UPSI Digital Repository (UDRep)
|
|
|
Abstract : Universiti Pendidikan Sultan Idris |
Kajian ini bertujuan untuk membina dan menilai sebuah Garis Panduan Bacaan
Kongsi (BK) terhadap pemerolehan perbendaharaan kata Bahasa Inggeris kanakkanak
lima tahun. Proses pembinaan garis panduan ini adalah berasaskan Model
ADDIE dan diterapkan dengan penerapan Teori Pemerolehan Bahasa Kedua, Teori
Sosiobudaya dan Teori Respon Pembaca. Kajian ini menggunakan kaedah campuran
(mix-method) yang melibatkan tiga fasa. Pembinaan Garis Panduan BK melibatkan
lima peringkat Model ADDIE iaitu; i) Analisis (Analysis), ii) Reka bentuk (Design), iii)
Pembangunan (Development), iv) Pelaksanaan (Implementation), v) Penilaian
(Evaluation). Bagi memperolehi kesahan dan kepercayaan garis panduan, kajian ini
melibatkan tiga orang pakar bidang dan 30 orang guru pendidikan awal kanak-kanak.
Dapatan menunjukkan bahawa garis panduan yang dibina mempunyai kesahan yang
baik dengan peratusan persetujuannya yang tinggi. Nilai Alpha Croanbach 0.93 juga
menunjukkan kebolehpercayaan yang tinggi. Kaedah kuasi-eksperimen dilaksanakan
dengan menggunakan ujian pra dan ujian pos ke atas 15 orang kanak-kanak kumpulan
eksperimen dan 15 orang kanak-kanak kumpulan kawalan. Hasil kajian menunjukkan
hipotesis nul ditolak di mana terdapat perbezaan skor min yang signifikan terhadap
ujian perbendaharaan kata Bahasa Inggeris antara kanak-kanak yang mendapat
pelaksanaan Garis Panduan BK dengan kanak-kanak yang mendapat pembelajaran
BK biasa. Garis Panduan BK ternyata memberi kesan positif dalam meningkatkan
pemerolehan perbendaharaan kata Bahasa Inggeris kanak-kanak lima tahun.
Kandungan Garis Panduan BK ini dijangka berupaya membantu kemahiran guru
pendidikan awal kanak-kanak dalam mengendalikan BK bersama kanak-kanak
terutamanya dalam pemerolehan perbendaharaan kata. |
References |
Abrashid R. (2012). Vocabulary learning among less proficient young adults using children's Stories. Mextesol Journal,35(1). Diperolehi daripada http://www.mextesol.net/journal/public/./e1eaf5f05509eb706ba4719503e952f9.pd Adlina & Normah. (2016). Malaysian Children Storybooks as ESL Reading Materials. International Journal of Education & Literacy Studies. 6 (3) Ainon Omar & Maizatulliza Saufi. (2015). Storybook Read-Alouds to Enhance Students’ Comprehension Skills in ESL Classrooms: A Case Study. DINAMIKA ILMU. 15. 99. 10.21093/di.v15i1.89. Albert Anak Menter. (2012). Menambahkan penguasaan kosa kata bahasa inggeris dalam pendidikan prasekolah menggunakan kaedah bermain dengan perkataan bahasa inggeris “mari bermain riang”. Seminar Penyelidikan Tindakan. 160-168. Alcantra J. (2011). Action research on the impact of using shared reading increase student’s knowledge about concepts of print in a kindergarten classroom: Hawai’i Manoa. Alelaimat Abeer Rashed & Ghoneem Khowla. (2012). The Effect of Educational Modules Strategy on the Direct and Postponed Study's Achievement of Seventh Primary Grade Students in Science, in Comparison with the Conventional Approach. Higher Education Studies. 2. 10.5539/hes.v2n2p40. AlizaAli& ZamriMahamod (2015). Development ofPlay-Based Instruction Modulefor Teaching Preschoolers’ Language Skills. Australian Journal of Basic and Applied Sciences. 9. 110-118. AlizaAli& ZamriMahamod. (2016). Development andUserbilityofPlayBasedModule for Teaching and Learning Preschool Children’s Malay Language Skill. Jurnal Pendidikan Bahasa Melayu. 6 (1). 16-29. AmericanAcademyofPediatrics.(2011). Caring ForOurChildren NationalHealthand Safety Performance Standards: Guidelines for Early Care and Education Programs, Third Edition. American Public Health Association Ariffin, A. M.,& Faizah, M.