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Anuradha ChelliahSK Kampung Medan

2013

SEKOLAH KEBANGSAAN KAMPUNG

MEDAN

42500 TELOK PANGLIMA GARANG

KUALA LANGAT

ACTION RESEARCH PROPOSAL 2013

ANURADHA A/P CHELLIAH

Enhancing Vocabulary through Puzzles

in the English Language classroom

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1.0 Name of School

Sekolah Kebangsaan Kampung Medan,

42500 Telok Panglima Garang,

Kuala Langat,

Selangor Darul Ehsan.

2.0 Researcher

Anuradha Chelliah

3.0 Topic of Research

Enhancing vocabulary through puzzles in the English Language classroom

4.0 Teaching Reflection and Previous Knowledge

Teaching English vocabulary is an important area worthy of effort and

investigation. Vocabulary is needed for expressing meaning and in using the

receptive (listening and reading) and the productive (speaking and writing)

skills. If language structures make up the skeleton of language, then it is

vocabulary that provides the vital organs and the flesh. Vocabulary is not a

syllabus, it is a list of words that teachers prepare for their learners to

memorize and learn by heart. Vocabulary is important for pupils who want to

learn the English Language as it helps them in developing the four language

skills. Memorizing may be good and useful as a temporary technique for tests,

but not for learning a foreign language.

Vocabulary is the knowledge of words and word meanings. As Steven Stahl

(2005) puts it, "Vocabulary knowledge is knowledge; the knowledge of a word

not only implies a definition, but also implies how that word fits into the world."

Vocabulary knowledge is not something that can ever be fully mastered; it is

something that expands and deepens over the course of a lifetime. Instruction

in vocabulary involves far more than looking up words in a dictionary and

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using the words in a sentence. Vocabulary is acquired incidentally through

indirect exposure to words and intentionally through explicit instruction in

specific words and word-learning strategies. According to Michael Graves

(2000), there are four components of an effective vocabulary program:

1. wide or extensive independent reading to expand word knowledge

2. instruction in specific words to enhance comprehension of texts

containing those words

3. instruction in independent word-learning strategies, and

4. word consciousness and word-play activities to motivate and enhance

learning

Language pupils need to learn vocabulary of the target language in another

way. If we are really to teach pupils what words mean and how they are used,

we need to show them being used together in context. Words do not just exist

on their own; they live together and they depend upon each other. Therefore,

teaching vocabulary correctly is a very important element in language

learning. Correct vocabulary instruction involves vocabulary selection, word

knowledge and techniques. In the past, teachers used to select and present

vocabulary from concrete to abstract. Words like door, window, desk and

other words, which are concrete, used to be taught at beginning levels.

However, words like beautiful, smart and others, which are abstract words,

used to be taught at advanced levels because they are not physically

represented in the learning and teaching environment and are very difficult to

explain.

The pupils in SK Kampung Medan come from 100% Malay Language

background. They do not communicate in English or use the English

Language in their daily conversation. The only place that they use English

Language is in the classroom when the teacher asks them questions. Hence

the pupils have low level of vocabulary. As their vocabulary is low, the pupils

are unable to write using the correct words in the language. Pupils need to

learn and retain the vocabulary so that it helps them in their lessons.

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The only way to ensure that a pupil retains the vocabulary is the pupil should

be exposed to it in his reading and/or hear it used in conversation - over and

over and over. Tests and examinations do not ensure retention. Pupils just

memorise the words and forget it after the examination. They just slightly

extend the amount of time it will take before the word is forgotten.

While I don't believe a completely independent, out-of-context vocabulary

study does much to improve a pupils vocabulary, I do believe that addressing

the vocabulary in a pupils reading is helpful. So if a pupil is reading a science

text, it is helpful if the meanings of the terms are addressed. If a pupil is

reading a novel, it's helpful if the meanings of unfamiliar words are addressed.

I think this enhances the pupils opportunity to learn the vocabulary that the

pupil reads.

Through my lessons, I realised that the pupils in Year 4 Harapan were unable

to determine the meanings of simple words. They lack the vocabulary and are

unable to use suitable words in their sentence construction. Thus, I realised

that the pupils need to remember and have a number of words with them to

construct sentences effectively. To improve pupils vocabulary it is important

to make it interesting for them to remember the words that they have learnt.

One way to improve their word memorization is through puzzles. Rather than

learning words as words per say, pupils should be given interesting ways to

learn new words. Pupils can learn new words through crossword puzzles,

word search and unscramble letters.

First of all, crossword solving involves several useful skills including

vocabulary, reasoning, spelling, and word attack skills. To solve any

crossword puzzle, a person must be able to identify and understand the terms

being used. This often involves acquiring new vocabulary or terminology. It

can also involve making differentiations between similar words or phrases.

Correctly deciphering a crossword also requires exact spelling, which for

students may mean practicing dictionary skills. Other important skills required

for completing these puzzles include making inferences, evaluating choices,

and drawing conclusions. Another benefit of using crossword puzzles in the

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classroom is that they are associated with recreation, and can be less

intimidating for students as review tools. Students who might normally balk at

practice tests, flashcards, or review sessions with the teacher find puzzle

solving to be much less threatening and more like game play. Puzzle solving

is a much more active type of learning, and will engage students with the

material more than passive types of review techniques do. Crossword puzzles

also have the advantage of appealing to different learning styles. Visual

learners often have strong puzzle-solving skills, and feel great satisfaction

when they complete one. Auditory learners enjoy step-by-step reasoning, so

they also benefit from the sequential steps of completing a crossword. Even

kinesthetic learners enjoy the multi-task strategies required to solve a

crossword. Finally, crossword puzzles have the benefit of being customizable

to study content. Puzzle creation software and websites are abundant, and

easy to use, so teachers can create curriculum-specific crosswords with little

trouble. Whether you are studying Abraham Lincoln, geometry terms, or the

water cycle, a crossword puzzle with subject-specific vocabulary can be

created with ease and in a short amount of time. Crossword puzzles have

endured as a favour rite national pastime because they are appealing to all

ages, they can be completed in a rather brief period of time, and solving them

provides a sense of accomplishment. For all these reasons, crosswords

make a terrific educational tool, and teachers and homeschoolers will

probably continue to use them for many years to come.

5.0 Focus of Research

This research focuses on improving the pupils vocabulary. Pupils need to

have a strong vocabulary so that they can use words in their writing and

communication. Without good vocabulary pupils tend to use words that are

not suitable in the sentences. Pupils are given puzzles every day to improve

their vocabulary. Pupils write the new words learnt from the puzzles into their

vocabulary book. Pupils have their own vocabulary book to list new words and

unfamiliar words over a period of one month. After a month, pupils are

required to construct sentences using the words that they have in their

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vocabulary book. Pupils should be able to use 70% of the words in their

vocabulary book correctly in sentences.

6.0 Research Objectives

6.1 Pupils need to have a strong vocabulary.

6.2 Pupils need to be taught and trained to retain new vocabulary.

6.3 Pupils must be able to use correct words to construct sentences correctly.

7.0 Target Group

24 pupils of 5 Kreatif

8.0 Suggested Activities

8.1 Teacher gives puzzles to pupils to improve their vocabulary.

8.2 Teacher asks pupils to have a vocabulary book with them. Pupils use the

book to list all new words from the puzzles.

8.3 The meanings of the new words are written in their vocabulary book.

8.4 New words are recalled from time to time in the classroom before the

lessons.

8.5 A sentence is given for each word as an example to ensure pupils are

able to use the word correctly in their sentences.

8.6Pupils read and are questioned on these words from time to time so that

they are able to recall these words.

8.7Teacher conducts word games like Bingo or crossword puzzles for pupils

to remember the new words.

8.8Teacher carries out dictations and spellings in the classroom to enhance

the vocabulary.

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9.0 Suggested Materials

a. Single line exercise book for each pupil

b. Teachers record book for the lesson

c. Marker pen

d. Five reams of A4 paper

e. Various types of puzzles

10.0 Research Table

No Activity Date of Implementation

1. Writing the proposal 3 May 2013

2. Planning of Action 10 May 20133. Carrying out the activities 11 June 11 July 2013

4. Evaluation of pupils activities 12 - 18 July 2013

5. Writing the reflection 19 July 2013

6. Writing the report 25 - 26 July 2013

11.0 Cost of Research

No Type of Materials Cost (RM)1. Single line exercise book 24 x RM 0.80 29.60

2. Teachers record book 1x RM 2.50 2.50

3. Marker pens 3 x RM 5.00 15.00

4. Five reams of A4 paper 1xRM 10.00 50.00

Total 97.10

12.0 Closure

This research is important for pupils to improve their vocabulary. It will also

help the pupils to use correct words in their sentences. It is very important for

pupils to have a good vocabulary as it will help them in their examination.

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Pupils tend to make mistakes in their examination as they do not the

meanings of many words. A strong vocabulary is important for pupils to learn

the language. Pupils will also be able to recall the words in the future if they

come across the same word in their readings. The pupils will be quick to know

the meaning.

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