the skill learnt. Dictionary Drilling is actually a series of worksheets
administered to the respondents. They need to answer and complete all of the
questions. Each question was designed to test and practice respondents word look-up
skill. The researcher hoped that this method would improve respondents word lookup skill thus improving reading comprehension.

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5.2 Procedure of Action

The research took an unfortunate spin. Instead of having four weeks to conduct the
research, the researcher was left with half of the time to complete the intervention
and data collecting. One of the preliminary research question was omitted to ensure
that he had enough time. Nonetheless, this research will not deviate from the focus of
teaching and maximising dictionary skills. The method of teaching dictionary skills
will be much more interactive, involves fun activities and ICT.

5.2.1

Week 1 (27th July 31st July)

First and foremost, the researcher conducted two pre-test consisting of a reading
comprehension test and a test of the respondents word look-up skill. The researcher
also collected relevant documents of the chosen respondents to get an idea of the
respondents ability in reading comprehension. The pre-test was done twice in two
different sessions to eliminate any reliability conflicts. Based on the information
attained the researcher was able to obtain a base line in terms of the respondents
ability and moved on to the next step of the research.

Pre test 1 was conducted on 28th of July 2015 at the library of Sekolah
Kebangsaan Pedah. It was administered to 8 respondents during the second period
which was from 8.15 9.15 am. The second pre-test was conducted the day after.
The respondents was instructed to complete two different worksheets. Worksheet 1
was a reading text with a close ended questions where the respondents need to tick a
TRUE/FALSE statements.

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Worksheet 2 was a set of 10 words that the respondents need to look up in the
dictionary and wrote down the meaning. The respondents may use any technique or
previous knowledge that they have learnt before.

Figure 2
Respondents Pre Tests Samples

Once all the pre-tests were administered. The researcher conducted the
intervention which was teaching dictionary word look-up skill using PowerPoint
Presentation. The researcher utilised SK Pedahs Bilik Gerakan and it was done on
the 31st of July. It took the researcher an hour to teach dictionary word look-up skill.

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5.2.2

Week 2 (3rd August 7th August)

On the second week of data collection, the researcher had used two different method
to further enforce the intervention that was done earlier. The two methods were
through a game (Dictionary Relay) and drilling (Dictionary Drilling). Video was
recorded during both session. Dictionary Relay was done on the first day of the
second week whereas dictionary drilling was conducted on the next day.

Figure 3
Dictionary Relay Game Template

Figure 4
Respondents
playing the game
Dictionary
Relay

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The next step of the intervention was drilling. Respondents individually were
handed a task sheet that they had to complete. The task sheet would enhance their
skills in word look-up skill. The reason for employing two different methods were to
investigate which method the respondents liked the most. The researcher again
recorded the session and look for respondents behavioural changes. This was
important in order to answer research question 2.

Figure 5
Respondent sample of dictionary drill task sheet

The researcher then continued with the final stage of data collection which
was administering a post test. There were two post tests that were administered a
day apart. This was to evaluate the effectiveness of the intervention.

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In this stage, worksheets were distributed to the respondents. Post-test 1 and 2

were conducted on 4th and 5th August respectively. Respondents had to answer
reading comprehension questions and look up meaning of words in the dictionary
using the skills taught. Upon completion, all the worksheets were collected and
checked. Besides, during this stage the researcher conducted an observation using an
observation checklist. The researcher will then analyse all the data gathered and
present the data using tables, graphs and pie charts.

Figure 6
Respondents Post Test Samples

On the final day of the data collection period, the researcher administered a
questionnaire session with the respondents. This was done to obtain information

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which in this case was the respondents responses towards the intervention
implemented.
5.3 Data Gathering Methods

The action research process lends itself to a spiral of cycles, with the researcher
reflecting on each stage of the process (Kennedy, 2010). In implementing this
research, the researcher had sought out an intervention relevant to the students
particular context and the individual needs of them as mentioned earlier. The process
of the research depended on the nature of the research question and the context of the
study. For instance, the research was to discover the effectiveness of using dictionary
skills in reading comprehension, the researcher gathered any relevant information to
study the effectiveness of the proposed strategy. The information gained led the
researcher to define the question with a different focus (Schmuck, 1997). In this
research, the researcher collected the data through multiple methods namely pre and
post-tests, observation, video recording, questionnaires and field notes.

5.3.1

Test

The best way to test for reading comprehension is through a test. In this research, the
researcher had conducted tests in a form of a reading comprehension questions to the
respondents. This was necessary to measure their ability in answering comprehension
questions. Besides, another form of test that the researcher conducted during the
intervention was finding the meaning of 10 words listed down by the researcher
using a dictionary. This instrument can be used to answer question one and two
respectively.

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33

The researcher administered two different pre-tests. Pre-test means a set of

test administered by the researcher to the respondents before the intervention was
done. The pre-test conducted was a reading text with reading comprehension
questions and a word list consisting of 10 words that the respondents need to find the
meaning in the dictionary provided. The respondents need to complete both of these
worksheet within 30 minutes. The researcher had chosen to conduct two different
pre-test. Both of the pre-test used different reading texts, different level of questions
and different set of word list. The latter one was at much higher level than the first
.In the second pre-test the respondents were given an open platform to convey their
thoughts.

Apart from that, the researcher also conducted two different post-tests. Both
post-tests used different reading text and word list from the two previous pre-tests
administered. This was to ensure validity and reliability as the respondents did not
answered the same tests twice. The first post-test was much easier whereas the
second post-test was at a much higher level. The respondents only answered true or
false question in post-test 1. In post-test 2 the respondents need to construct
sentences to convey their thoughts onto the paper.

Every data collected were presented in a tabulated and graph form. This was
to show a more comprehensive representation of the data. Besides, the data collected
from all the tests were used to see the respondents reading comprehension ability and
word look up skills before (pre-test) and after (post-test) the intervention was
implemented. The researcher had prepared a grading system adapted from Malaysia

34

Primary School (Standard 1 6) Grading System to grade the test given to the
respondents:
Table 1
Malaysia Primary School Grading System
Marks (percentage)
80 100
60 79
40 59
20 39
1 19

5.3.2

Grade
A
B
C
D
E

Description
Excellent
Good
Average
Weak
Very Weak

Observation Checklist

Another method employed to collect data was through observation. An observation

checklist was used by the researcher as a structure and guidelines on what to observe
during the intervention. Rick, 2008, stated that observation checklists not only give
an observer a structure and framework for an observation but will be able to get
specific feedback on aspects of the class. The checklist prepared by the researcher
was to observe respondents ability to use a dictionary and how often they use it to
look-up unfamiliar words.

Apart from that, the observation checklist was also used to see the
respondents responses and interest towards the intervention. The researcher jotted
down the behaviour of the respondents for further analysis. Video recording was
also used to aid the observation process. It would be impossible for the researcher to
jot down each and every respondents action and reaction at the same time. This data
will be useful for the researcher to triangulate all the data collected.
5.3.3

Video Recording
35

Human eyes can be deceived. It is common that sometimes we may miss something
during an observation. In order to evaluate the effectiveness of the intervention
proposed, the researcher had to have every opportunity to observe the respondents
without missing anything.

Video recording was used so that data can be replayed and viewed many
times. The researcher used two approaches when teaching the intervention and
through video recording the researcher could identify which approach was better.
This instrument was used to answer research question number two.