(2010).Guidelines ofassistivecourseware(AC)forhearing impaired students. In Proceedings of Knowledge Management International Conference 2010. UUM (pp. 186–191). Beauchat, K. & Blamey, K. & Walpole, S. (2009). Building Preschool Children's Language and Literacy One Storybook at a Time. The Reading Teacher International Reading Association. 63. 26-39. 10.1598/RT.63.1.3. Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. NewYork,NY: The Guilford. Bernard, H. R. (2013). Social research methods: Qualitative and quantitative approaches: United State of America. Sage Publication. Bialystok, E., Luk, G., Peets, K. F., & Yang, S. (2010). Receptive vocabulary differences in monolingual and bilingual children. Bilingualism (Cambridge, England), 13(4), 525– 531. https://doi.org/10.1017/S1366728909990423 Blocker M. (2017). Vocabulary matters : why vocabulary instruction is important and howto implementqualityinstructioninpreschool. GraduateResearchPapers. 613. https://scholarworks.uni.edu/grp/613 Burger A., Chong I. (2011) Receptive Vocabulary. In: Goldstein S., Naglieri J.A. (eds) Encyclopedia of Child Behavior and Development. Springer, Boston, MA Campbell J, Barger B. (2011). Middle school students’ knowledge of autism. JAutism Dev Disord. 41:732–40. Cer Erkan. (2016). Preparing Books for Children from Birth toAge Six: The Approach of Appropriateness for the Child. Journal of Education and Practice. 7. (6). Chow, B.W., Mcbride-Chang,C.,&Cheung,H. (2010). Parent-child reading in English a second language: Effects on language and literacy development of Chinese kindergarterners. Journal of Research in Reading, 33(3), 284–301. Chua, Y.P. (2011) Kaedahdan statistik penyelidikan: kaedahpenyelidikan. Mcgraw-Hill Education, Shah Alam Chuo M. J. & Cheng J. C. (2015). Parent-child Aesthetic Shared Reading with Young Children. Universal Journal of Educational Research 3 (11). 871-876. Cirucci C. L. (2017). The Effects of Shared Reading and Independent Reading on Incidental Word Learning of New Vocabulary for Third Grade Proficient and Non-Proficient Readers. Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches(3rd ed.). Thousand Oaks, CA: Sage. Creswell, J.W. 2012. Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. (4th ed.). Boston, MA: Pearson Education. Cunningham, A. E. & O’Donnell, C. R. (2012). Independent reading and vocabulary growth. In J. Baumann E. & E. Kame’enui (Eds). Vocabulary instruction: Research to practice. 2nd ed. NewYork. Guilford. Dewey, J. (2008). In J. Boydston (Ed.), Thelater work of John Dewey: Miscellanous writing. (The collected works of John Dewey (1882-1953). 17.3-48.Carnohdale IL. Sothern Illinois UniversityPress. Dewey, J. (2008). In J. Boydston (Ed.), Thelater works of John Dewey: Miscellaneous writings (The collected works of John Dewey, 1882-1953) (Vol. 17, pp. 3-48). Carbondale, IL: Southern Illinois UniversityPress Dexter C. & Stacks A. (2014) A Preliminary Investigation of the Relationship Between Parenting, Parent-Child Shared Reading Practices, and Child Development in Low-Income Families, Journal of Research in Childhood Education, 28 (3), 394-410. DOI: 10.13189/ujer.2015.031113 Doniazad Sultan Alshraideh & Nesreen Saud Alahmadi. Using drama activities in vocabularyacquisition. International Journal of English Language Teaching. 7 (1). doi:10.5430/ijelt.v7n1p41 Duff, Dawna & Tomblin, J. & Catts, Hugh. (2015). The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect. Journal of speech, language, and hearing research : JSLHR. 58. 10.1044/2015_JSLHR-L-130310. Durriyah T., L. (2014). Reading and Responding toChildren’s Literature: A Qualitative Study of Indonesian Preservice Teachers’ Response in an Introduction to Children’s Literature Course. Master Thesis: Ohio University. Farrant B.& Zubrick S. (2012). Earlyvocabularydevelopment: Theimportanceofjoint attention and parent-child book reading. First Language. 32. 343-364. 10.1177/0142723711422626. FlaniganJ.H. (2016).Effects OfBook GenreOnPreschoolers’AcquisitionOfTargeted Vocabulary During Classroom Read-Alouds. United State: Proquest Publication Fountas I. C. &PinnellG. Su. (2010). Reading LanguageArts-Shared Reading. From: http://www.tr.wou.edu/perc/documents/Shared Reading.pdf. Fraenkel, J. R., & Wallen, N. E. (2008). How to design and evaluate research in education (7th ed.). Avenue of the Americas, NY: McGraw-Hill Higher Education. Gillanders C., & Castro D. C. (2011). Storybook Reading for Young Dual Language Learners. Journal of NationalAssociation for theEducation of Young Children. 66 (1). 91-95 Girgin, U. (2013). Teacher strategies in shared reading for children with hearing impairment. Eurasian Journal of Educational Research. 53. 249-268. Golinkoff, R.M., Can, D.D.,Soderstrom, M. and Hirsh-Pasek,K., (2015). (Baby)talk to me: the social context of infant-directed speech and its effects on early language acquisition. Current Directions in Psychological Science, 24(5), 339344. GomezA. B. (2010). How to use tales for the teaching of vocabulary and grammar in a primaryeducation english class. 31-52 Grolig L., Cohrdes C., Tiffin-Richards S. P. & Schroeder S. (2018). Efects of preschoolers’ storybook exposure and literacy environments on lower level and higher level language skills. Journal of reading and writing. 32. 10611084. https://doi.org/10.1007/s11145-018-9901-2 Gronlund, Ake & Genlott, Agelli. (2013). Improving literacy skills through learning reading by writing: The iWTR method presented and tested. Computers & Education. 67. 10.1016/j.compedu.2013.03.007. Gusneli, Novi&Kristiawan, Muhammad&Asvio, Nova& Hafulyon,. (2016). Theeffect ofshared reading strategyon students'readingcomprehension at gradeVIIIof secondary school 6 pariaman, West Sumatera College for Teachers and Scienceof Education. 2. 229-235. Hasbullah, N. A. (2016). The Effectiveness of Animated Transition in Quranic Braille Courseware Design. Perak: Unpublished Master Thesis: Universiti Pendidikan Sultan Idris. Heffernan, L. A. (2019). English language learners and academic vocabulary: theuse of targeted shared reading in grades 3-8 as an authentic multiple exposure approach. Tesis Kedoktoran: NewYork. HeritageLearning Center. (2017).theimportanceofshared reading in earlychildhood education. Texas. Herli Salim, Widjoyoko & Deny Wardana. (2013). Engaging Emergent Readers with Texts Using Shared Reading: Indonesia’s Case. 68 (8). DOI: 10.7763/IPEDR Herrell A. & Jordan M. (2012). Fifty Strategies for Teaching English Language Learners (4th ed.) Boston, MA: Pearson, Holdaway, D. (1979). The foundations of literacy. Gosford N.S.W.: Ashton Scholastic. Honchell B. & Schulz M. (2012). Engaging Young Readers with Text through Shared Reading Experiences. Journal of Inquiry & Action in Education, 4(3). Horst,J.S.,Parsons,K.L.,and Bryan, N. M. (2011a). Get the story straight: contextual repetitionpro-motesword learningfromstory-books.Front. Psychol.2:17.doi: 10.3389/fpsyg.2011.00017 Indrasari A., Novita D. & Megawati F. (2018). Big book: Attractive media for teaching vocabulary to lower class of young learners. Journal of English Educators Society. 3 (2). 141-154. DOI: 10.21070/jees.v3i2.1572 Indrasari, A., Novita, D., Megawati, F. (2018). Big Book: Attractive Media for Teaching Vocabulary to Lower Class of Young Learners. JEES (Journal of English Educators Society), 3 (2), 141-154. doi: https://doi.org/10.21070/jees.v3i2.1572 Joshi, Ankur & Kale, Saket & Chandel, Satish & Pal, Dinesh. (2015). Likert Scale: Explored and Explained. British Journal of Applied Science & Technology. 7. 396-403.10.9734/BJAST/2015/14975. KarimShabani. (2016).ApplicationsofVygotsky’s socioculturalapproachforteachers’ professional development. Journal of Cogent Education. 3. 