|
UPSI Digital Repository (UDRep)
|
|
| ||||||||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| This study was aimed to investigate how short stories assist Year Three Tamil school
pupils to enhance their English speaking skills. Besides that, it was also conducted to
investigate how these short stories help Year Three Tamil school pupils to enrich their English
vocabulary in speaking. Qualitative approach with descriptive case study design was used to
collect the data for this study. Four participants consisting of two boys and two girls were
selected based on their oral assessment tests. Four short stories such as ‘Si Tanggang the
Ungrateful Son’, ‘Midas Touch’, ‘Pinocchio’ and ‘Thumbelina’, with different cultural
background and genres were chosen and used in this study. These short stories were simple and
written from the perspective of the pupils that provide positive and appropriate social
behaviour and moral values. The data collection tools used were observation notes,
questionnaires and semi-structured interviews. Questionnaire and semi-structured interviews were
conducted not only to gather information on the participants involved but also to collect data.
Video recording was one of the vital tool used in this study. It has been done to record
participants’ feedback and bodily-based behaviour as it allows better understanding of the
different aspects surrounding the problem under investigation. The information gathered from the
instruments was further analysed and triangulated to report the phenomena in a narrative
form. The theoretical framework for this study was designed based on the combination of
Language Learning Strategies and Cognitive Theories of Vygotsky (1962), Piaget (1970),
Brunner (1983) and Mc Laughlin (1987). Besides that, Theories of Speaking by Bygate (1987) and
Harmer (2001) were used to analyse the data obtained. Six speaking themes such as facial
expression and body language, vocabulary, grammar, fluency, communication and pronunciation
were also used to answer the research questions. Participant A achieved the highest
score which was Level 4 in Lesson 10 for vocabulary and grammar. As for Participants B, C and
D, they were able to achieve Level 3 for grammar in Lesson 10. All the four participants were able
to use the words learnt in the four short stories in Lesson 10. The findings show that the use of
short stories have positive impact on the students’ English speaking skills and
vocabulary enrichment. In conclusion, the study implicates that the use of short stories
can enhance the speaking skills of Year Three Tamil school pupils.
|
| References |
Anderson, J. R. (1983). The architecture of cognition, Cambridge: Harvard University Press.
Bell, J. (1999). Doing your research project: a guide for first-time researchers in education and social science (3rd ed.). Buckingham; Philadelphia: Open University Press
Berg, B. L. (1989), Qualitative research methods for the social sciences. Needham Heights, Massachusetts: Allyn and Bacon.
Bogdan, R. C., & Biklen, S. K. (1992). Qualitative research for education. Boston: Allyn and Bacon.
Bruner, J. (1983). Child’s talk: Learning to use language. New York: Norton.
Burns, A. (1992). Teacher beliefs and their influence on classroom practice. Prospect, 7, 56-66.
Bygate, M. (1987). Speaking: Oxford University Press.
Calkins, L.M. (1994). The art of teaching writing. (2nd ed.). Portsmouth, NH: Heinemann.
Cameron, L. (2001). Teaching languages to young learners: Cambridge University Press.
Celce-Murcia, M. (2001). Teaching English as a second or foreign language. Boston: Heinle & Heinle.
Chapman, K. K. (2012, September 11). Education Blueprint: Master languages, especially English, says PM. Retrieved November 28, 2012, from http://www.thestar.com.my/News/Nation/2012/09/11/Education-blueprint- Master-languages-especially-English-says-PM/
Collie, J., and Slater, S. (1991). Literature in the language classroom. (5th ed.). Glasgow: Cambridge University Press.
Duff, A & Maley.A (2007). Literature (Resource books for teachers).OUP
Edgar Allan Poe, (1970) The philosophy of composition. Retrieved from http://www.cliffsnotes.com/cliffsnotes/literature/what-is-a-definition-of-short- story.
Ellis, G., & Brewster, J. (2002). Tell it again: The new storytelling handbook for primary teachers. United Kingdom: Pearson Education.
Freeman, J. (1998). The Education of the very able: Current International Research. London: The Stationery Office
Gajdusek, L., & Van Dommelen, D. (1987). Exploring literature and teaching grammar in intermediate ESL. Paper presented at the 1987 CATESOL Conference, Pasadena, CA
Guion, Lisa A (2011) Triangulation: Establishing the validity of qualitative, University of Florida; Gainesville, FL 32611.
Gurnam Kaur, S. (2003). Literature in the language classroom: Seeing through the eyes of learners. In Ganakumaran, S. and Edwin, M. (eds.). Teaching of literature in ESL/ EFL contexts .Petaling Jaya: Sasbadi Sdn. Bhd., 88–110.
Hakim, C. (1987). Research design. Strategies and choices in the design of social research. London: Allen & Unwin.
