FAKULTI PENDIDIKAN DAN BAHASAPROGRAM SARJANA MUDA PENGAJARAN
(SMP)
SEMESTER 8 / JAN 2015
HBEF 3603
PROFESSIONAL PRACTICE
TAJUK TUGASAN:
PELAPORAN USING POEM TO TEACH READING ALOUD FOR PRIMARY THREE
(3) STUDENTS AT SK SENADIN, MIRI
NAMA TUTOR
MADAM. LANNY BALA
NAMA : PN. EMIAS ANAK ANTURAN NO. MATRIKULASI :
660312715544001NO. KAD PENGNEALAN : 660312715544NO. TELEFON :
0168727315 E-MEL: [email protected]
1.0Introduction English is fun and exciting when it is being
taught in an interactive way. Teachers have always read aloud to
young children. Read Aloud is a strategy in which a teacher sets
aside time to read orally to students on a consistent basis from
texts above their independent reading level but at their listening
level where they imitate the way the teacher read the text.
Reading aloud stimulates their imaginations and emotions; shows
models of good reading behavior; exposes them to a range of
literature; enriches their vocabularies and understanding of
sophisticated language patterns; makes difficult text
understandable; models the fact that different genres are read
differently; supports independent reading; and can encourage a
lifelong enjoyment of reading.
Thus, one of the most profound ways to get the class all jazz up
and effective is by using literature, and in this proposal, we are
going to emphasize on the usage of poems to develop reading aloud
skills for primary three (3) students as it rhymes and helps to
improve the students alteration.
2.0Past Experience Reflections2.1TeachersThe daily challenges in
teaching English amongst non-English speaking students are to get
the students to utter and pronounce English words in a correct
alterations and pronunciations. In align with that, teachers also
have to ensure that the students are being able to read in English
fluently and by that, it means that they understand the words they
are reading and are able to give meanings to the reading material
that they are reading. Thus, in order to overcome the challenge,
students are required to read aloud during the class sessions and
questions are asked by the teacher to confirm their understanding.
Nonetheless, these reading materials are lengthy and would consume
much time to be read and interpreted.2.2StudentsIn addition to
that, some of the primary three (3) students are still unable to
read in English due to the minimum exposures towards English in
their daily life as predictably they do not verse in English at
home. At the same time, at this age, the students are being exposed
to other languages which effect their language acquisitions. When
they are unable to read in English or having difficulties reading
in English, students tend to feel unmotivated and will lose their
interest in the class which cause non-active participations and
worst case scenario, they would feel uncomfortable and hoping that
the teacher wouldnt call their names to read aloud. 2.3Contents
These unpleasant experiences also create a negative attitude
towards learning English and results to lack of interest or no
interest at all in reading any books in English. Thus, as students,
they have lost the privileges of gaining new knowledge and
conversing in good English. Furthermore, it would drag onto low
self-esteem and lack of confidence to use English to communicate
and they will converse in their mother tongue due to limited
vocabulary.2.4Atmosphere / ClimateTherefore, to address these
challenges, I am going to turn the situations into a positive, fun
learning and highly lifted levels and to achieve that, I will use
Poem as a tool to boost the interest among the selected students
that I will choose to undertake this research. Poem rhymes and are
able to initiate a fun and interactive atmosphere in the classroom
and as quoted by Nik Azis (1996), effective teaching able to make
enjoyable and easy learning. If such learning atmosphere are
created and developed, students feel comfortable and find himself
exist in the learning process. These will help them to nourish
their interest and readily motivated to learn.
3.0 Objectives of the researchThe objectives of this research
are;a. To use poem to develop reading aloud skills.b. To read poem
to inculcate self confidence
4.0Issues/ Research Focus 4.1Significance of the ResearchTeacher
read-alouds demonstrate the power of these poems. By showing
students the ways that involvement with text engages us, we give
them energy for learning how reading works as well as ignite the
poem reciting. By showing them how to read the stanzas and recite
the poems, we are introducing strategies of understanding we can
reinforce in shared, guided, and independent reading.Marie Clay
(1991) writes that when teachers read aloud to students meanings
can be negotiated in discussion before, during, and after the story
reading (p.171). Reading aloud to students should include
think-aloud or interactive elements and focus intentionally on the
meaning within the text, about the text, and beyond the text
(Fountas & Pinnell, 2006, p.33). Read aloud, as part of the
gradual release of responsibility, feeds naturally into shared,
guided, and independent reading as teachers demonstrate for
students the ways the reading process works (Burkins & Croft,
2010).Among the many benefits of read aloud, Rog (2001) lists the
following: building vocabulary developing understandings of story
structures supporting developing connections between print elements
encouraging high levels of understanding teaching the reading
process in a meaningful context modeling fluency motivating
students to read
4.2Limitations of the Research. I have rejected poems that are
too long, too archaic or too obscure, or that I can't muster any
enthusiasm for or that the students may not respond to. The wrong
poem is worse than no poem at all. I find that I need to explain my
pedagogical rationale and the aims of activities very clearly, and
students who have disliked studying literature in their own
language may need extra motivation. I sometimes reassure my
students that their other needs, e.g. exam preparation, are being
met. The participants unable to write or producing their own poems.
Therefore I need to get ready as many poems as possible knowing the
fact that sticking to one poem is restricting their freedom to
learn more thus cannot explore further.
5.0 Target Group8 students of different social background and
gender are selected to take part in this research. They are among
those who score below 50% in the English during the Semester one.
The participants are chosen by the school authority based on their
academic performance. Therefore the participants will be gathered
in a classroom or a place suitable that is easily reached by the
researcher.
BilRaceGender
2Iban3 boys
3 girls
2Malay
2Chinese
1Kayan
1Others
Total6
Table 1.1: Students Social background
Students will be divided into four groups of two of mixed gender
and abilities. Each group is to be given different poem which is
printed on a piece of paper. Teacher has his own in form of slide
presentation using Powerpoint. Those participants are chosen
because they not sitting for any formal examination. As such this
research does not affect their class preparation, if any.
6.0Implementation of Innovation in learning and teaching
process6.1Reading Aloud Improves The Classroom ClimateMary
Bowman-Kruhm, a faculty associate at the Johns Hopkins School of
Professional Studies in Business and Education, teaches reading
classes for prospective special-education teachers. "I read to my
graduate students at the beginning of class because it gives them
time to get settled and to clear their minds of the day's
activities," she told Education World."As a beginning teacher,"
Bowman-Kruhm continued, "I quickly became aware that reading aloud
to my class had benefits... my students became very quiet, they
heard some good literature, and they got through an entire book.
One student said it was the first book he had read in its entirety
since first grade."What Bowman-Kruhm learned from reading to her
secondary and graduate students is true of students at all age
levels. Probably the most important daily activity parents and
teachers can do with pre-school and kindergarten children are to
read aloud.6.2The Print-Rich EnvironmentPrint-rich classrooms offer
a variety of books that take into account the different levels of
ability and disability in the classroom. "The wider the variety of
books, the greater the variety of children whose interests will be
either met or provoked," Jim Trelease, author ofThe Read-Aloud
Handbook,told Education World.For instance, children with reading
disabilities "build visual images before the printed word becomes
meaningful. The child who cannot read or struggles with it can
still find meaning in the picture of whales or wolves or
werewolves. A child who can store those images in the imagination
will be better prepared for the wordw-h-a-l-ewhen he or she is
trying to decode it. If there is no visual image to match the word,
it's a foreign language immediately," said Trelease.There is a
downside. Without a print-rich reading environment, reading
achievement flounders. In a preview of the 2000 edition ofThe
Read-Aloud Handbook,Trelease quotes the results of a 1996
University of Southern California research study.The researchers
examined the print climate in classrooms of three California
communities. They found that students in schools with book ratios
of only three books to every one pupil (versus the national average
of 18:1) had low reading scores and few students went on to
college."As the research shows, low reading scores havemuch to do
with the print climate," added Trelease. "Readers raise readers
because they do the raising in an environment that nurtures
it."Although considerable research has been devoted to the explicit
instruction of reading comprehension strategies, less attention has
been given to the types of text used to help increase those
strategies. Vardell, Hadaway, & Young explain that poetry
offers many benefits for ESL students and that through the
listening to, reading, and re-reading of poetry, students can
increase their exposure to language (2002). Gasparro & Falleta
assert that the reading and re-reading poetry through read-aloud
and choral reading activities also promotes reading fluency
(1994).
Based on the reviewed made by other researchers, I will use this
research results to emphasized on the usage of Poem to express the
Read Aloud session amongst the group of students which I will
select.
Poems work well because it is possible to work with a whole
text, and sometimes with more than one poem in the same lesson.
This can be done successfully at any post-beginner level, so long
as the poems are selected with care and with the needs, interests
and language level of the students in mind. Through their reading
of poetry, students can deepen their understanding and easily able
to adapt to their favourite with a well designed activities which
bring fun and motivational atmosphere into the classroom.
7.0Report about implementation of innovation conceptThis
research is to be done within six weeks of ten total hours. Each
lesson will be a two hours lesson and will be carried out at the
school. Within the research time duration, several instruments are
used to collect and analyze data in order to see changes in
behaviour, self confident and progress in using English. The lesson
might not necessarily in the class. Any where around the school
compound is under consideration as to bring different moods and
feeling to the students in order to motivate them to use English.
The research are to be done as follow:
Personal Particular Form
English Warm up activity
Pre Test / Evaluation
Stage 1: Before
Reading aloud in various techniquesJournalPoem Magic
BoxObservationAnd oral questionsVideo taking
Stage 2: While
Feed Back Form
Stage 3: PostTable 1.2 : The Three Stages of The Research
Generally the research is divided into three stages; before,
while and after. In stage one, three different instruments are used
to find out students understanding and performance in English. In
this research, I will come out with The Personal Particular Form in
order to enable me to collect the students details and their
background. Then I will also come out with the English Proficiency
Survey Form, which will enable me to find out students interest and
level their English proficiency. After that a Pre Test is given as
the students will be evaluated based on how they read their poem
loudly. The list of what are being assessed will be produced. This
will enable me to know exactly my students performance and their
level of proficiency. This is important in order to help me to do
better planning as to meet the need and demand of the students. In
another word, what is planned is suitable for the level of the
students, which suit them.
The second stage of the research is the main part of the
research. Various activities are carried out in order to encourage
and motivate students in calculate their confidence level. Such
activities designed are reciting poems loudly and video taking. All
activities are in many ways enable students to express the feeling,
moods, exploring the minds and thoughts. Beside it also encourage
the students to predict outcome and thus give better understanding
and inculcate self confidence to speak in English. During this
stage, teacher is monitoring any changes and progress of the
students.
Next is a Post stage. A Post Test in form of answering exercises
and a poetry will be selected and the students will read the poetry
loudly. Then a Feedback Finding Form is used to find out how much
they understand and how far they progress. Post test is done to
determine how effective is the program and with the aid of the
feedback teacher can see and identify changes on whether students
had gained confident in using English as tool to acquire knowledge.
From here the data collected will be analyzed to see the strength
and weakness of the students. Then a follow up measure is taken to
rectify those necessary areas.
As the research goes on, some other instruments are used either
to monitor or bring changes to the students. Especially at the
stage 2 and 3. By doing so, the teacher can have clear idea on
students performance. As such; this will help the teacher to focus
on the main purpose and objectives of the research.
Lampiran
Interview Questions
1. How do you feel when reading the poems?Nervous2. Do you like
the poems?Yes3. Are poems interesting?Yes
Pre reading
Post Reading
Pre Reading
Pre Reading