1-10. doi.org/10.1080/2331186X.2016.1252177 Kefeli H. & Bayraktar A. (2014). The determination of preschool teachers' awareness related to shared reading. International Journal of Arts & Sciences. 7(02). 79–88. UniversityPublication Kementerian Pendidikan Malaysia. (2017). Buku Penerangan Kurikulum Standard Prasekolah Kebangsaan (Kspk) (Semakan 2017). Kementerian Pendidikan Malaysia. (2010). Surat Pekeliling Ikhtisas Bilangan 9 tahun 2010. Pelaksanaan Kurikulum Standard Prasekolah Kebangsaan. Kesler T. (2010). The reading teacher. International ReadingAssociation. 64 (4). 272277. DOI:10.1598/RT.64.4.5 Khamesipour Marzieh. (2015). The Effects of Explicit and Implicit Instruction of Vocabulary through Reading on EFL Learners' Vocabulary Development. Journal Theory and Practice in Language Studies. 5 (8). 1620-1625. DOI: http://dx.doi.org/10.17507/tpls.0508.11 Kindle, K. (2011). Same book, different experience: A comparison of shared reading in preschool classrooms. Journal of Literacy and LiteracyEducation. 7. 13-34. Konza, D. (2016). Understanding the process of reading: The big six. In J. Scull & B. Raban (Eds),Growing upliterate:Australian literacyresearchforpractice(pp. 149-175). South Yarra,Vic.:Eleanor CurtainPublishing Kozulin, A. (2012). Psychological Tools. A Sociocultural Approach to Education. Cambridge, MA: Harvard UniversityPress. Krashen,S. D. (1982).Principles andpracticein second languageacquisition. Oxford: Pergamon Press. Leou,Y. M.,Chen,M. Z.,Huang,Y. G. &Chen, C. T. (2009). TheInfluencesofShared Reading on Students’ Reading Comprehension and Reading Motivation in a Rural Elementary School in Taiwan. International Conference on Primary Education. Hong Kong. LisaVanThiel,MaryLuLove&MacDonald,Angi-Stone. (2011).Book Reading.Boston Liu, D., & Channell, L. (2015). The predominance of literacy activities in urban early childhood education. Universal Journal of Educational Research, 3, 897-905. http://dx.doi.org/10.13189/ujer.2015.031116 Maarof, Dr Nooreiny. (2017). Implementing Phonics in Malaysia. International Journal of English Language Teaching and Linguistics. Martini, F., & Sénéchal, M. (2012). Learning literacy skills at home: Parent teaching, expectations, and child interest. Canadian Journal of Behavioural Science, 44(3), 210–221. doi: 10.1037/a0026758 Masood Noroozi & Masood Siyyari. (2018). Meaning-focused output and meaning-focused input: The case of passive and active vocabulary learning. Journal of Cogent Arts and Humanities.9 (1). Masoud Hashemi. (2011). Language Stress And Anxiety Among The English LanguageLearners.JournalofSocialandBehavioralSciences.30.1811-1816 McMillan, J. H. & Schumacher, S. (2010). Research in Education: Evidence-Based Inquiry, 7th Ed. Virgina Commonwealth: Pearson. Meter, Diana & Hamby, Deborah. (2011). Relationship Between Young Children’s Nursery Rhyme Experiences and Knowledge and Phonological and Print-Related Abilities. Miguel M. (2002). Scaffolding revisited Sociocultural Pedagogy within the Foreign Language Classroom: Universityof Findlay Milburn, T. F., Girolametto, L., Weitzman, E., & Greenberg, J. (2014). Enhancing preschool educators’ ability to facilitate conversations during shared book reading. Journal of Early Childhood Literacy, 14(1), 105-140. doi:10.1177/1468798413478261 MinistryofEducation of NewZealand. (2003). Effective LiteracyPracticein Years 1 to 4. Wellington, NZ:Learning Media Limited. Mohammad Taufiq & Wan Ab Aziz. (2018). adaptation of addie instructional model in developing educational website for language learning. 8 (2). 7. Mohd. Majid Konting. (1990). Kaedah penyelidikan pendidikan. Selangor: Dewan Bahasadan Pustaka. Molenda,M.(2003). InsearchoftheelusiveADDIEmodel.PerformanceImprovement. 42. 34-36. 10.1002/pfi.4930420508. Moore, Roger&Bosch,Louis. (2009). Modellingvocabularygrowthfrombirthtoyoung adulthood. Speech Communication. 1727-1730. Mosha M. A. (2014). Factors Affecting Students’ Performance in English Language in Zanzibar Rural and Urban Secondary Schools. Journal of Education and Practice5(35), 64 Muhammad Yaumi. (2018). Penerapan Model Assure dalam Pengembangan Media dan TeknologiPembelajaran PAI. Universiti Islam NegeriAlauddin NadaAldoobie. (2015).AddieModel. AmericanInternationalJournalofContemporary Research. 5. (6). 68-72. Nasser Atasheneh, & Maki Naeimi. (2015). Vocabulary Learning through Using Mechanical TechniquesVocabularyLearning Strategy. TheoryandPractice in LanguageStudies. 5. 541. 10.17507/tpls.0503.13. NationalReadingPanel(2000)Reportofthenationalreadingpanel: Teachingchildren to read: An evidence-based assessment of the scientific research literature on reading and itsimplications for reading instruction. Washington, DC: NICHD& NIH National Reading Panel. (2000). Report of the national reading panel: Teaching children to read: An evidence-based assessment of the scientific research literatureonreading anditsimplicationforreadinginstruction.Washington DC & NIH. Neuman S. & Dwyer J. (2009). Missing inAction: VocabularyInstruction inPre-K. The Reading Teacher International Reading Association. 62. 384-392. 10.1598/RT.62.5.2. Nor Aizal Akmal, Kosnin Azlina & Muhammad Umar-Khan. (2017). The Effectiveness of Teaching and Learning Module to EnhancePreschool Children’s Emotional Intelligence. 10.1007/978-981-10-4190-7_1. Norshahila, I. (2011). Animasi 2DDalam Perisian Edutainment Pendidikan Kesihatan Untuk Penyakit Jantung. Bangi: Unpublished Master Thesis: Universiti Kebangsaan Malaysia Olivia N. Saracho & Bernard Spodek (2010) Parents and children engaging in storybook reading, Early Child Development and Care, 180:10, 1379 1389, DOI: 10.1080/03004430903135605 Pacer Center. (2015). Tips to support Shared Reading: Blvd Minneapolis. Diperolehi daripada https://www.pacer.org/parent/php/PHP-c213.pdf Paige Bessick. (2017). The Interactive Teacher. Diperolehi daripada https://paigebessick.com/ Palermo, F., Mikulski, A. M., Fabes, R. A., Hanish, L. D., Martin, C.L.,& Stargel,L. E. (2014). English exposureinthehomeandclassroom:PredictionstoSpanishspeaking preschoolers' English vocabulary skills. Applied Psycholinguistics, 35(6), 1163– 1187. https://doi.org/10.1017/S0142716412000732 P-Child. (2012). Shared Reading. An Instructional Strategy for Teachers Grades K-3. Diperolehi daripada https://www.ocps.net/cs/services/cs/currareas/read/IR/bestpractices/SZ/Shared.Reading Phoon Hoi San & Anna Christina. (2014). Oral Vocabulary as a Predictor of English Language Proficiency among Malaysian Chinese Preschool Children. The Southeast Asian Journal of English Language Studies. 20(1). 143– 156. http://dx.doi.org/10.17576/3L-2014-2001-11 Piaget, J. (1983a). Piaget’s theory. In P. H. Mussen. (Ed.), Handbook of child psychology (Vol. 1 pp. 103 128). New York: Wiley (Original work published 1970). Pollard-Durodola, S. D., González, J. E., Simmons, D. C., Taylor, A. B., Davis, M. J., Simmons, L., & Nava-Walichowski, M. (2012). An examination of preschool teachers’ shared book reading practices in Spanish: Before and after instructional guidance. Bilingual Research Journal, 35(1), 5-31. doi:10.1080/15235882.2012.667374 Price, P., Jhangiani, R., & Chiang, I. (2015). Research Methods of Psychology – 2nd Canadian Edition. Victoria, B.C.: BC campus RabindraDevPrasad. (2016). Factors affectingtheteachingofthePhonics approach in the new Standard-Based English Language Primary Curriculum. Tesis Kedoktoran. Universiti Kebangsaan Malaysia. Rahmat R., Subarkah A. & Wardoyo. (2018). Pengembangan model latihan footwork cabang olahragabulutangkis. Jurnal Ilmiah Sport Coaching and Education. 2. 150-158 Reading Rockets. (2019). Shared Reading: Diperolehi daripada https://www.readingrockets.org/strategies/shared_reading Rodrigo T. V.. (2016). The importance of vocabulary knowledge in the production of written texts: acasestudyonEFLlanguagelearners. Sabiha Sultana & Md. Ashrafuzzaman. (2016). Teachers efficiency in using materials in english classrooms: cases from elementary grades of Bangladesh. The OnlineJournal ofNewHorizons inEducation. 6(4). Sahrir, M. S. & Ghani, M. T. A. (2016). The Design of Computer Courseware in Teaching Arabic LanguageviaWebsiteforStudents WithThe Specialization ofTourism atPoly-TechCollegeofMARA atKelantan Darul Naim. Journalof LinguisticandLiterary Studies,7(1),75-92. Santi, Asteria, Regina, & Fergina, A. (2016). Teaching Vocabulary Through Big Book to Students of PAUD Santa Maria Ratu Rosari. Pontianak, Indonesia: Tanjungpura University. Saracho, O. N. (2017) Parents’ shared storybook reading – learning to read, Early Child Development and Care, 187:3-4, 554567, DOI: 10.1080/03004430.2016.1261514 Saracho, O. N., & Spodek, B. (2010b). Parents and children engaging in storybook reading. Early Child Development and Care, 180(10), 1379–1389. doi: 10.1080/03004430903135605 Schickedanz J. A. & McGee L.M. (2010). The NELP Report on Shared StoryReading Interventions. 39 (4). https://doi.org/10.3102/0013189X10370206 Sekaran (2011). Rujuk cronbach alpha Shahrul Afzan. (2013). Keberkesanan strategi membaca secara lantang terhadap perkembangan literasi awal dalam kalangan kanak-kanak prasekolah. Universiti Pendidikan Sultan Idris: Research Gate Shipley K. G., McAfee J.G. (2015). Assessment in speech-language pathology: A resource manual. 5th. Boston: Cengage Learning Silverman, R. & Crandell, J. (2010). Vocabulary Practices in Prekindergarten and Kindergarten Classrooms. Reading Research Quarterly. 45. 318-340. 10.1598/RRQ.45.3.3. Sim,Susan&Berthelsen,Donna&Walker,Sue&Nicholson, Jan&Fielding-Barnsley, Ruth. (2013). A shared reading intervention with parents to enhance young children's early literacy skills. Early Child Development and Care. 184. 10.1080/03004430.2013.862532. Simek, A. N. (2014). Effects of a parent-delivered shared reading intervention on preschoolers’ vocabularyacquisition. Tesis Kedoktoran:Texas.ProquestLLC. Sipe, L.. R. (2011). The art of picturebook. In S. Wolf, P. Encisco, K. Coats, & C. Jenkins (Eds.), Handbook of research in children’s literature (pp. 238-251). New York: Routledge. Smaldino S. E., Lowther D. L. & Russel J. D. (2012). Instructional Technology and Mediafor Learning,10thEdition. NewJersey. Pearson. Soiferman L. K.& StrawS. B. (2016). ReaderResponsetoLiterature In Early, Middle, and Senior High Classrooms. Universityof Manitoba Soleh Mohd Noor. (2016). keberkesanan bahan bantu mengajar vata dalam menangani miskonsepsidanmeningkatkankefahamankonsep abstrak sains sekolah rendah. Sri Wulandari Danoebroto. (2017). Interaksi budaya dan perkembangan kemampuan berpikir matematis ditinjau dari teori vygotsky dan teori bruner. Indonesian Digital Journal of Mathematics and Education. 4 (7) Sullivan,A. &Brown, M. (2015). Reading for pleasureand progress in vocabularyand mathematics. British EducationalResearch Journal. 41. 10.1002/berj.3180. Swartz, S., Shook, R. E.,& Klein, A. F. (2002).Shared reading. Reading with children. Carlsbad, CA: Dominie Press, Inc. Syazwan, N., Wan Fatimah, W. A., & Yew, K. H. (2011). Study of Effectiveness and Usability of Multimedia Courseware Integrated with 3-Dimensional Model as a Teaching Aid. International Journal of Computer Application, 16(4). TamaraAndreaBravoPaniagua.(2015).Questioningbeyondthebook inteacher-child reading: the effect of high cognitively demanding questions on children’s vocabulary growth. Tesis Kedoktoran. Universiti Texas A&M. Tay, Tiew Sui. (2014).The impact of shared reading on the fluency of struggling ESL readers ingradethree. Masters thesis,UniversityofMalaya. Ting Lyu. (2016). Second language vocabularyacquisition through storybook reading for Chinese children. Topcu, Z.Güzin & Turan, Figen. (2018). The Role of Shared Book Reading on Early Literacy andLanguageAcquisition:TheEffects interms ofHomeand School Environment. 5.10.21020/husbfd.369491 Tovar Viera, R. (2016). The importance of vocabulary knowledge in the production of written texts: acasestudyonEFLlanguagelearners. Trivette, C. M., Simkus A., Dunst C. J., & Hamby D. W. (2012). Repeated Book Reading and Preschoolers’ EarlyLiteracyDevelopment. 5 (5) Tuckman,B.W.,&Waheed. M. A. (1981).Evaluatinganindividualscienceprogramme for communitycollegestudent. Journal of Research in Science Teaching. 18, 489-495. Tuckman, B.W., Waheed, MA. (1981). Evaluating an Individualized Science Programme for CommunityCollege Students. Journal of Research in Science Teaching. 18, 489-495. Ummu Nasibah, Muhammad Izuan & Nasipah. (2015). Model ADDIE dalam proses reka bentuk modul pengajaran: bahasa arab tujuan khas di universiti sains islam malaysia sebagai contoh. Proceedings of the International Seminar on Language Teaching ISeL. 4 (5). Vatalaro, A. & Culp, A& Hahs-Vaughn, Debbie & Barnes, A. (2017). A Quasi-Experiment Examining Expressive and Receptive Vocabulary Knowledge of Preschool Head Start Children Using Mobile Media Apps. Early Childhood Education Journal. 46. 10.1007/s10643-017-0877-3. Villamizar, L.J. (2017). The effects of Vygotsky’s sociocultural theory on second l anguage acquisition and language Input. Journal of Teaching and Research, 7(1),91 -102. DOI: http://dx.doi.org/10.15332/erdi.v7i1.1780 Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Massachusetts:HarvardUniversityPress. Walsh,B.A.,Sanchez, C. &Burnham M. M. (2015). Shared storybook readinginhead start:Impactofquestioningstyles onthevocabularyofhispanicdual language learners.Journal ofEarlyChildhoodEducation. 44(3). 263-273 WasikB. & HindmanA. (2013). RealizingthePromiseof Open-Ended Questions. The Reading Teacher. 67. 10.1002/trtr.1218. Wasik, B. A. (2010). What teachers can do to promote preschoolers vocabulary development: Strategies from an effective language and literacy professional development coaching model. Reading Teacher, 63, 621-633. http://dx.doi.org/10.1598/RT.63.8.1 Waugh, D., Neaum, S., Waugh, R. (2013). Children's literature in primary schools. Learning Matters. What Works Clearinghouse . (2015). WWC intervention report: Shared book reading. Washington, DC: Institute of Education Sciences, U.S. Department of Education. Diperolehi daripada http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/wwc_sharedbook_041415 .pdf Wiersma, W., & Jurs, S. G. (2009). Research method in education: An introduction (9th ed.). Boston, MA: Allyn and Bacon Winskel, H. & Zhou Jing & Li Zhang & Mei Gao Xiao & Peart, E. & Booth, K. (2015). Challenges ofForeignLanguageLearninginEarlyChildhood. Yang Yuxia. (2017). Evaluation of a curriculum. International Conference on Contemporary Education, Social Sciences and Humanities. 124. Yap Wei Li. (2016). Transforming Conventional Teaching Classroom to Learner-Centred Teaching Classroom Using Multimedia-Mediated Learning Module. International journal of Information and technology. 6 (2). 102-115. DOI: 10.7763/IJIET.2016.V6.667 Yu Wang & Jian Yang. (2013). Steven Krashen’s SLA Theories and Vocabulary Teaching in CollegeOral English. International Academic Workshop on Social Science: Atlantis Press Zakiah,Azlina&JiarY. K. (2013).TheEffectiveness OfLearningThroughPlayModule On The Understanding Of Number Concept Among Preschool Children. Journal of Education and Practice. 4 (27). 198-205 Zucker,T. A.,WardA. E. &Justice,L. M. (2009). Print referencing during read-alouds. A technique for increasing emergent readers’ print knowledge. Reading Teacher, 63, 62-72.
|
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. |