5.3.4

Questionnaire

The researcher administered a questionnaire to the respondents in order to find out

whether they thought that the lesson had help them learn or improve in the targeted
aspect. Besides, the questionnaire was also designed to get respondents responses on
which method they felt was more interesting and meaningful.

According to Nugent, Malik and Hollingsworth (2012), questionnaires help

gained clear understanding of peoples thoughts, actions and views. Glesne and
Peshkin (1992) said that in qualitative inquiry, a questionnaire gives one opportunity
to learn about those things that cannot be seen.The researcher focused mainly on how
learning dictionary skills had helped the respondents to understand reading text better
and which method (drilling or games) that was more interesting and meaningful.
5.3.5

Field Notes

36

Field notes are contemporaneous notes of observations or conversation taken during

the conduct of qualitative research. Depending on the circumstances, the notes taken
can be full (e.g. verbatim transcripts of conversations taken by hand or recorded by a
tape recorder) or brief notations that can be elaborated on later. (Richard Thorpe,
2008). Field notes can be crucial to any qualitative study.

In field notes, qualitative researchers record in-depth descriptive details of

people (including themselves), places, things, and events, as well as reflections on
data, patterns, and the process of research. These details form the context and quality
control that shape multiple qualitative data points into articulated, meaningful, and
integrated research findings. According to Thomas Schwandtss (1997) field notes
are a type of personal journal, recorded for an audience of one.

The researcher observed respondents behaviour during the intervention and

recorded them in written form. The field notes were used as a method to answer the
second research question. This enabled the researcher to analyse the behaviour in his
own perspective. Video recorded was also taken into account and additions were
made to the field notes based on what the researcher saw on the video. Overall, field
notes were used as a method to see whether the PowerPoint Presentation helped the
respondents to learn dictionary word look-up skill and which method helped the
respondents in practicing the skill learnt.

37

6.0 DATA ANALYSIS AND INTERPRETATION

According to Mok Soon Sang (2008), "analysis of the data is the most important
thing in an action research that covers the entire study and represent the results of a
study carried out". Data were analysed descriptively, involving the use of mean,
median and mode. Rabinowitz (2013), stated that analysing information involves
examining it in ways that reveal relationships, patterns, trends, etc. that can be found
within it. The point is to get an accurate assessment in order to better understand your
work and its effects on those youre concerned with, or to better understand the
overall situation. Data analysis was done by the researcher to answer the following
research questions pertaining to this study which were :

1. What are the effects of using dictionary skills in helping reading

comprehension?
2. How can I teach dictionary skills in an interesting and meaningful
way to help students reading comprehension?

6.1 Tests

In order to discover the respondents ability to answer comprehension questions and

word look-up skill, the researcher had conducted two pre-tests. The result from the
pre-tests and post-tests were compared at the end of the research to determine the
effectiveness of the intervention.

38

Data collected from both tests were analysed using analytical marking
scheme. Analytical marking aimed to ensure reliability and consistency in the
marking by using percentage (%). Both pre-test and post-test were analysed
quantitatively using the percentage formulae :
Table 2
Calculation Formulae
NO.

1.

2.

ITEM

Mean

Percentage

FORMULA

X X

X 2 X 3 ........... X n
n

% = (n / n) X 100%

Where,
X = total score
n= number of the total score

= sum of total score

The data will then be presented in a form of tables and graph. It was crucial
for the researcher to tabulate and plot the graph for the data. It was easier to see the
progression of the respondents through the data which answered research question
one. The success of the intervention was determined by the analysis and comparison
between the cumulative mean scores of pre-test and post-test.

39

6.2 Observation Checklist

The researcher used observation checklist as an instrument for collecting data.

Through the observation method, both video recording and checklist have played
their own parts in contributing the data needed to complete this study. In order to
have a more vivid and accurate observation, the researcher used video recording to
record both pre tests and post tests

so that the researcher could watch it

repeatedly and describe it in details. The researcher reviewed the recording and
looked for behavioural changes.

This allowed the researcher to write a more accurate report and analysis.
Nugent, Malik and Hollingsworth (2012) mentioned that audio or video recording is
a good source for data collection because it provides evidence that can be preserved
and reviewed. To analyse the observation, the researcher had prepared a checklist as
follow:
Table 3
Observation Checklist Sample
SCALE
NUM

ITEM
1 2 3 4 5

Respondent is able to locate unfamiliar word in a

dictionary.

Respondent follow steps learnt to look up for word.

3
4
5

Respondent is able to relate meaning from dictionary to

answer comprehension questions.
Respondent is able to comprehend the reading text with
the help of dictionary.
Respondent is able to answer reading comprehension
question.
40

6.3 Questionnaire

The researcher designed a written questionnaire to obtain sensible information of the

research that was handed out to respondents after employing the mentioned strategy.
Questionnaires are useful for collecting information from respondents and many
questions can be asked about a given area (Wilson and Fox, 2009). Harmer (2007)
further allots this method provides an opportunity for actively contributing the way
the class works.

Concisely, by considering students responses based on the items drawn in the

instrument, the researcher was able to reflect on his own strategy in order to improve
his technique better to be used in future. The researcher had made sure that he was
well verse with the questionnaire items to ensure that the respondents understood the
explanation given prior to the sessions. The respondents answers were summarised
into table and pie chart. This helped to give a clearer picture for the responses of the
respondents to the intervention.

6.4 Field Notes

Writing and analysing field notes involves moving from description to analysis. Field
notes or written observations regarding a particular event will be transcribed and
analysed for content. The focus of the analysis was on the respondents behaviour
during the intervention. The researcher extracted parts of the field as an evidence to
answer the second research question.
41

Keywords regarding the respondents behaviour and perspective towards the

intervention were key in concluding the findings. Some keywords or phrases the
researcher looked at include: student focused, comprehending text, engaged, active
participation, happy, understanding, use of dictionary and etc. The researcher then
processed and analysed the data for its impact on the intervention and on which
method that was more effective.

42

7.0 FINDINGS

The analysis of the research findings formed the basis on which the researcher
answered both of the research questions. Findings from the instrument used helped
the researcher concluded whether teaching dictionary skills improved students
reading comprehension.

The first part of this chapter provided evidences that had been analysed to
answer the first research question which was the effects of using dictionary skills in
helping reading comprehension? Data from tests and observation checklist led the
researcher to address whether dictionary skills did helped students understand the
reading text.

In the second part of this chapter, the researcher critically reviewed the
findings to answer the second research question. Findings from field notes and
questionnaire administered were used to answer which method to teach dictionary
skills that was more interesting and meaningful in helping students reading
comprehension. Triangulation of data was used to answer both research questions
ensured research reliability and validity.

43

7.1 Effect of Using Dictionary Skill on Reading Comprehension

The analysis below shows the results and findings of the tests that were conducted on
eight respondents selected from Year 5 Sekolah Kebangsaan Pedah, Jerantut. To
answer research question one, the researcher had conducted several types of tests
involving different questions at different levels aimed to improve the reliability and
validity of the marks obtained by the respondents.

Pre-test 1 and 2 were designed to measure the respondents capability in

answering reading comprehension questions. From the marks obtained, the
researcher used it as a comparison to determine the effectiveness of the intervention
proposed in helping respondents understand reading text. The respondents ability to
write without any grammatical error was taken into consideration. The researcher
focused solely on the respondents ability to provide the correct answer in any means
necessary.

7.1.1

Pre-test 1

All respondents were able to complete the comprehension questions and word look
up within the time allocated. None of the respondents managed to find the meaning
of each word. The results form Pre-test 1 was recorded and analysed as shown in
Table 4 below:

44

Table 4
Analysis of Pre Test 1
WORKSHEET
2

R1

WORKSHEE
T
1
4

MARKS
(W1 + W2)
X/20
8

PERCEN
T
(%)
40

R2

11

55

R3

14

70

R4

10

50

R5

13

65

R6

11

55

R7

11

55

R8

13

65

RESPONDENT
S

Based on Table 4, seven of the respondents scored 6-8 marks in worksheet 1. For
every correct answer, the respondents were awarded 2 marks. Thus, from the marks
obtained none of the respondents were able to answer all the reading comprehension
questions correctly although it was only a TRUE/FALSE questions. R1 had the
lowest score for worksheet 1 where only two out of five questions were answered
correctly.

In worksheet 2, for every correct answer the respondents were awarded one
marks. There were 10 words that the respondents were supposed to look up for the
meaning. From Table 4, seven out of eight respondents did not able to find the
meaning for half of the words listed. R3 had the highest score where he was able to
find 6 out of the 10 words listed.

45

Marks were accumulated and calculated into percentage which was the
overall score for Pre-test 1. Based on Table 4, all of the respondents recorded more or
less the same score which falls within the range of 55% - 65%. Respondent 1
recorded the lowest mark whereas the highest mark was recorded by respondent 3.
Respondent 3 previous knowledge may have helped him in achieving better marks
than others. Table 5 showed that the respondents were within the average level. The
researcher aimed for all of the respondents to be at least above average after the
intervention.

The mean score for this test was at 56.8%. There was quite a big gap between
respondent 1 and 3. The gap was at 35%. The researcher came to a conclusion that
the results were unsatisfactory. This was because the worksheet administered was
easy (low level). The respondents inability to understand the reading text hampered
their ability to answer the question. Besides, low marks in Worksheet 2 showed that
the respondents clearly do not have the skills required to look-up meaning of
unfamiliar words in a dictionary.

7.1.2

Pre-test 2

The second pre test was conducted a day after the first one. The location where the
test was administered was changed to the Self Access Learning (SAL) room since the
library was pre occupied. The number of respondents during the session was still
the same which was eight respondents. A second pre test was conducted was to
ensure the reliability and validity of the test results which would affect the overall
study.

46

Pre test 2 had a little twist into it. The reading text was more or less the
same but the comprehension questions were much more challenging. Respondents
were required to answer open ended questions based on the reading text provided.
The most correct answer was awarded with two marks. The researcher only focused
on the correct answers and not on the sentence structure. Grammatical errors were
acceptable as long as it did not change the meaning of the answer conveyed. The
second worksheet was at the same level as the one in Pre-test 1 but a new list of
words were provided. Data collected is shown in Table 5.

Table 5
Analysis of Pre Test 2
WORKSHEET
2

R1

WORKSHEE
T
1
4

MARKS
(W1 + W2)
X/20
9

PERCEN
T
(%)
45

R2

45

R3

11

55

R4

40

R5

12

60

R6

10

50

R7

45

R8

45

RESPONDENT
S

With regards to Table 5, R5 scored the highest mark in worksheet 1 with 3

questions correctly answered. Five respondents scored 4 marks, whereas R3 and R7
scored 5 marks. They answered two questions correctly and one partially correct
answer that was awarded with one mark. There was a slight decrease in terms of
47

marks obtained probably because of the level of the reading text and comprehension
questions.
Worksheet 2 did not showed any significant increase nor decrease of marks
obtained from Pre-test 1. In average, the respondents were able to find the meaning
of 5 out of 10 words listed. Worksheet 2 did not have any difference in terms of the
difficulty level.

Table 5 showed, most of the respondents scored 45% which was also the
frequency of the data. Only two out of the eight respondents manage to score above
50%. The increase in difficulty of the questions may had a hand to this result. The
same problem persisted in the result of this second pre test. 40% was the lowest
mark achieved by any of the respondents which was respondent 4. The mean score
puts the respondents score at 48.1%. There was a decrease of almost 10% from the
previous pre test. The results were not surprising and showed that lack of
understanding of reading text may lead to low marks in reading comprehension
question. The comparison between Pre-test 1 and Pre-test 2 can be seen in Figure 7.

48

70
65

65
60

55

55

55
50

45
40

50

45

45

45

40

PRE - TEST 1

Column1

55

Figure 7 : Comparison of Pre-Tests Results

From Figure 7, seven out of eight respondents showed a decrease in overall
marks scored except for R1 which showed an increase. From the graph above, we
can clearly see a significant difference between the results of pre test 1 and pre
test 2. The trend of lower score in pre-test 2 compared to pre-test 1 was apparent in
most of the respondents. Respondents overall scores decreased about 5% - 20%.
This was mainly because of the changes in terms of the level of the questions. The
respondents recorded more or less the same marks with Worksheet 2 in both tests.
They took a fair amount of time to locate even just one word.

Nonetheless, in pre test 2 the researcher provided some guidance in helping

the respondents to write their answer. Most of them lacked the vocabulary to write
out their answers. Besides, in both tests the use of dictionary when answering
Worksheet 1 was almost zero but the number of words that the respondents admitted
of not knowing was surprisingly high. From the researcher point of view, the
49

respondents can guess the meaning of the whole sentence just by knowing one of two
words thus improving reading comprehension.

7.1.3

Post-test 1

In this study, the researcher used an intervention where respondents were taught
necessary dictionary skills (word look-up) to help with respondents reading
comprehension. The focus of this post-test was to observe respondents usage of
dictionary after the intervention and whether better word look up skill would
increase their reading comprehension. The findings of Post -Test 1 is shown in Table
6.

50

Table 6
Analysis of Post Test 1
RESPONDENT
S
R1

WORKSHEET WORKSHEET MARKS PERCENT

1
2
(W1+W2)
(%)
X/20
8
6
14
70

R2

15

75

R3

10

18

90

R4

16

80

R5

15

75

R6

16

80

R7

10

17

85

R8

15

75

From Table 6, it can be seen that two out of eight respondents answered all
question correctly in worksheet 1. The rest were able to answer at least four out of
five comprehension questions. Whereas in worksheet 2 increased marks showed that
there was a slight improvement in the respondents word look up skill. All of them
were able to find the meaning of more than half of the words listed.

From the data presented above, all of the respondents recorded more or less
the same marks which falls in the range of 75% - 85%. This showed that the
respondents were able to move from weak to average performance which were a
good sign. Respondents 2, 5 and 8 had the same score of 75% and so did respondents
4 and 6 who scored 80%. None of the respondents scored below average.

51

Respondent 3 is continuing the trend of scoring the highest mark in each test
which was also the mode for the data. This was not surprising because he was one of
the better students between them. Respondents 1 scored the lowest mark of 70%
since he was the weakest but at the same time was catching up to the pack. The mean
score for post test 1 showed the respondents was at the score of 78.7%.

In all, the respondents were recording good marks and good progression
which was expected since the level of Worksheet 1 was low. Nonetheless, Worksheet
2 played an important role of rocketing the respondents marks. It showed that they
were better at word look up skill than before but the effects on their reading
comprehension may still be questioned. Post test 2 will portrayed a more
comprehensive result.

7.1.4

Post-test 2

Post test 2 was conducted two days after the first one. This was to give the
respondents a break and so that they could really understand and practise the
intervention learnt. It was held in the library during the first two period of that day to
ensure that the respondents were fresh and well prepared for the test.

The respondents were once again administered two different worksheets that
would test their reading comprehension and word look-up skill. The level of the
comprehension questions were much more difficult than the first post-test. Again the
focus was on providing the correct answer and not the respondents writing skill
(grammatical error).

52

Time allocated for them to complete both of the worksheets were 30 minutes.
The focus of this post-test was to observe respondents use of dictionary after the
intervention and whether better word look up skill would help them to answer
reading comprehension questions. The findings of Post-Test 2 is shown Table 7.
Table 7
Analysis of Post Test 2
RESPONDENT
S
R1

WORKSHEET WORKSHEET MARKS PERCENT

1
2
(W1+W2)
(%)
X/20
6
7
13
65

R2

12

60

R3

16

80

R4

14

70

R5

15

75

R6

13

65

R7

16

80

R8

14

70

Based on Table 7, most of the respondents scored between 5-7 marks in

worksheet 1 whereas respondents 3 and 7 answered 4 out of 5 comprehension
questions correctly. It was a positive progression in comparison with the both pretests. Although there was only a slight increase in terms of mark but it was expected
considering the nature of the comprehension questions put forth. There were not
much of a different in terms of marks obtained in worksheet 2 compared to post-test
1. All of the 8 respondents scored an above average marks.

53

Nonetheless, there was a decrease in performance compared to post test 1

of the respondents who were affected by the level of difficulty of the questions. In
terms of word look-up skill, there was not much difference from the first post test.
Respondents 3 and 7 recorded the highest mark. Surprisingly, respondent 1 did not
get the lowest mark this time with a score of 65% and showed a steady development.
Other respondents scored within the range of 65% - 80% which was acceptable for
the researcher. For this test, the mean score for all the respondents was at 70.6%.

Collectively, the respondents were recording an above average marks and

showed a substantial development. The intervention really helped them to improve
their dictionary word look-up skill but respondents would need more time to really
apply the skills learnt in answering reading comprehension questions. To better see
the respondents development in post-test 1 and two, it is shown in Figure 8.
90
80

80

80

75

80

75 75

70

75

70

70

65

65
60

POST - TEST 1

Column1

85

Figure 8 : Comparison of Post-Tests Results

54

With regards to Figure 8, every respondents except for R5 showed a decrease

in overall score. This decreasing trend was also apparent in the comparison between
pre-tests results. Respondents scores decreased within the range of 5%-15% which
was much smaller compared to both pre-tests. This was mainly because of the
changes in terms of the level of the questions. Respondents were able to locate at
least 7 words in the dictionary during both post-tests which was very promising.

Worksheet 1 was the main contributor to the decreasing of score. This was
because worksheet 1 in post-test 2 was much more difficult compared to worksheet 1
in post-test 1. Respondents were not able to replicate their performance when
answering post-test 2 due to the lack of vocabulary in writing sentences.
Nonetheless, respondents were able to locate words in dictionary much faster after
the intervention had been implemented.

7.1.5

Comparison Between Pre-Tests and Post-Tests Results

In order to see a clearer distinction between the pre test and post test, the
researcher made a comparison between data collected from all the tests. The
comparison was also made to discover the effectiveness of teaching dictionary skills
to help students reading comprehension. Analysis was done descriptively in the form
of tables and graphs so that it was easier for the researcher to track respondents
development. It was also easier for the researcher to decipher the data collected.

55

It was important to have comparison between pre test and post test. This
method of analysing data showed the clearest evidence on whether the intervention
proposed was a success or a failure. Data comparison was made with regards to each
respondents mean score through both of the pre test and post test. This showed
the respondents individual progression prior and after the intervention.

Cumulative mean score was calculated and presented in graph to further see
the effectiveness of using dictionary skills in helping reading comprehension. The
researcher chose to calculate the cumulative mean score because it was a method of
scoring in which the score of a partnership was taken as the sum of their scores on all
hands played.
Table 8
Analysis of Comparison of Pre Test and Post Test Results
PRE-TEST

RESPONDENT

POST-TEST

DIFFERENCE
IN MEAN
SCORE (%)

MEAN
SCORE
(%)

MEAN
SCOR
E (%)

R1

40

45

42.5

70

65

67.5

25

R2

55

45

50

75

60

67.5

17.5

R3

70

55

62.5

90

80

85

22.5

R4

50

40

45

80

70

75

30

R5

65

60

62.5

75

75

75

12.5

R6

55

50

52.5

80

65

72.5

20

R7

55

45

50

85

80

82.5

32.5

R8

65

45

55

75

70

72.5

17.5

74.7%

22.2%

CUMULATIVE MEAN

52.5 %

56

SCORE
Table 8 clearly showed that there was a slight increment in terms of the
respondents marks. The comparison between pre test and post test marks was
done using mean score because the respondents were tested with different
components and difficulty level. Using mean as the main element of comparison also
increases the reliability and validity of the test results.

PRE - TEST

Column1

85

82.5
75

67.5

67.5

62.5

R3

72.5

62.5

45

42.5

R2

72.5

52.5

50

R1

75

R4

R5

R6

50

R7

55

R8

Apart from that, there was an apparent trend where respondents scored higher in both
pre and post-tests 2 rather than the first. This was mainly because the level of
difficulty of the worksheets administered in pre and post-tests 2. Respondent 3 (R3)
scored the highest mean score in both pre and post-tests with 62.5% and 85%
respectively. Respondent 1 (R1) who was the weakest prior to the intervention was
able to catch up with the rest of the respondents with a mean score of 67.5% in the
post-test. This showed that, intervention implemented really helped weaker students
to improve in reading comprehension and word look-up skill. Respondents
development in marks obtained can be better seen in Figure 9.
57

Figure 9 : Comparison of Pre-Test and Post-Test Mean Score

Data from Table 8 and Figure 9 showed that, Respondent 7 (R7) recorded the
highest increment of all with a climb of 32.5%. The lowest increment was by
Respondent 5 (R5) with 13.5% whereas Respondent 2 (R2) and Respondent 8 (R8)
had the same percentage of increment which was 17.5%. More than half of the
respondents recorded an increment of more than 20% which was a good sign since
the researcher only had not more than two weeks to implement the intervention
proposed.

All of the respondents showed a steady development both in word look up

skill and marks in reading comprehension. Marks obtained by the respondents were
all above average. Besides, the respondents ability to adapt the skill learnt in
different topics also portrayed a positive sign of the intervention implemented. The
cumulative mean score of the respondents in both pre and post-tests administered is
shown in Figure 10.
Column1

Linear (Column1)
74.7

52.5

Figure 10 : Comparison of Pre-Tests and Post-Test Cumulative Mean Score

58

Based on the graph plotted, it showed a significance increase in the overall

mean score. Test conducted tested both the respondents ability to look up for
meaning of any particular word and also their reading comprehension ability. Prior to
the intervention, the respondents recorded a cumulative mean score of 52.5%
whereas post test administered after the intervention showed an increase to 74.7%.
There was an increase of more than 20% or 22.2% to be exact. The increment
recorded proved that the intervention had given positive impacts towards respondents
reading comprehension.

For the graph plotted in Figure 10, the standard deviation for the whole pretest and post-test was at 12.9. The data for these tests were homogenous which
showed that the dispersion or variation of data was close to one another. Overall, the
progression showed by the respondents could be measured clearly and descriptively.
The development in the respondents score from low to above average proved that the
intervention proposed had helped them in answering reading comprehension
questions.

Nonetheless, scores increment obtained by students were largely helped by

their ability in word look-up skill which were tested in Worksheet 2 on all the tests
administered. In truth, the respondents only showed a slight increase in marks
obtained with reading comprehension questions but it was still a positive
development. The researcher believed that the intervention would have work
wonders if used in the long run by the respondents.

59

7.1.6

Observation Checklist

Data for observations carried out during the intervention were used to triangulate and
support research question one. All the sessions were video recorded so that the
researcher did not miss anything. The researcher was able to observe, play and replay
the recording to obtain sensible information on the after effects of the intervention
towards the respondents. The researcher observed both pre-tests and post-tests
session in order to see the difference showed by the respondents behaviour during
the test. Results from observation during the pre-tests is shown in Table 9.

Table 9
Pre Test Observation Checklist Analysis
NU
M
1

ITEM
Respondent is able to
locate unfamiliar word in
a dictionary.
Respondent follow steps
learnt to look up for
word.
Respondent is able to
relate meaning from
dictionary to answer
comprehension questions.
Respondent is able to
comprehend the reading
text with the help of
dictionary.
Respondent is able to
answer reading
comprehension question.

MEAN
SCORE

SCALE
1

/////

///

5
1.37

////////

////////

////////

//////

//

2.25

60

Based on Table 9, item 5 recorded a mean score of 2.25. This showed that,
respondents were able to answer some of the reading comprehension questions. None
of them answered more than half of the questions correctly. They took quite some
time in providing the answers and there were respondents who simply left it blank.
Their average scores were below average and showed they did not understand the
reading text.

Item 1 had a mean score of 1.37 where more than half or 5 respondents to be
exact were unable to locate words in the dictionary. What happened was, the
respondents would try and look-up for the word but after some time they just simply
close the dictionary because they were unable to locate the word intended. Only 3 of
the respondents showed some skills in searching for word in the dictionary. This
proved that the respondents were definitely needed of the intervention proposed.

Moreover, items 2, 3 and 4 had the lowest mean score of 1. The results were
expected since all of them were not introduced to the intervention yet. However, a
different picture could be seen from the observation in the post-test after the
intervention were implemented. Data from post-tests 1 and 2 were collected and
tabulated in Table 10.

61

Table 10
Post Test Observation Checklist Analysis
NU
M
1

ITEM
1
Respondent is able to
locate unfamiliar word in
a dictionary.
Respondent follow steps
learnt to look up for
word.
Respondent is able to
relate meaning from
dictionary to answer
comprehension questions.
Respondent is able to
comprehend the reading
text with the help of
dictionary.
Respondent is able to
answer reading
comprehension question.

MEAN
SCORE

SCALE
2

/////

///

/////

5
3.375

///

4.375

//////

//

3.25

////

////

3.5

///////

4.125

Table 10 showed that the dispersion or variation of mean score stayed within
the range 3.0 4.3. The highest mean score was in observation item number five
where respondents were able to follow steps learnt during the intervention. In the
video recorded, respondents showed a high understanding in word look-up skill and
followed every step until they found the word they were looking for.

However, although following each step taught the respondents still took quite
some time to locate the intended word. This was proved by the mean score of 3.37
recorded by item number 1 in which only 3 of the respondents showed mastery of the
skill. The researcher believed that the respondents needed more practise with using a
dictionary.

62

Item 3 and 4 discussed about the respondents comprehension of the reading

text. Both item recorded more or less the same mean score with only 0.25 difference
between one another. Item 3 had a score of 3.25 whereas item 4 had a score of 3.5.
The observation showcased that the respondents were able to relate meaning
obtained from the dictionary and the meaning of the whole sentence. Ergo, the
respondents were able to comprehend the meaning of the text although it took them
quite some time.

Figure 11 shows the difference between the respondents behaviour prior and
after the intervention was implemented.

4.13
2.25
5
3.5
1
4
3.25
1
3
4.38
1
2
3.38
1.37
1

PRE - TESTS

POST - TESTS

Figure 11 : Comparison of Pre-Tests and Post-Tests Observation Checklist

Analysis

63

With regards to the graph plotted in Figure 11, we can see the difference in
mean score in each item before and after the intervention. Prior to the intervention
the mean score was in between 1.0 2.5. There is a significance change in the
behaviour of the respondents after the intervention was implemented.

Behavioural changes was evident in terms of the increasing mean scores or

scale in each item. For example, item two which observed respondents ability to
follow steps taught to look-up word in dictionary recorded an increase of 3.375
which was the highest between the items tested. Respondents showed positive
progress with the intervention proposed.

Figure 11 showed the effects of using dictionary skills in helping reading

comprehension. The increase in mean scores proved that by teaching dictionary skills
to respondents, they could use it to find meaning of unfamiliar words thus helped
them in comprehending the reading text.

64

7.2 Ways in Which to Teach Dictionary Skills in an Interesting and

Meaningful Way to Help Students Reading Comprehension.

The researcher used different methods to teach students word look-up skill.
PowerPoint Presentation was used as a medium to help the researcher to teach the
respondents the skill. Moreover, Dictionary Relay Game and Dictionary Drilling
were used to help the respondents to further practice, understand and enhance the
skill learnt.

Questionnaire and field notes were used as the data gathering method. Both
instruments were used to answer research question two. This chapter focused on
presenting the findings and eventually answers the second research question on how
to teach dictionary skills in an interesting and meaningful way to help students
reading comprehension.

65

7.2.1

Questionnaire

The responses of the respondents is recorded in Table 11.

Table 11
Post Intervention Questionnaire Analysis
SCALE

NU

STATEMENT

Strongly
Disagree

Disagree Agree

Strongly
Agree

PowerPoint Presentation by
1

the teacher is interesting and

25%

75%

37.5%

62.5%

attractive.
PowerPoint Presentation by
2

the teacher is easy to

understand.
PowerPoint Presentation

4
5

helps me to learn word look-

100%

up skill.
I like Dictionary Relay
Game.
I like Dictionary Drilling.

37.5%

62.5%

75%

25%

12%

12%

51%

25%

25%

63%

12%

Dictionary Relay Game

6

helps me to practice word

look-up skill.
Dictionary Drilling helps me

to practice word look-up

skill.

66

Based on Table 11, 6 out of 8 respondents or 75% of the respondents strongly

agreed that the PowerPoint Presentation used was interesting and attractive. They
also responded that the use of colourful slides and wordings attract them to the
presentation. The other two respondents also agreed that the presentation was
interesting. With these responses, the researcher have proved that PowerPoint
Presentation did attract respondents towards learning dictionary skill especially word
look-up skill.

Statement 1 was further supported by the responses from the respondents on

Statement 2. More than half of the respondents or 62.5% of them strongly agreed that
PowerPoint Presentation showed was easy to understand. Moreover, during the
session the researcher received positive responses from the respondents. Everyone
said that they understood the lesson on word look-up skill. This showed that the
presentation was effective in teaching word look-up skill.

The third statement asked the respondents whether the PowerPoint

Presentation used did actually helped them learn word look-up skill. The results were
very promising where 100% of the respondents strongly agreed on the subject in
hand. This again proved that in todays 21 st century learning, PowerPoint
Presentation is relevant and proven effective in teaching students word look-up skill
because it was interesting, attractive, meaningful and easy to understand.

67

The researcher implemented two ways for respondents to practice the skills
learnt. It was Dictionary Relay Games and Dictionary Drilling. In item number 4,
62.5% of the respondents strongly agreed that they liked Dictionary Relay Game
whereas 3 out of 8 respondents agreed that they liked the method. The respondents
did at some point of the intervention said that they love the game because it was fun.

DICTIONARY RELAY GAME HELPS ME TO PRACTICE WORD LOOK-UP SKILL.

12%

25%

12%

STRONGLY AGREE
AGREE
DISAGREE
STRONGLY DISAGREE

51%

Besides, in statement 5 of the questionnaire showcased that all of the respondents did
not like Dictionary Drilling. In fact, 75% or 6 out of 8 respondents responded that
they strongly disagreed with the statement whereas the other 25% of the respondents
simply disagreed. This showed that Dictionary Drilling was not the method of choice
for the respondents to practice dictionary word look-up skill.

Figure 12: Analysis of Questionnaire Statement 6

68

Figure 12 showed that the dispersion of scored were scattered across the scale
for statement number 6. In this statement, the researcher wanted to know whether
Dictionary Relay Game helped respondents to practice the skill learnt.
Half of the respondents agreed that the game helped them in practicing the
skill. But 24% of the respondents responded that they were not able to practice word
look-up skill when playing the game. Only one out of 8 respondents strongly agreed
on that statement. This showed that there were mix responses on the effectiveness of
Dictionary Relay Game in helping the respondents to practice dictionary word lookup skill.

DICTIONARY DRILLING HELPS ME TO PRACTICE WORD LOOK-UP SKILL.

25%
STRONGLY AGREE

AGREE

12%
DISAGREE

STRONGLY DISAGREE

63%

Figure 13 : Analysis of Questionnaire Statement 7

Based on Figure 13, the dispersion of scores is much smaller than statement
6. This last item in the questionnaire was designed to extract respondents responses
towards the second method used in practicing the skill learnt. Results obtained were
not surprising as 63% of the respondents agreed that Dictionary Drilling helped them
practice word look-up skill. There was only one out of 8 respondents that did not
69

agreed with the statement. This showed that drilling did help respondents to practice
the skill learnt and it was supported from the result obtained in the questionnaire.

70

Overall, from the questionnaire administered to the respondents, it showcased

that PowerPoint Presentation was proven effective as a medium to teach dictionary
word look-up skill. Dictionary Relay Game was the winner in terms of method that
the respondents like the most in practicing dictionary word look-up skill. But,
Dictionary Drilling was the most helpful method for respondents to practice the skill
learnt. Nonetheless, findings from the questionnaire were deemed inconclusive by
the researcher and was not enough to answer the second research question. The
researchers felt that other data gathering method was needed to actually answer on
how the researcher can teach dictionary skills in an interesting and meaningful way
to help students reading comprehension.

7.2.2

Field Notes

Field notes were used as a second data gathering method to triangulate the data
obtained from the questionnaire administered to answer the second research question.
The first intervention was a lesson on dictionary word look-up skill using a
PowerPoint Presentation.

Figure

14 :
Excerpt from Intervention Session 1

71

Figure 14 showed that respondents behaviour towards the PowerPoint

Presentation was positive and they showcased a lot of interest. The colourful and
attractive nature of the presentation had really affected the respondents which
previously did not pay attention and was playing with their copy of dictionary.

Figure 15 : Excerpt from Intervention Session 1

Based on Figure 15, it showed that the respondents acknowledged the

PowerPoint Presentation used was beautiful. Although everyone had a copy of a
dictionary, their focus was on the presentation. This further solidified that
PowerPoint Presentation was effective in teaching dictionary word look-up skill in
terms of its aesthetic value that attracts respondents attention.

Figure 16 : Excerpt from Intervention Session 1

72

Excerpt from Figure 16 displayed that the respondents were active during the
intervention and paid attention towards the PowerPoint Presentation. Besides, it
showed that teaching dictionary word look-up skill using PowerPoint Presentation
was effective for respondents understanding. They were able to adapt what was
taught on the slide and applied it with their copy of their dictionary. The respondents
were able to find the word they was searching for. They were slow at first but as the
lesson progress, they took less time to look-up for word meaning.

Figure 17 : Excerpt from Intervention Session 2

With regards to Figure 17, Dictionary Relay game was introduce as a

platform for respondents to practice the skill learnt. Respondents were excited as
they got to play a game. Nonetheless, the respondents were too active that the
researcher lost control of the class. Instructions were disregard by the respondents
and it took a fairly amount of time for the researcher to get a hold of the session.
Respondents were not focus on practicing the skill but were more excited to play.

73

Figure 18 : Excerpt from Intervention Session 2

From the excerpt in Figure 18, it can be seen that the respondents were active during
the session and they liked Dictionary Relay Game. They were supporting each other
and were motivated to complete the task in hand as quickly as possible. The
researcher felt that the pressure to complete the task ahead of the other group made
them anxious and lose focus. Word look-up skill was not used by the respondents as
they simply search through the dictionary as fast as the can.

The respondents failed to practice word look-up skill learnt before. This
hampered the time taken in which the respondents needed to search for a word. From
the observation made, the researcher concluded that Dictionary Relay Game did not
provide the medium for respondents to practice word look-up skill. Although the
activity was fun, but it made them anxious and unable to follow the steps learnt in the
first session of intervention.

74

Figure 19 : Excerpt from Intervention Session 3

Figure 19 showed respondents negative behaviour towards Dictionary

Drilling. The respondents were reluctant to answer the worksheet administered. The
class was much easier to control as the respondents were not too active. It was a very
quiet session with everyone focused on the task given. This showed that Dictionary
Drilling was not the method of choice for the respondents as it was boring and not
interesting.

Figure 20 : Excerpt from Intervention Session 3

From the excerpt in Figure 20, the researcher recorded that the use of
dictionary among respondents was high. They kept on referring to their dictionary to
answer the worksheet. The respondents were focused on the task and make full use
of the dictionary.
75

The respondents followed the step in dictionary word look-up throughout the
session. Their speed in finding words in the dictionary improved significantly and
they were able to finish the worksheet within the time allocated. They were able to
practice the skill learnt in dictionary word look-up skill. The researcher concluded
that the method used was effective in improving respondents use of dictionary ergo
more practice in word look-up skill.

Overall, both method has it pro and cons. Dictionary Relay Games were
fantastic in attracting respondents interest to use the dictionary but was minimal in
providing the medium for them to practice word look-up skill which was the focus of
the study. On the other hand, Dictionary Drilling was traditional, not interesting and
boring. However, in terms of the practice that the respondents had during the session
it was very promising as the questions were designed to maximise word look-up
practice.

76

7.3 Conclusion of Findings

In a nutshell, the researcher believed that the teaching of dictionary skills was very
useful in helping respondents to improve their reading comprehension. The results
from the data analysis showed that the intervention used in this study had done a very
good job in improving the ability and the skills of the pupils in learning and
answering comprehension questions. The respondents scored good marks after the
intervention was carried out. At the same time, the skill taught had helped them to
comprehend the text better.

Evidence from triangulation of data supported the findings. The Year 3

respondents performed better in reading comprehension with dictionaries than
without. Based on the tests administered and the observation made, the respondents
showed significant improvement in word look-up skill and tests score. This proved
that teaching dictionary skill is effective in improving students reading
comprehension. Nonetheless, the researcher felt that the use of dictionary in the
longer run would further improve students understanding of reading text.

Based on the data analysis, the researcher concluded that PowerPoint

Presentation had helped in teaching dictionary skills. It was both interesting and easy
to understand. The researcher prefer Dictionary Drilling because it did a great job in
providing the medium for respondents to practice word look-up skill. Thus, the
combination of PowerPoint Presentation and Dictionary Drilling would be both
interesting and meaningful. It is also effective in improving students reading
comprehension.

77

8.0 PLAN FOR FURTHER ACTION

The teaching of dictionary skills to help students reading comprehension was very
useful and was able to solve some of the problems that the researcher had stated
before. However, there were still rooms for improvements. As the researcher had
reflected back on his study, he could find one or two major aspects on where the use
of dictionary can be better utilised.

Dictionary use depends on user intrinsic motivation. Because of that, teachers

in school need to make sure that students are always motivated and have a positive
attitude towards using this traditional material. In order to achieve that, the
researcher suggest that teachers should utilise new strategy and technology to
incorporate in learning to use a dictionary. It is important that students realise the
significance of dictionary in their journey to become better in English or even other
languages.

The study conducted by the researcher involved a very small scope in the use
of dictionary which was dictionary look up skill. It was also proportional to the
requirement in the Year 3 KSSR Standard Document. Moreover, the researcher
investigated the effects of teaching dictionary skills in reading comprehension which
was also a rather small and focused aspect of the study. The time constraint faced by
the researcher was a major upset throughout the study. The relationship between
dictionary use and students reading comprehension would have been better
researched if the researcher had more time.

78

79

In that aspect, the researcher would like to put fourth some suggestions that
can be used by the researcher himself or even other researchers in their respective
study to further enhance dictionary use. Some of the suggestions are :

i)

Increase the number of dictionary skill being taught for example

ii)

identifying word classes.

Measure other skills besides reading comprehension such as the use

iii)

of dictionary in writing essay.

Conduct a study to find out which dictionary (monolingual or
bilingual) improve learners English proficiency.

Interactive PowerPoint slides could also help to facilitate learning by making

it more fun because it will involve students more by clicking on the button or
animation. Interactive PowerPoint is recommended to be used with smart board for
teachers to teach in the classroom. Interactive PowerPoint can also be used by
student for self-learning by using the computers in school or at home because it is
easy to use. Students with internet access also can enjoy doing exercise on their own
on the internet just by clicking the link in the interactive PowerPoint.

80

9.0 REFLECTION

Action research can be a worthwhile pursuit for educators for a number of reasons.
Foremost among these is simply the desire to know more. Good teachers are, after
all, themselves students, and often look for ways to expand upon their existing
knowledge as stated by Ferrance (2000), We will learn a lot from the process as well
as the results of our own action research. Also, by doing our own action research we
could gain a better perspective into our own teaching and the students learning and
thus confidence in our work.

Completing an action research would be the stepping stone of one of my lifes

goals which is having a masters degree. I had gained tonnes of knowledge by
committing myself to the study. Years and years of practise in doing assignments had
finally came to its worth where every single elements that I had put into various
assignments came into use when conducting an action research. As said by
Whitehead, 2010, action research provides a path of learning from and through ones
practice by working through a series of stages that facilitate the development of
progressive problem solving.

For me, choosing the right topic was not as simple as our usual evening
strolls. I was determined to make a long lasting impression on the students.
Something that they would remember and use for the rest of their life. One thing
came to mind and made me realised that even the most traditional approach can be
the most innovative one. This study had helped me to change my perspective towards
the so called traditional method of teaching.

81

Tomlinson (2003), stated that an effective teacher must be aware of the

constraints and imperfections in school. As English teachers there are things that we
can change and things beyond our reach. Action research taught me that while it is
possible to improve some of the conditions in the classroom, such as exposing the
learners to more English texts, it is almost impossible to affect change in the learners'
homes. There need to be more emphasis on developing the learners' second language
literacy at home with books and reading being a part of learners life. I believe there
is potential for research to find ways to narrow the gap between the children's
literacy experiences at home and in their communities and the expectations at school.

Apart from that, writing an academic paper had helped me to become a better
writer. Text needs to be grammatically sound and appropriately framed in order to be
surmised by the intended audience without an effort. The reader must not go through
the hassles of deducing the content because it is not aptly framed. The data collected
must be aptly presented by the researcher. This helped me to become a better teacher.
In a way that teacher especially English ones writes a lot. I learnt new vocabularies
and sentence structures when writing the action research report, I actually made the
effort to write as best I could.

Teaching is a professional profession. Being in school and conducting a

research pushed me to improve on my professional skills especially in planning my
work ahead. I learnt that planning was very crucial beforehand so that the work can
flow smoothly. I did not planned and prepared well which resulted in difficulties
during the process of collecting data at the school.

82

However, I was fortunate that I started the implementation earlier during the
week in which I managed to sort out the problems and completed the data collection
successfully. Through this weakness, I learnt that all work should be planned earlier
and I should not delay any work so that the progress would not be affected thus
resulting in failure.

In addition, I also learned the moral values a researcher must possess. The
most important etiquettes are trust, diligent and responsibility. In academic writing,
there are few intellectual offenses more impacting than passing off someone elses
content as your own. It is okay to take a leaf from the previous authors researches
and opinions, but do not merely rehash the content without giving a due regard for its
origin. Plagiarism is the greatest assault on a researchers credibility and may have
costly consequences in the life as a teacher. A teacher is always blamed for not being
trustworthy when giving marks. This research have helped me to train myself to be
trustworthy whatever the consequences are.

The main impact of this research was the extent to which my preconceived
ideas and assumptions were challenged. I began with a fairly idealistic notion of
what I could achieve and I began the intervention confidently based on my
experience. There were times in this research I was not able to achieve what I set out
to do as I was restricted by circumstances I had not anticipated. I suspected that
teachers with similar backgrounds to mine may had the same difficulties. The context
in which teachers found themselves struggling in schools. The challenge was to find
ways of coping with the limitations and this study definitely made me realise it.

83

In a nutshell, there were a lot of thing that I had learnt in the process of
completing this action research. Most of it could help me to be a better teacher in this
coming years. Besides that, I am happy that I managed to complete this action
research in time thanks to the various support that I had received mostly from my
lecturers, supervisor, friends and everyone around me especially my family.

84

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89

APPENDICES

90

APPENDIX A

SCALE

NU
M

ITEM

Respondent is able to locate word in a dictionary.

2
3
4
5

Respondent follow steps learnt to look up for

word
Respondent is able to relate meaning from
dictionary to answer comprehension questions
Respondent is able to comprehend the reading
text with the help of dictionary
Respondent is able to answer reading
comprehension question
RESEARCH INSTRUMENT :
OBSERVATION CHECKLIST

91

APPENDIX B

RESEARCH INSTRUMENT :
QUESTIONNAIRE
NAME : _________________
Read and mark (/) in the space provided.
SCALE
NU

STATEMENT

M
1
2
3

PowerPoint Presentation by the teacher is

interesting and attractive.
PowerPoint Presentation by the teacher is
easy to understand.
PowerPoint Presentation helps me to learn
word look-up skill.

I like Dictionary Relay.

I like Dictionary Drilling.

6
7

Dictionary Relay helps me to learn word

look-up skill.
Dictionary Drilling helps me to learn word
look-up skill.

STRONGLY
DISAGREE

AGREE

DISAGREE

STRONGLY AGREE

APPENDIX C (i)

92

PRE-TEST 1
NAME : ____________________
Read the story below. Tick ( /) at the correct
answer. You may use the dictionary provided.
Coconut Trees
The coconut tree is very useful. The leaves are used
to make brooms. We can drink the coconut water because
it is sweet and tasty.
The flesh in the coconut is white in colour. We can
get coconut milk from it. It is used for cooking. The shells
can be used to make coin boxes. The trunk of the coconut
tree can be used as a bridge.
Coconut trees are usually found near the sea. Some
people use a rope to climb the tree to pluck coconuts.
Others train monkeys to do it.

N
O
1.
2.
3.
4.

STATEMENT

TR

FAL

UE

SE

Brooms are made from coconut tree.

Coconut water is not delicious.
We can get coconut milk from its trunk.
Syed went near the sea and he sees

coconut trees.
5. Monkeys are train to pluck coconuts.
93

APPENDIX C (ii)

PRE-TEST 1
NAME : ____________________
Use your dictionary to find the meaning of each
word.

1. Animals
: ____________________________
2. Silver : ____________________________
3. Made : ____________________________
4. Sense : ____________________________
5. Insects : ____________________________
6. Tall
: ____________________________
7. People : ____________________________
8. When : ____________________________
9. Root
: ____________________________
10. Standing : ____________________________

94

APPENDIX C (iii)

PRE-TEST 2
NAME : _________________________
Read and answer the questions below. You may use the
dictionary provided. Circle the words that you do not
understand.
I See Numbers!
Su Wei
books.

: Father, my class teacher told me to buy six exercise

Father

: Sure. Do you want to buy any workbooks?

Su Wei
Father

: Oh, yes. I need them to do exercises.

: Which subjects do you want the workbooks for?

Su Wei
Malaysia.

: I need two workbooks each for English and Bahasa

Father

: Okay, the workbooks are on sale now. Theres a 30%

discount. Lets see what other workbooks you can get.
Maybe we can buy books for science and Mathematics.

Su Wei
: Yes, that will be great! I need more practice for
Mathematics.
Father

: Do you want to buy anything else?

Su Wei
: Yes, I want two rulers, a notebook and a box of
coloured pencils.
Father

: All right.

1. Who told Su Wei to buy exercise books?

___________________________________________________________
2. Why does Su Wei want to buy workbooks?
___________________________________________________________
3. How many workbooks does Su Wei want to buy for each
subject?
___________________________________________________________
4. Why does Su Weis father buy more workbooks?
___________________________________________________________
5. Besides workbooks, what did Su Wei bought?
95

___________________________________________________________
APPENDIX C (iv)

PRE-TEST 2
NAME : ____________________
Use your dictionary to find the meaning of each
word.

1. Honest : ____________________________
2. Forest : ____________________________
3. Pity
: ____________________________
4. Choose : ____________________________
5. Take
: ____________________________
6. Store : ____________________________
7. Many : ____________________________
8. Need : ____________________________
9. Knowledge : ____________________________
10. Will : ____________________________

96

APPENDIX D (i)

POST-TEST 1
NAME : ____________________
Read the story below. Tick ( /) at the correct
answer. You may use the dictionary provided.
The Boy Who Lied

One day, a shepherd was looking after some sheep. He

felt bored. He wanted to play a trick on the villagers. He
shouted, Wolf! Wolf! Help! Many men came. Where is
the wolf? they asked. The shepherd laughed. There is
no wolf, he said. The men were angry and told him,
Dont play this trick again.

The next day, the shepherd played the same trick.

Many men came. They were angry at him for playing the
same trick again.

A few days later, a big wolf came. Tom cried, Wolf!

Wolf! Help! Help The men thought it was another trick.
They did not come to help. The wolf killed many sheep

N
O
1.
2.
3.
4.
5.

STATEMENT

TRU

FALS

A shepherd looks after cows.

The shepherd wanted to trick the villagers.
The villagers came to help the shepherd.
The wolf killed the men.
The shepherd was killed by the wolf.

97

APPENDIX D (ii)

POST-TEST 1
NAME : ____________________
Use your dictionary to find the meaning of each
word.

1. Practice
: ____________________________
2. Bought
: ____________________________
3. Mayor : ____________________________
4. Very
: ____________________________
5. Shoot : ____________________________
6. Greedy
: ____________________________
7. Bridge : ____________________________
8. Selfish : ____________________________
9. Laugh : ____________________________
10. Where
: ____________________________

98

APPENDIX D (iii)
POST-TEST 2
NAME : _________________________
Read and answer the questions below. You may use the
dictionary provided.
The Honest Woodcutter.
Once there lived a poor woodcutter. One day, after cutting
wood in the forest, he rested by a river. Suddenly, his axe
accidentally fell into the river. The river was deep. The woodcutter
began to cry. Suddenly, a fairy appeared. She asked him why he
was crying. He told her what had happened.

The fairy waved her wand and a golden axe appeared.

Thats not my axe, said the woodcutter. The fairy waved her
wand again and a silver axe appeared. The woodcutter said that
was not his axe either. The fairy waved her wand again and an old
iron axe appeared. Thats my axe! said the woodcutter happily.
The fairy then gave the golden and silver axes to the woodcutter
because he was honest.

1. What was the woodcutter doing in the forest?

___________________________________________________________
2. Where did the woodcutters axe fall?
___________________________________________________________
3. Who helped the woodcutter?
___________________________________________________________
4. What was the:
a) first axe made of?
_____________________________________________
b) second axe made of?
_____________________________________________
c) third axe made of?
_____________________________________________

99

100

APPENDIX D (iv)

POST-TEST 2
NAME : ____________________
Use your dictionary to find the meaning of each
word.

1. Pet
:
2. Sale
:
3. Project :
4. Smart :
5. Shells :
6. Kitten :
7. Bridge :
8. Small :
9. Price :
10. Coin

____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
: ____________________________

101

APPENDIX E (i)
RESEARCH INSTRUMENT :
FIELD NOTES
DATE :
PLACE :
EVENT :

TIME :

102

APPENDIX E(ii)
RESEARCH INSTRUMENT :
FIELD NOTES
DATE :
PLACE :
EVENT :

TIME :

APPENDIX E (iii)
103

RESEARCH INSTRUMENT :
FIELD NOTES
DATE :
PLACE :
EVENT :

TIME :

104