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Kee Li Li
Institut Pendidikan Guru Kampus Tun Hussein Onn
Education Languange, Linguistic, Communication & Media

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THE USE OF COLORFUL SEMANTICS TO IMPROVE SENTENCE CONSTRUCTION IN WRITING SENTENCES AMONG YEAR FOUR PUPILS Kee Li Li; Tay Jie Yee
Journal of English Education Vol 2, No 1 (2017): JEE
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (865.303 KB) | DOI: 10.31327/jee.v2i1.237

Abstract

This action research was set out to develop pupils’ writing skill using colorful semantics. The main two objectives established from the outset were to develop pupils’ sentence construction and improve my teaching practice in sentence construction teaching respectively. As the researcher, I conducted this classroom action research to 31 pupils which comprised 17 males and 14 females of Year 4J of SJK(C) Cheng Siu 2 in Malaysia. The data was gathered through pre- writing test and post- writing test, pupils’ work as well as teacher’s reflective journal. Over the course of four weeks, I introduced colorful semantics to my pupils in accordance to the sequence of ‘who’, ‘what doing’, ‘what’ and ‘where’. As can be induced from the findings, colorful semantics was statistically significant to pupils’ sentence construction through the enhancement of pupils’ ability to understand words of each sentence part and also to write sentence in the correct order. The findings also depicted that utilization of colorful semantics improved my teaching practice to become a reflective, passionate, and motivational teacher. Therefore, the positive results warrant further research into colorful semantics with suggestions to integrate Information, Communication, and Technology (ICT) into lessons and expose pupils to more sentence types.
THE USE OF STORY MAP IN IMPROVING THE YEAR FOUR PUPILS’ ABILITY IN READING COMPREHENSION Kee Li Li; Ngo Pei Wen
Journal of English Education Vol 2, No 1 (2017): JEE
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (874.693 KB) | DOI: 10.31327/jee.v2i1.239

Abstract

This is an action research on improving reading comprehension through story map among Year 4 pupils in one of the primary schools in Malaysia. My pupils were unable to answer WH-questions of the narrative texts. The research aimed to use story map to improve pupils’ reading comprehension and improve my teaching practices in reading comprehension. I am the researcher with 24 pupils, 12 males and 12 females. I utilized three data collection methods: pre-reading comprehension test and post-reading comprehension test, pupils’ work and teacher’s reflective journal. I introduced story map through demonstration. Then the participants completed the story through literary elements identification based on the narrative texts. Findings showed that story map helped to improve pupils’ reading comprehension by identifying literary elements and relating the literary elements with the comprehension questions. The story map gave positive impact to reading comprehension. The research has impacted the teaching and learning environment, pupils’ learning, and my teaching practices. I found out that story map was a useful method in attracting pupils’ attention and teaching literary elements. Furthermore, I was developed to be a reflective teacher in terms of strengths and weaknesses of the teaching and learning process. Story map can be an effective tool in improving reading comprehension among pupils. In addition, a more interactive story map which incorporates Information and Communication Technology (ICT) may also be employed in further research.
Co-Authors Ngo Pei Wen Tay Jie Yee