Halliwell, S (1998). Teaching English in the primary classroom. Harlow: Longman
Harmer, J. (2001). The practice of English language teaching. Essex, England: Longman.
Hill, Jeniffer. (1994). Using Literature in language teaching. London:Macmillan.
Inhelder, B. & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence, New York: Basic Books.
Joseph Foley (1994). Key concepts in ELT: Scaffolding, ELT Journal, Volume 48, Issue 1, 1 January 1994, Pages 101–102, https://doi.org/10.1093/elt/48.1.101
Laine, E. (1997). The place of story-telling in language teaching. In P. Falvey & P. Kennedy (Eds.), Learning language through Literature: A sourcebook for teachers of English (pp. 13-29). Hong Kong: Hong Kong University Press
Lazar, Gillian. (1999). Literature and language teaching. Cambridge University Press.
Littlewood, William (2000). “Literature in the school foreign-language course”. (Eds. C.J. Brumfit, R.A. Carter) Literature and language teaching. Oxford: OUP.
MacIntyre, P. D. (2007). Willingness to communicate in the second language: Modern Language Journal, 91, 564
Marshall, C., &Rossman, G. (1995). Designing qualitative research (2?? ed.). Thousand Oaks, CA: Sage.
Maxwell, J. A. (1996). Qualitative research design: An interactive approach (Applied social research methods series, Vol. 41). Thousand Oaks: Sage Publications.
McKay, Sandra Lee. (2001). Literature as content for ESL/EFL. (Ed. Marianne Celce- Murcia )
McLaughlin, B. (1987). Theories of second-language learning. London, England: Edward Arnold.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers
Ministry of Education. (2006). Kursus pelaksanaan program bacaan kesusasteraan kanak-kanak bahasa Inggeris tahun 6. Kuala Lumpur. Kementerian Pelajaran Malaysia.
Ministry of Education.(2010). Primary English language curriculum. Putrajaya: Curriculum Development Centre: Kementerian Pelajaran Malaysia.
Mitchell, H., & Myles, F. (1988). Second language learning theories. London: Arnold. Patton, M.Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage Publications.
Peregoy, S.F., & Boyle, O.F. (2001). Reading, writing, and learning in ESL. New York: Addison Wesley Longman.
Piaget, J. (1970). Science of education and the psychology of the child. New York: Viking.
Povey, J.F. (1967). Literature in TESOL programs: The language and the culture. TESOL Quarterly, 1,40-46.
Seidman, I. F. (1991). Interviewing as qualitative research: A guide for researchers in E\education and the social sciences. New York: Teachers College Press.
Shumin, K. (1997). Factors to consider: Developing adult EFL students’ speaking abilities. English Teaching Forum. 35 (3), 8. Retrieved from http://eca.state.gov/forum/vols/vol35/no3/p8.htm.
Siegler, R. S. (1991). Children’s thinking, Prentice Hall, New Jersey.
Siti Norliana, G. (2003). Learner profiles based on attitudes towards Literature. M.APracticum Report. Bangi: Universiti Kebangsaan Malaysia.
Spack, R. (1985). Literature, reading, writing, and ESL: Bridging the gaps. TESOL Quarterly, 19, 703-725.
Spada, N., Lightbown, P., & White, J. ( 2005). The importance of meaning in explicit form-focussed instruction . In A. Housen & M. Pierrard (Eds.), Current issues in instructed second language learning. Brussels: Mouton De Gruyter.
Suriya Kumar, S. (2004). A study of the motivational factors that influence the learning of Literature among upper secondary school students in Negeri Sembilan. M.A. Practicum Report. Bangi: Universiti Kebangsaan Malaysia.
Stigler, J. W., & Hiebert, J. (1997). The TIMSS videotape classroom study: Methods and findings from an exploratory research project on Eighth-grade Mathematics instruction in Germany. Japan, and the United States. Washington, DC: National Center for Education Statistics.
Strauss, A.& Corbin, J. (1990). Basis of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage Publications.
Ur, P. (1996). A Course in language teaching: Practice and theory. Cambridge: Cambridge University Press.
Vygotsky, L. S. (1978). Mind in society. Cambridge, Mass.: Harvard University Press.
Weinstein, C. E. & Mayer, R. E. (1986). The teaching of learning strategies. In M. Wittrock (Ed).), Handbook of Research on Teaching (3rd ed, pp. 315-327)
Wheeler, J. (2001). Stories in the language classroom-Integrating language skills. In A. Mok. (Ed.), Task-based learning, language arts and the media: A Resource book for secondary English teachers (pp. 35-48). Hong Kong : INSTEP, Faculty of Education, University of Hong Kong
Yin, R. K. (2014). Case study research: Design and methods. Thousand Oaks, California: Sage Publications.
|
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |