TEACHING ENGLISH LANGUAGE BY USING FIRST SIGHT BOARD TO

IMPROVE YEAR 5 PUPILS COMPREHENSION ON LITERARY TEXT IN

SHORT STORY.
MUHAMMAD ZAFIK IKHWAN BIN ZAMRI
INSTITUT PENDIDIKAN GURU
KAMPUS DATO RAZALI ISMAIL
2015

Verification by Supervisor
The undersigned, has examined the
research report presented by MUHAMMAD ZAFIK IKHWAN BIN ZAMRI,
a candidate for the degree of Bachelor of Education (TESL)
and hereby certify that, in her opinion, it is worthy of acceptance.
Signature
: .
Supervisors name
: Pn. Azlinda Binti Abd. Aziz
Date
: 15th October 2015.
i

Declaration of Integrity
I declare that this research project is the result of my own
research except as cited in reference.
Signature
: .
Researchers name
: Muhammad Zafik Ikhwan Bin Zamri
Date
: 15th October 2015.
ii

Dedication
To my beloved parents, family and friends.
iii

Acknowledgement
The researcher would like to express his gratitude to his beloved and respected
supervisor, Pn. Azlinda Binti Abd. Aziz for the guidance, commitment and support
given within the process of completing this report.
This acknowledgement also is dedicated for those who are directly or
indirectly contributed and give cooperation throughout this whole period.
iv

ABSTRACT
The purpose of the research was to determine the impact of using First Sight Boa
rd to
improve Year 5 pupils comprehension on literary text in short story And Something
Weird Happened. This research was carried out within one month which involved 5
participants of Year 5 pupils in a Z primary school. The data for this study was
collected
using surveys, pre-and post-test, and observation. All the data were analysed us
ing
quantitative methods. The findings of the data analysis showed all the participa
nts score
higher marks in the post-test. It appeared the majority of the participants have
shown
changes in attitude and behaviour significantly and demonstrate deep comprehens
io n
throughout the learning process. Through surveys, majority of the participants b
ecame
more interested and more familiar with the contents of the short story after the
usage of
First Sight Board. The findings of the research showed positive effect which pro
ved the
First Sight Board is recommended to be used in teaching And Something Weird
Happened in order to improve pupils learning and comprehension on literary text.
v

TABLE OF CONTENTS
Pages
SUPERVISORS APPROVAL
i
CANDIDATES DECLARATION
ii
DEDICATION
iii
ACKNOWLEDGEMENT
iv
ABSTRACT
v
TABLE OF CONTENT
vi
LIST OF TABLE
ix
LIST OF FIGURES
x
LIST OF APPENDICES
xi
1.0
INTRODUCTION
1
1.1
Background
2
1.2
Reflection of Past Teaching Experience
3
1.2.1
Concept/Theory

4
1.2.2
Past Research
5
1.2.3
Definition of Terms
7
2.0
FOCUS INVESTIGATION
10
2.1
Introduction
10
2.2
Research Issue
10
2.3
Preliminary Investigation and Analysis
11

3.0
4.0
5.0
RESEARCH OBJECTIVE OR RESEARCH QUESTION
15
3.1
Introduction
15
3.2
Research Objective
15
3.3
Research Question
16
RESEARCH PARTICIPANTS
17
4.1
Introduction
17
4.2
Sakinah (Pseudonym)
18
4.3
Puteri Balqis (Pseudonym)
18
4.4
Aida (Pseudonym)
19
4.5
Siti Balqis (Pseudonym)

20
4.6
Muhsi (Pseudonym)
20
INTERVENTION
22
5.1
Introduction
22
5.2
Intervention Specification
23
5.2.1
24
5.3
6.0
Cost
Intervention Procedures
25
DATA COLLECTION
32
6.1
Introduction
32
6.2
Document Analysis
32
6.3
Observation
33
6.4

Interview
34

7.0
DATA ANALYSIS AND INTERPRETATION
35
7.1
Introduction
35
7.2
Sakinah (Pseudonym)
35
7.3
Puteri Balqis (Pseudonym)
37
7.4
Aida (Pseudonym)
38
7.5
Balqis (Pseudonym)
40
7.6
Muhsi (Pseudonym)
41
8.0
FINDINGS
43
9.0
SUGGESTION FOR FURTHER RESEARCH
47
REFERENCES
49
APPENDICES

52

LIST OF TABLE
Table
Pages
1
Procedure taken during preliminary investigation.
13
2
Summary of the analysis of preliminary investigation.
14
3
Summary Table for Plan of Action.
31
ix

LIST OF FIGURES
Figures
Pages
1
Sample of Story Map (A4 size)
23
2
First Sight Board (64.5 cm x 81.5 cm)
24
3
Steps in Using Story Map and First Sight Board
27
4
Steps in Using Story Map and First Sight Board in learning
30
And Something Weird Happened
7
Participants Sample Answers
36-42
x

LIST OF APPENDICES
Appendices
Pages
Appendices
52
1
Test 1
53-55
2
Survey
56-57
3
Test 2
58-60
4
Observation Checklist
61-62
5
Interview Form
63
6
Feedback Survey
64
7
Sample of First Sight Board and Story Map
65
xi

CHAPTER 1
1.0
INTRODUCTION
Starting the year of 2014, the Ministry of Education introduced a new
component in English syllabus for year 4 (Childrens Contemporary Literature) in
Kurikulum Standard Sekolah Rendah (KSSR). Below is the statement quoted from the
Document Standard of English syllabus in Year 5, which explaining the implementa
tio n
of the component in teaching and learning process:
The Contemporary Childrens Literature component is taught during the
Language Arts lessons to expose pupils to different literary genres such as shor
t
stories, poems and graphic novels. Teachers are to explore texts of these genres
to create fun-filled and meaningful activities so that pupils will benefit from
the
learning experience and gain exposure to the aesthetic use of the langua ge.
(Kementerian Pelajaran Malaysia, 2013)
As in 2015, the use of Childrens Contemporary Literature in English syllabus
had been continued. Contemporary Childrens Literature had been introduced to Year
5 in 2015 and there are three different genres introduced to Year 5 pupils which
are
short stories: compilation of poems and graphic novel, the Gullivers Travel. Teac
hers
are required to cover all the three genres in a year and freely to choose whiche
ver genres
to start with.
Choosing whichever genre to teach is easy, but it is very challenging to create
fun-filled and meaningful activities in learning literature. Teacher also need t
o be

creative and innovative in planning activities which will suit pupils interest. A
nother
problem would be to attract pupils to read the selected short story in literatur
e and also
to enhance their comprehension in understanding the story. Besides, poor profici
e nc y
level of pupils might become the hardest challenge for teacher to explain the st
ory and
will affect on the pupils learning in understanding the short story.
In order to face this challenge, the researcher decided to use Power Point
Presentation as the main teaching material in teaching short story: And Something
Weird Happened to year 5 pupils. So, this research attempted to investigate the
impact of using First Sight Board to improve year 5 pupils comprehension on liter
ary
text in short story.
1.1
Background.
Recalling the first time teaching literature in the class, the researcher
acknowledged that he did not have the ideas on how to create interesting
activities for the his pupils. He did discuss with the Year 5 English teachers,
asking his and her opinion on the teaching activities which he and she used when
teaching And Something Weird Happened. The first teacher just use the
traditional ways of teaching where he asks his pupils to read the whole story
first and then he will start to explain the story chapter by chapter. For the se
cond
teacher, she gave the researcher a module which she downloaded from the
internet on the activities to teach the story.

From the module, the researcher gained the ideas how to introduce some of the
literary component to his pupils. But somehow, researcher noticed that the
activities suggested in the module may not be applicable to his pupils.
1.2
Reflection of Past Teaching Experience.
There are several aspects which challenged the researcher to create his
own activities based on the experiences during the teaching and learning
process. During his observation on the teachers class the researcher noticed that
most of the pupils did not pay attention during reading aloud session. A few
pupils were pretending to read the story and when the teacher started explaining
the story, they were busy doing something else. They did not show any interest
while reading the story. Most probably this problem occurred because they
could not comprehend the story as the words used in the story were unfamiliar
to them. Besides, the pupils might find the reading aloud activity was not
interesting as they read after the teacher and listened to the teachers
explanation. There was not much interaction between the pupils and the teacher
as the pupils only listen to the teachers explaining the story.
Next, the researcher also discovered there were many unfamiliar
vocabulary used in the story. Considering pupils social background and their
proficiency level in English language, the researcher assumed that pupils were
struggling to understand the story. There were many words that they did not
know and thus, affecting their motivation to read story.

Last but not least, the researcher noticed that pupils showed interest in
visual aids. While the teacher explaining the story, pupils showed great
responses by describing the pictures. Even though some of them responded
using bilingual language, and the teacher needed to guide them to answer in
English, at least they showed active responses. So, the researcher assumed that
pupils perceive learning better with the usage of visual aids.
1.2.1
Concept/Theory
According to Gebhard (2006), problems some EFL/ESL teachers faced
are the background knowledge problem and the getting pupils to read
problem. Meanwhile, Nisamalar Chitravelu, Saratha Sithamparan & Teh (2005)
agreed that there are two main problems concerning on the pupils reading
readiness which are developing pupils knowledge of the English langua ge
so that they can understand what they read and motivation to learn to read in
English (p. 93). It would be impossible to teach a child to read when he himse lf
is not interested. So, as teachers, it is essential for us to teach the learners
to read
by creating positive attitude in reading among learners. Reminiscing during
teaching And Something Weird Happened in the class, researcher admitted
that the pupils not showing any interest toward the lesson. The pupils seem
boring during the lesson and some of them not even tried to read and understand
the text of the story.
Many pupils find story reading interesting and think that they understand
the story. Yet, when they are requested to retell the story and describe what

message the story conveys, they look blank. Some pupils would say that they
forget what the story is about, some would only recall one or two pieces of
information and some others can only tell the beginning and the ending of the
story.
According to (Chestnut, 2015), illustrations in childrens stories serve a
valuable purpose beyond entertainment. By telling the story and using pictures
and illustration, it will help the pupils to create their own imagination toward
the story that the teacher try to explain. Providing the pictures during the
storytelling session, pupils will able to understand and try to create their own
imagination toward the story that being tell by the teacher. This will later
develop into the ability to generate images in the mind while reading.
In addition, (Jalongo, 2004) stated that In picture books or big book,
illustrations and words usually complete each other, and readers often
understand the story by looking at the illustrations, the words or the illustrat
io ns
and the words at the same time. Through the use of pictures and illustra tio n
during the storytelling session seems to be a very good way to improve the
comprehension of the story toward the pupils. Thus, it also will encourage the
pupils to listen to the story and also improve their listening skill as well.
1.2.2
Past Research
There have been quite a number of research on using the story map as a
medium to comprehend the pupils reading comprehension. Like the other

researchers, the usage of story map as research intervention quite popular and
successfully meet the objective of the research.
Most of the researcher using the story map as their tools in assisting
pupils in reading comprehension. (Kurniawan, 2013) also using story map in
improving his students reading comprehension on narrative text. According to
his research entitle Improving Students Reading Comprehension on Narrative
Text through Story Mapping Strategy, he stated that a story map is a technique
used after a story has been read. It includes identifying the main elements, and
categorizing the main events in sequential order. A graphic representation is
often used to illustrate the story structure and sequence of events. In his rese
arch
also, the story mapping able to provide structure and organization so students
could comprehend the story more effective. The result show that the students
able to map out some basic component of the story and they tend to read the
story not only for answering question and getting mark, but at the same time,
the students showed their interest in reading. This showed that the use of story
mapping could improve the pupils comprehension of the selected short story.
In the other hand, (Leddy, 2011) also suggested that using story map can
improve reading comprehension. Based on her research and the reflections from
the use of the strategies in her classroom (story map), it is suggested that eac
h
strategy is helpful in improving reading comprehension in remedial students as
well as in regular education students.
Based on these two researchers research, I believe that by using story
map, I will able to improve my pupils comprehension in selected short story.
There will be some improvement of the story map design that I will invent. I

will take care of each element to make sure that my intervention can help the
pupils to improve their comprehension on literary text in selected short story.
1.2.3
Definition of Terms
The definition of some important terms used in this study is given below:
a)
KSSR
KSSR stands for Kurikulum Standard Sekolah Rendah. It is introduced as an
effort to reconstructure and improve the current curriculum to ensure that the
students have the relevant knowledge, skills and values to face the challe nges
of the 21st century. (Kementerian Pendidikan Malaysia, 2012)
b)
Literature
According to Nesmalar Chitravelu, Saratha Sithamparam, & Teh (2005),
literature is created when an author or writer uses words to imaginatively recor
d,
explain, explore and shape his experiences and feelings in form of story, poem
or play (p. 258)
c)
Childrens Literature.
Cramer (2004) stated childrens literature as Literature specifically intended
for children (p.211). According to Lynch-Brown &Tomlison (2008) they
defined childrens literature as good quality trade books for children from birth
to adolescence, covering topics of relevance and interests to children of those
ages through prose and poetry, fiction and non-fiction (p. 2)

d)
Participants.
This research involved 5 participants, consisted of 1 boy and 4 girls of Year 5
pupils from Z primary school.
e)
First Sight Board
First Sight Board was adaptation of story map which combine the i-THINK (tree
map) and the story map. According to (Reading Rockets, 2015) a story map is
a strategy that uses a graphic organizer to help students learn the elements of
a
book or story. By identifying story characters, plot, setting, problem and
solution, students read carefully to learn the details. There are many differe n
t
types of story map graphic organizers. For this research also, the researcher on
ly
focus on three element of story which are; character, event and also time and
place.
f)
Comprehension
According to (Yale, 2015) reading comprehension is the act of understand ing
what you are reading. Reading comprehension is an intentional, active and
interactive process that occurs during and after a person read a particular piec
e
of writing. For this research, the researcher using the story atlas in order to
make
sure that the participants able to understand the short story better.
g)
Literary Text
Literary texts fall into several different genres all of which are characterized
by
their own purpose, together with those conventions that are proper to the genre.
The conventions used in a specific literary text include, for example, literary

techniques and elements, as well as rhetorical devices (KOHNER, 2010). In this

research, researcher only focus on three literary text (character, place and tim
e
and event).

CHAPTER 2
2.0
FOCUS INVESTIGATION
2.1
Introduction
Literature is a though subject to be taught to young learners especially
to beginners. Introducing literary elements to them requires the teacher to thin
k
out of the box on how to attract pupils interest in learning literature. The main
problem would be to attract pupils attention towards reading the selected short
story and making sure the pupils able to understand the story And Something
Weird Happened. Reading and understand the selected short story would be
challenging
and utmost
important
activity
to enhance
learning
and
understanding the target language. Besides pupils who have low level of
proficiency also might burden the teacher to explain the content of the selected
short story and to teach about the literary components of the selected story.
2.2
Research Issue
Reminiscing the observation on the teachers class, the main issues that
the researcher noticed was the pupils did not understand the selected story that
the teacher tried to explain. The researcher believed that the main issue why th
e
pupils did not pay attention and did not show any interest was because they do
not understand the story told by the teacher. This issue happened as the result

of the approach used by the teacher during the teaching of the story seems not
interesting for the pupils.
This issue had attract the attention of the researcher to do the research
related to this issue. The researcher believed that this issue should be handled
seriously to make sure that the pupils able to understand the selected story tea
ch
by the teacher. From the teachers observation, the researcher identified some
improvements that needed during teaching the selected story to the pupils. The
researcher believed that interesting activity during reading the story and the u
se
of teaching aids can improve the pupils attention toward the learning of the
story and also improve their comprehension about the selected story.
So, this research was carried out in order to discover the impact of using
First Sight Board to enhance pupils comprehension on literary text in selected
short story: And Something Weird Happened. It was also used as a
measurement to assess the participants understanding of the literary text and
the content of the short story delivered by the researcher after the usage of Fi
rst
Sight Board.
2.3
Preliminary Investigation and Analysis
Introducing the selected short story to beginners is very challenging task
for teachers. Because comprehending information is the essence of reading or
listening texts, it is essential to teach a handful of highly effective strategi
es
very early (Morrison & Wheeler, 2015). The teacher needed to be very creative
in simplifying reading text and carries out activities which suited with the lev
el

of his/her pupils. Deciding and providing the best learning environment to

pupils, required teachers to work hard in observing and knowing the pupils
needs. Through observation and experiences during teaching and learning
process, the researcher managed to find the source of inspiration in helping
pupils in learning And Something Weird Happened.
On the previous experiences in observing the English teacher teaching
And Something Weird Happened to pupils, the researcher observed that
participants showed lacked of interest while reading aloud the short story.
Besides, the activity used by the teacher might not suited with the participants
interest and learning styles. Reading aloud session may not be suitable for
certain participants as they could not focus and pay attention on what they read
.
As a result, they unable to understand the story that they read thus affect thei
r
interest and their motivation in learning the short story.
On the observation above, the researcher did a survey to ask the
participants opinion in learning And Something Weird Happened(refer to
appendix 1). The questions were asked based on their likelihood to read the
selected story, their opinion on the short story and whether they enjoy learning
And Something Weird Happened or not.
Besides, the researcher did another survey to find out the researcher
participants
opinion
on their teachers activities
when teaching
And
Something Weird Happened. The survey consists of five question which
concern on the activities implemented by the teacher, and their opinion when
the teacher implement the activities during the teaching and learning of the sto
ry

(refer to appendix 2). The table 1 below shows the steps taken by the researcher
during the preliminary investigation.
Steps
Methods
Participants
1
Observation.
30 pupils
1) To identify participants
reaction on the lesson.
2) To identify the research
participants.
3) To identify the activities
used by the teacher.
5 pupils
1) To identify participants
background.
2) To identify participants
problems in learning the
story.
3) To determine the
participants opinion on the
teachers lesson.
Observed a Year 5
English Teachers
lessons.
(Refer to appendix 4)
2
Survey.
(Refer to appendix 1)
Purpose
Table 1: Procedure taken during preliminary investigation.
From the previous preliminary investigation, there were two surveys
conducted by the researcher. The analyses of the surveys will be discussed in
Chapter 6. Below is the summary of the analysis of the preliminar y
investigation:

Steps
Methods
Participants
Identification of problems
1
Observation.
30 pupils
The observation was carried out
by the researcher to identify the
research participants and their
problem in terms of:
Observed a Year 5
English Teachers
lessons.
(Refer to appendix 4)
1) Behaviour.
Some of them did not pay
attention and show less
interest during read aloud
session. A few of them were
pretending to read the story
and unable to retell the story.
2) Participation.
Passive and not much
interaction between teacher
and pupils.
2
Survey.
(Refer to appendix 2)
5 pupils
1) Most of the participants were
interested in reading but not
understand the story.
2) Most of the participants did
not enjoy the learning process
as it was not lively and fun.
3) Most of the participants
wanted the teacher to change
the activities.
Table 2: Summary of the analysis of preliminary investigation.

CHAPTER 3
3.0
RESEARCH OBJECTIVE OR RESEARCH QUESTION
3.1
Introduction
Reminiscing the observation on the teachers class, the main issues that
the researcher noticed was the pupils did not understand the selected story that
the teacher tried to explain. This issue had attract the attention of the resear
cher
to do the research related to this issue. The researcher believed that this issu
e
should be handled seriously to make sure that the pupils able to understand the
selected story teach by the teacher. So, the researcher had come out with this
research objective and research question. The result of the research question
will be discussed at Chapter 8.
3.2
Research Objective
This research is intended to meet the following objectives:
a) To determine the impact of using First Sight Board in improving
Year 5 pupils
Happened.
understanding
in
And
Something
Weird

3.3
Research Question
The following questions are formulated in order to meet the researcher
objectives:
a) Can First Sight Board contributed to the participants understand ing
on literary text of the story And Something Weird Happened.

CHAPTER 4
4.0
RESEARCH PARTICIPANTS
4.1
Introduction
In determining the participants for this research, the researcher had come
out with the Test 1 (refer Appendix 1) which test on the knowledge of all the
pupils of Year 5 Amanah about the three element in literary text (character,
event and place and time) of the short story And Something Weird
Happened. The researcher then marks all the test and only choose five pupils
who got the least marks from the Diagnostic Test.
The participants of this research are 5 pupils, consists of 1 boy and 4
girls of Year 5 Amanah from Z primary school. All participants are Malays and
low proficiency in English. Based on the teachers record on the participants
performance in class, majority of the pupils have slightly problem in reading,
speaking, listening and writing in English. The main problem that exist in this
classroom is the pupils unable to understand English and listen to English very
well. Almost all participants find it hard in understanding simple instructio n,
slightly fluent in reading and slightly able speak in English using simple words
.
The factors of family upbringing and the environment contributed to the
participants problems in understanding the target language. This is because,
majority of the family use their first language which is Bahasa Melayu at home
and they are rarely or never use English as part of their communica tio n

language. Even there are a few of the family can be categorize as elite resident
s,
however, they still not manage to understand English very well even though
they always listen to English. This factor somehow affect on the participants
proficiency level in English and thus affecting on teaching and learning process
including comprehension on the topic they had learnt.
4.2
Sakinah (Pseudonym)
Sakinah is one of the participant for my research. She was 11 years old
and is one of the cheerful girl in the class. She was the fifth daughter from th
e
other six siblings and her parents both work as a teacher. Her parents seem to
take care of her education as they brought exercise book for her and always ask
her to do the exercises. Her seats is at the front of the class next to Puteri B
alqis.
She is talkative girl that always come out with the questions whenever she do
not understand what the teacher told. She hates to write and copy the text or th
e
exercises given by the teacher. She had problems in speaking and also she did
not manage to write a fully English sentences as she lacks of vocabulary.
However, she understand the English but she was unable to use English in her
writing and her speaking as she had problems with vocabulary.
4.3
Puteri Balqis (Pseudonym)
Puteri Balqis also one of the participant for my research. She also eleven
years old and quite passive in the class. She is the second daughter from the
other five siblings that she has. Her father is a businessman and her mother

works as BTPNT Hostel supervisor. Her parents seem slightly to take care of
her education. Her parents did not provide her with exercise books at home and
only teach her when she asks. Her seat is at the front of the class next to Saki
nah.
She is passive girl and did not talk too much. However, she always attempt to
answer the question asked by the teacher even the answer is wrong. She
participate well during the lesson but she is quite passive. Her speaking and
writing performance is quite low as she did not talk too much and she was
unable to understand English well. Her writing also not so good as she lacks of
vocabulary.
4.4
Aida (Pseudonym)
Aida is also one of my participant for my research. She is eleven years
old and just a normal girl in the class. She is the second daughter from the oth
er
four siblings the she has. Her father is a vice officer at Yayasan Pembanguna n
Keluarga Terengganu and her mother run a restaurant in Rhu Muda. Her parents
seem to be concern about her education where they provide her with the
exercises but not frequent. Her seat is at the back of the class next to Siti Ba
lqis.
She always lost her focus during lesson as she loves to talk with her friend nex
t
to her. However she is a good pupil and always obey her teachers order. She is
a shy girl and always avoid herself being pick by the teacher to answer the
questions. In group activity, she quite passive and does not participate well.
Aida also have a low performance in speaking as she is a shy girl. She only
speak when she was asked by the teacher. Her speaking also not so good as she

lacks of vocabulary. In addition, her writing skill also not very well due to
vocabulary problems.
4.5
Siti Balqis (Pseudonym)
Siti Balqis is one of my participant for my research. She is eleven years
old and an active pupils. She is the youngest sibling from the six siblings that
she has. Her father is the lecturer at Politeknik Sultan Mizan Zainal Abidin,
Dungun. Her mother is a full time housewife. Her parents slightly concern about
her education as she only done her revision on her own. However, her parents
quite strict in teaching her to be a good girl. Her seat is at the back of the c
lass
next to Aida. She is an active and cheerful pupil in the class. She will do
anything asked by the teacher like singing, dancing and answering the question.
She has no shy and quite talkative pupil in the class. Like Aida, she unable to
focus during lesson as she will talk to her friend next to her (Aida) during the
lesson. Siti Balqis is quite good at speaking and her speaking is quite good. Sh
e
unable to speak fluently but she try to speak English even she lacks of
vocabulary. However, her writing skill is quite low as she have the problem with
the vocabulary.
4.6
Muhsi (Pseudonym)
Muhsi also one of my participant for my research. He is eleven years old
and the only boy to be my research participant. He is the youngest sibling from
the six siblings that he has. His father is a bus driver and his mother is a

housewife. His parents seem unaware about his education. His seat is in front
of the class at the left corner. He sits next to Kahlil and Syahmi. Muhsi have a
different personality where it is hard to predict. At time, he enjoy learning an
d
at moment he will lost his focus and sometimes he will cry without any reason.
Muhsi had problems with speaking and also writing skills. He also having the
problems in vocabulary and due to this problem he did not able to speak and
also write well in English.

CHAPTER 5
5.0
INTERVENTION.
5.1
Introduction.
In this action research, I used the First Sight Board (for teacher) and
story map (for participants) (refer appendix 7) to simplify and encourage my
research participants to understand the short story and also at the same time
provide them to practice writing skills. The story map is in an A4 paper size
consist of three parts or sections that need to be done by the pupils. These thr
ee
section or parts will be in a tree map where it would be easier for the pupils t
o
search for the information according to the flow of the story. In addition, it a
lso
will expose the pupils on i-THINK Map that had been introduce by the Ministr y
of Education and Agensi Inovasi Malaysia (AIM). The casual appearance of the
tree map suggested that the importance is to get the key words of selected
section without worrying about the grammar in the initial stages.
This First Sight Board had been adapted from the story map that had
been used by various people. However, I adapt the story map by add in the
element of i-THINK Map into First Sight Board so it will help to make sure
that the goal of Ministry of Education and Agensi Inovasi Malaysia (AIM) to
equips Malaysia s next generation of innovators to think critically and be
adaptable in preparation for the future. In addition to helps schools impart

thinking skills to students, allowing them to be lifelong learners; great at sol

ving
problems and coming up with creative solutions can be realise.
5.2
Intervention Specification
The intervention of First Sight Board and the story map would not cost
so much as it will only be in
story map it will only use an
should be in a mounting board
see the example showed by the
would not be expensive and it

one plain board and handout sheet. So, as for the

A4 papers. However, for the First Sight Board it
(64.5 cm x 81.5 cm) so that the pupils can clearly
teacher. The cost to make the First Sight Board
should be affordable by the teacher.

Figure 1: Sample of Story Map (A4 size)

Figure 2: First Sight Board (64.5 cm x 81.5 cm)

5.2.1
Cost
For this research, I spent about RM 30 for the overall spending of the
materials needed. The materials needed were as followed, mounting board
(plastic), white A4 paper cards, A4 transparent plastics, and ice-cream sticks.
The mounting board will be the base of the First Sight Board and I used three
A4 paper cards in order to make three segment of the literary text (character,
place and tine, and event).
I used the plastic mounting board because the plastic mounting board
was more durable and could be used for a long period of time as it did not get
damaged easily. I also use three A4 white paper cards with the A4 transparent
sheet in order to make a mini whiteboard. As the whiteboard are used to write

down any notes and also will be the place where I will stick the picture. For th
e
students note, the story map that provided for them is in A4 size paper. During
the teacher using the board, the pupils will use their story maps as to take not
e.
5.3
Intervention Procedures
This research was carried out to study the impact of using big book in
enhancing pupils learning in short story And Something Weird Happened.
This research will be carried out within four weeks and the instruments used in
this research were survey, observation and document analysis and intervie w.
All the data will be analysed using qualitative method. This research was
designed into five different phases.
Beginning of the session, the researcher will explained the function of
First Sight Board. Participants will only use the First Sight Board to find the
information about three literary text (character, time and place and event). Thi
s
will happened during the teacher told them the story while the story telling
session. During the teacher story tell the story using the First Sight Board, pu
pils
will try to complete the story map on their own based on the explanations by
the teacher during those session.
For story-telling session, the researcher will conduct the activity in one
of the room in school library as it is more conducive and spacious. The
researcher will ask the participant to sit in a row and showed the illustrations
of
the scene in the story using power point presentation. Then, the researcher will
tell the story by reading the text on the notes in the laptop. The researcher wi
ll

distributes each participants a story map for each chapter and display the First
Sight Board in front of the participant. The First Sight Board will be used duri
ng
the story-telling session and language games session. While telling the story,
the researcher will fill in the First Sight Board while the participant will fil
l in
the story map. However, during storytelling, the researcher may ask the
participants to assist the researcher by fill in the First Sight Board. During t
his
session also, the researcher allowed interactive learning by asking questions to
the participants and let them respond and gave opinions. The researcher
corrected the participants answer if necessary and guided them to use the target
language. To test whether the participant s gave full attention during the story
telling session, the researcher picked randomly a few of the participants to ret
ell
the story and read their findings based on the First Sight Board and the story
map that they had completed.
Following the usage of the First Sight Board, during the teaching and
learning process, the researcher will observe on participants behaviors and fill
in the observation checklist form (refer appendix 4).

Teacher explains how First Sight

Board works to the participant.
Teacher distributes The Story
Map for each participants
Teacher starts story telling of the
short story using laptop and
First Sight Board.
Participants fill in the Story Map
based on the First Sight Board.
Figure 3: Steps in Using Story Map and First Sight Board
5.3.1
Procedure of Action.
This research was carried out to study the impact of using big book in
enhancing pupils learning in short story And Something Weird Happened.
This research will be carried out within four weeks and the instruments used in
this research were survey, document analysis, observation and interview. All
the data will be analysed using qualitative method. This research was designed
into five different phases:
1)
Phase One
In phase one, the researcher observed an English Language teachers
teaching session in selected classroom. After completing the classroom
observation, Test 1 (refer appendix 1) were distributed to the pupils in order t
o

get the participants for the research. The five pupils who got the least marks w
ill
be selected as the participants. Then, survey (refer appendix 2) were given to
all participants and collected after they fill in the survey. The main purpose o
f
the survey form given was to seek for the participants background on the usage
of English language and also to get information on their opinion on learning the
short story And Something Weird Happened. At this phase also, the teacher
will observe the research participants behaviour and jotted down the
information in observation checklist form (refer appendix 4). Teacher also
carried out the interview session with the research participant in order to get
their opinion and also feedback. The teacher wrote down the information from
the research participant in the interview form (refer appendix 5). All the
information will be discussed on Chapter 6.
2)
Phase Two
In phase two, the researcher will construct Test 2 questions. The set of
question consist of ten questions which cover three element of literary text
which are (character, time and place, and event) based on short story: And
Something Weird Happened. The Test 2 will be carried out in the classroom
about 45 minutes. At the end of the test, the researcher will collect the questi
ons
and marked the paper. The participants mark will be recorded.

3)
Phase Three
In phase three, the researcher will carried out the intervention using the
First Sight Board in learning And Something Weird Happened. The
teaching and learning process will be carried out during Language Art lesson.
Due to time limit, researcher also ask permission from the English teacher to
carry out the intervention two hours per week, which equivalent to four periods
of English subject per week. This is the precautious step as there will be only
four weeks to completing this research.
4)
Phase Four
In phase four, Test 2 (refer appendix 3) will be given to all participants
to determine their progress and to see the improvement of their performance in
learning the short story using the First Sight Board. The question will consist
of
ten questions which covered all three literary element of the short story such a
s
character, event and time and place. At this phase, teacher will fill in the
observation checklist form and also interview form to get the research
participant information and feedback. The data of Test 2 will be compared to
the data Test 1 to see their performance.
5)
Phase Five
For the last phase, the feedback survey (refer appendix 6) will be
distributed to the participants to obtain information regarding the use of the F
irst

Sight Board and its impact toward their comprehension on the literary text in
the short story.
Teacher tells the story.
Teacher describes the events
based on the illustrations.
Pupils match the illustrations
and write it down correctly.
Pupils complete the story
map correctly.
Figure 4: Steps in Using Story Map and First Sight Board in
learning And Something Weird Happened

Phase
Activity
Remarks
- Test 1
- Getting the research
Writing Proposal
participant.
Phase 1
Data Collection
- Survey
March 2015
(Test 1)
- Fill in observation
checklist form and
interview form.
Phase 2
Building Instrument
-Preparation of Test 2
Jun 2015
Carried Out
Phase 3
-Use First Sight Board
Intervention
July 2015
and Story Map.
-Fill in observation
Test 2
checklist and interview
Phase 4
Data Collection
form.
August 2015
Data Analysis
-Compare the result
and data collected.
Phase 5
Report Writing
August 2015

Table 3: Summary Table for Plan of Action.

CHAPTER 6
6.0
DATA COLLECTION
6.1
Introduction
Data collection is an essential part as the data collected assist as the
evidence and proof for our research. The inaccurate data will lead to the invali
d
result and thus effecting the validity of the research. There are various ways t
hat
we use to gather the data from the teachers and the pupils. For my research, I
decided to use the document analysis, observation and interview as the method
of collecting the data method.
6.2
Document Analysis
According to (Harvey, 2015), he stated that document analysis as a form
of a qualitative research in which document are interpreted by the researcher
and to give voice and meaning around an assessment topic. I used two types of
data under the document analysis which are worksheet and questionnaire.
Worksheet that I used in this action research as to evaluate the progress
of my research participants. The questions that I constructed were suits with th
e
topics that I want them to achieve on literary text (character, place and time,
and
event). There were two sets of worksheet that I used during this research. The
first worksheet I used before I carry out my intervention and the other workshee
t

after I carry out my intervention. All the worksheet were collected and then I
marked the worksheet in order to analyse the progress of the research
participants.
Second document is questionnaire, which I used it to collect the
feedback from my research participant about their background on Englis h
subject and also to get their feedback on my intervention. These questionna ire
were given to my research participant before I started my session with them and
after I completed my session with them.
6.3
Observation
Based on (Harvey, 2015), Punch (2009) state that qualitative approaches
to observation are much more unstructured. In this case, the researcher does not
use predetermined categories and classifications, but makes observations in a
more natural open-ended way. Whatever the recording technique, the behaviour
is observed as the stream of actions and events as they naturally unfold. The
logic here is that categories and concepts for describing and analysing the
observational data will emerge later in the, research, during the analysis, rath
er
than be brought to the research, or imposed on the data, from the start.
In my research, I use the observation checklist to tick down the
behaviour that I could see from my research participant during the session. Each
changes of behaviour I also will jotted it down in order to make sure I remember
all the behaviour of my research participant during the session and to help me

recalled what had happen during the session and also the changes of the
behaviour of the research participant.
6.4
Interview
An interview is a method of collecting data from a subject by asking
questions in a face-to-face situation. There are three types of interview that a
re;
structured interview, unstructured interview and semi-structured interview. For
my research, I used semi-structured interviews with my research participant for
each session. Before carry out the interview, there were three steps that I need
to follow. First, I prepared the questions for my research participants for the
interview purpose. During preparing the interview questions, I need to consider
the level of the questions in order to make sure it is suitable for the pupils.
Next,
I carry out the interview session with my research participants. The intervie w
was carried out in Bahasa Malaysia because there were more response from the
pupils when I asks them in Bahasa Malaysia. Instead of asking the prepared
question, I also ask some unprepared question in order to get some additiona l
information from the pupils. The information will be jotted down as the
evidence of the research participants respond toward the tests and activities.

CHAPTER 7
7.0
DATA ANALYSIS AND INTERPRETATION
7.1
Introduction
From this research, I decided to use the document analysis, observation
checklist and also interview as the method of collecting the data method. All th
e
data that I had collected, I present and interpret it individually in order to m
ake
it clear and can be easily understandable.
7.2
Sakinah (Pseudonym)
Sakinah is one of the cheerful girl in the class. She seems to be a dilige nt
girl but she did not like English as her lack of vocabulary. Regarding the
comprehension on literary text, she told me she unable to identify the setting
(place) of the story well and still confuse with the place of the event based on
the story. Based on the Test 1, she write down two answers as she did not
confident and confused with her own answer. Below is one of the example
mistake done by Sakinah in answering the given question.

Figure 7.1.1 Sample of mistake

For the second session, I introduced the First Sight Board and give her
the story map. She quite excited and seems interested with the board and the
story map. She was able to focus and jotted down the notes into the story map
provided for her. And for the Test 2, she was able to write down the question
about the setting (place) without any hesitating. Below are the evidence that sh
e
had jotted down the note into her story map and also her answer for the question
.
Figure 7.1.3 Sample of correct answer
Figure 7.1.2 Sample of note jotted down
From my observation, before I carry out my intervention, Sakinah looks
like she was unable to get the flow of the story and she seems to play with her
partner. From the Test 1 also, she seems did not participate well through the
session as she look frustrated as she unable to answer the questions. When I
introduce my intervention, I could see that she was quite excited to learn. She
participate well during the session and jotted down all the notes when I told he
r.

She also seem more understand the story as she able to give her ideas and she
even tell her partners the story.
From my interview with her, she informed me that she interested with
the pictures and she told me that the picture and the story map help her in
remembering the flow of the story. Based on the three data collected, Sakinah
had shown a positive improvement in term of mastery, behaviour and attitudes in
understand the literary text by using First Sight Board.
7.3
Puteri Balqis (Pseudonym)
Puteri Balqis is one of my reaserch participant that quite shy and passive
in the class. Regarding her understanding in literary text, she told me that she
unable to understand the setting (place) of the story as she said that the story
was quite complicated. Based on Test 1, she was completely unable to answer
the question. Below are the mistake done by Puteri Balqis in answering Test 1
question about setting (place).
Figure 7.2.1 Sample of wrong answer
For the second session, I introduced the First Sight Board and give her
the story map. She just only follow the instruction given and she seems to write
down the note. She seems quite interested with the story as she started to

understand the plot of the story. She also able to answer the question given in
Test 2. Below are the evidence that she able to answer the question.
Figure 7.2.2 Sample of correct answer
Based on my observation, Puteri Balqis was very uncomfortable during
the Test 1 where she did not able to answer the question well. She also nearly
sleep during Test 1 as she did not understand the story very well. After I
implement my intervention, I could see the changes in her as she started to
participate in the discussion and gives some ideas even she still shy. But at le
ast
I could see her improve and participate in the discussion.
Through my interview, she told me that one of the reason that she did
not participate in the discussion and also did not speak out her idea because sh
e
did not understand the story very well. So, she shy to give her idea as she scar
ed
that I would punish her.
Based on the three data collected, Puteri Balqis had shown a positive
improvement in term of mastery, behaviour and attitudes in understand the litera
ry
text by using First Sight Board.
7.4
Aida (Pseudonym)
Aida is one of my research participant and loves to talk and always loose
her focus during the lesson. Regarding the comprehension on literary text, she

told me that she had problem in writing the characters name. She know the
name of each character but one of the problem faced by her was she always
wrongly write the name of the character. Based on Test 1, she unable to write
down the name of the character correctly. Below are some examples of the
wrong writing of the name of the characters.
Figure 7.3.1 Sample of wrong writing
From my observation, Aida was a good research participant as she able
to identify all the character very well. However, one of her mistake that, she d
id
not pronounce the name of each character correctly, as result, she write down
the wrong name for each character because of her pronunciation. After I carry
out my intervention, I could see her interested to learn and also, she try to re
peat
her pronunciation of each of the characters name as she did not want to do the
same mistake.
Figure 7.3.2 Sample of correct writing
From my interview with her, she told me using the picture enable her to
remember the name of each characters. This due to the imagination, she said

when she look at those picture she will know the name of the characters. In
addition, she also admitted that she quite clumsy as she did not pronounce the
name of the character carefully as she think she is right.
Based on the three data collected, Aida had shown a positive
improvement in term of mastery, behaviour and attitudes in understand the litera
ry
text by using First Sight Board.
7.5
Balqis (Pseudonym)
Balqis also one of my research participant. She is active and hard to
follow my instruction. Regarding her understanding on
she did not know anything about literary text. She is
always need to ask her to behave in order to complete
1, she were not interested in answering the questions
Malaysia during answering the question. The evidence

literary text, she told me

hyper active girl and I
the Test 1. Based on Test
as she use Bahasa
are as below:-

Figure 7.4.1 Samples of using Bahasa Malaysia in answering the Test 1

From my observation, during the first session, Balqis did not pay
attention to the Test 1 and always walking around and hardly to follow my
instruction. She did not interested toward the test and do her own work. After,
carry out my second session, I could see that she completely changed and seem

interested toward my intervention. However, she only interested on my

intervention but not interested in learning. However, she still get her lesson
unconsciously as she loves to stick the pictures on to the board. So, by doing
that, she able to remember a little bit. The evidence can be seen below:Figure 7.4.2 Sample of right answer
From my interview, she said that she bored with the lesson as it was not
interesting enough and she did not understand what the teacher was teaching.
That is the reason why she always walking around. However based on the three
data collected, Balqis had shown a positive improvement in term of mastery,
behaviour and attitudes in understand the literary text by using First Sight Boa
rd.
7.6
Muhsi (Pseudonym)
Muhsi was the only boy among five research participants. He was
described as to have a different personality and hard to predict. He did not lik
e
to learn English as he found it hard to know the meaning. Regarding his
understanding on literary text, he told me that he completely did not know about
the story. He only know the character. Based on Test 1, Muhsi shows a lack of
interest and did not answer the question properly. Below is an example of
Muhsis work.

Figure 7.5.1 Sample of improper answer

From my observation on Muhsi, I could see that he did not understand
the question and he also did not know how to answer the question properly. He
do others work while the others are completing Test 1. After the carry out my
intervention, I could see that he actually an active boy. He have interest on
drawing and the use of The First Sight Board had attract his attention toward
the learning and he able to do well on the Test 2.
Figure 7.5.2 Sample of proper answer
Based on my interview with him, he admit that during the Test 1 he was
quite boring as he did not know anything. However, when the second session,
he feel much better as he loved the picture. The picture also made the lesson
more interesting and he able to remember well using those picture.
Based on the three data collected, Muhsi had shown a positive
improvement in term of mastery, behaviour and attitudes in understand the
literary text by using First Sight Board.

CHAPTER 8
8.0
FINDINGS
The findings of this research indicated that most of the participants do have
positive attitude and improved a lot in the learning selected short story: And So
mething
Weird Happened, after the usage of First Sight Board. The results from this resear
ch
were based on three different form that is data analysis, observation and interv
iew.
Based on the surveys which had been give earlier to the participants, it contain
ed
information on the participants background knowledge, their opinion on the select
ed
short story: And Something Weird Happened and also participants opinion or
feedback on the teachers activities. The data gathered shows that almost all of t
he
participants did not like to read the story as they unable to understand the sto
ry even
they read the story many times. However, most of the participants found that the
story
is interesting and this might be due to the illustration in the story that succe
ssfully attract
the participants interest toward the story. However, the participants still did n
ot enjoy
learning the story even the story look interesting for them. This might happen a
s they
found some unfamiliar words to them and they were struggling to understand the s
tory.
This factor somehow caused them to resist reading the story and thus de-motivate
d their
interest in reading the short story.
In addition, most of the participant also stated that they did not enjoy the way
their teacher taught them in class as the teacher frequently used reading aloud
activities
and do written activities. Some of the participants did not like to do a lot of
written
exercises and they preferred if the teacher could do more hands-on activities in
the

classroom. Besides, less information between the teachers might contributed to t

his
problem. All the participants wanted the teacher to change her activities and su
ggested
to learn the story using First Sight Board in the classroom.
The result of the surveys on the impact of using First Sight Board also achieved
the target of the research. Almost all the participants agree that they like how
the
researcher used the First Sight Board in their class, how they enjoyed the activ
ities and
how they were having fun during the lesson. Most of them also suggested their te
acher
to use the First Sight Board frequently during the teaching and learning process
. Lastly,
almost all the participants agree that the First Sight Board really helped them
to
understand the story better including literary text of the story.
From the observation done, most of the participant were they able to listen
attentively during the story telling session. They showed interest and always re
sponded
to the questions asked by the researcher. The rest of the participants could lis
ten to the
story 5-10 minutes only. During the session, researcher noticed a few of the par
ticipants
were talking to their friends, drawing something on the story map handout that b
een
given to them and one participant was caught dozing off during the lesson. This
result
may due to the external factor which contributed to the participants attention sp
an.
First, the story telling was carried out during the English lesson after recess
time.
Besides, before the recess time, they were having Physical Education (PE) class
at the
school field. This factor affect on their attention span as they were tired and
exhausted
after PE class.
Majority of the participants showed positive attitudes through their responses i
n
the classroom. Most of them took part actively during the lesson. Their active

participation could be seen though the question and answer session and also acti
vities
carried out after the usage of the First Sight Board.
Based on the interview done, majority of the participants give positive response
s
when they were asked about their understanding on the story and the literary com
ponent
of the story learned. All the participant stated that they were able to understa
nd the story
and also able to identify the literary text in the short story easily.
Based on the findings, it can be concluded that the research conducted was able
to
answer the research question; How and to what extend does the feedback from using
the First Sight Board contributed to the participants learning?
From the usage of the First Sight Board, it was proven that participants have
improved in their learning. This can be seen through the result of the post-test
which
showed great improvement in the participants mark. Besides, through observation
done, majority of them were able to achieve the objectives of the lesson. Furthe
rmore,
from the feedback, majority of the participants agreed that the usage of the Fir
st Sight
Board really helped them in understanding the story better.
It was observed that participants do feel interested and enjoyed in learning And
Something Weird Happened from the usage of First Sight Board. This can be seen
from their feedback of survey which showed positive reactions and attitude towar
ds the
learning process. More interaction between the teacher and the participants and
also
with the interesting language games activities conducted, the participants did e
njoy and
had fun during the learning process.
Even though the result from this research showed positive impact on the
participants learning, the researcher should take into considerations of other ex
ternal

factor such as participants readiness towards the lesson, classroom environment,

time
of the lesson will be carried out or assigning participants into groups will giv
e impact
towards the participants learning.

CHAPTER 9
9.0
SUGGESTION FOR FURTHER RESEARCH
This research has provided some positive findings regarding the use of big book
in teaching literature to Year 5 pupils. The use of First Sight Board as to enha
nce pupils
learning and comprehension towards the content of the story seems good approach.
Even with the low proficiency level in English and limited vocabulary, the parti
cipants
showed positive attitudes towards the learning process as they were able to inte
ract with
the researcher.
Based on this research, the researcher had conclude his propose to improve the
quality of the research on teaching literature using First Sight Board. The rese
archer
proposes the following steps should be considered. Firstly, ample time should be
given
to carry out the research, as to get the specific and accurate data of the parti
cipant.
Besides, the researcher needed more time to explain how to answer the WH-questio
n
to the participants. The researcher only able to explain little bit on how to an
swer the
WH-question within the time given.
Secondly, more experimental research should be done in teaching literature using
First Sight Board with larger sample of participants and other grade levels. The
refore,
the percentage of the success will be more accurate.
Third, more and variety activities should be carried out following the usage of
the
First Sight Board as to allow fun and meaningful learning experiences to the pup
ils.
Maximise activities which allow pupils to use the target language (English) as t
o

improve their proficiency level in speaking and writing English such as simulati
o n,
role-play, quizzes, or mini drama based on the short story, And Something Weird
Happened.
Lastly, workshops and seminars should be organised for Year 5 English teachers a
s
to provide them with creative teaching skills in teaching literature throughout
the usage
of different teaching aids and strategies of using the materials in the classroo
m.
Throughout this research, it is hoped that teachers will get the beneficial info
rma tio n
on the usage of the First Sight Board and implemented activities carried out aft
er it in
teaching literature. It can also be used as a reference to the ESL teachers in c
arrying out
their lesson, not only in teaching literature, but also applicable to other skil
ls such as
listening, speaking and reading skills.

REFERENCES
Gebhard, J. G. (2006). Teaching English as a Foreign or Second Language. United
States of America: The University of Michigan.
Nesmalar Chitravelu, Saratha Sithamparan, & Teh, S. C. (2005). ELT Methodology:
Principles and Practice. Shah Alam: Penerbit Fajar Bakti Sdn. Bhd.
Cramer, R. L. (2004). The Language Arts: A Balanced Approach to Teaching
reading, Writing, Listening, Talking and thinking. Boston: Pearson Edu. Inc.
Lynch-Brown, C., & Tomlison, C. M. (2008). Essentials of Childrens Literature.
Boston: Pearson Education, Inc.
Chestnut, J. (2015, May 28). Illustrations Help Improve Reading Comprehension.
Retrieved from iStoryBooks : https://www.istorybooks.co/blog/childrensstories-on
line/illustrations- help- improve-reading-comprehension/
Harvey, L. (2015, January 18). Social Research Glossary. Retrieved from Quality
Research International:
http://www.qualityresearchinternational.com/socialresearch/actionresearch.ht
m
Jalongo, M. (2004). Young children and picture books. In M. Jalongo. Washington,
DC: National Association for the Education of Young Children.
Kementerian Pelajaran Malaysia. (2013). Dokumen Standard Bahasa Inggeris SK
Tahun Empat. In Kurikulum Standard Sekolah Rendah. Kuala Lumpur: Pusat
Perkembangan Kurikulum.

Kementerian Pendidikan Malaysia. (2012, Disember 24). Retrieved from

Kementerian Pendidikan Malaysia: http://www.moe.gov.my/v/soalan-lazimview?id=146
&cat=30&keyword=&page=1&
KOHNER. (2010, February 1). Retrieved from
https://kohner.wikispaces.com/file/view/codes-1.pdf
Kurniawan, A. (2013). Improving Students Reading Comprehension On Narrative
Text Through Story Mapping Strategy. Improving Students Reading
Comprehension Onnarrative Text Through Story Mapping Strategy.
Leddy, T. (2011). Reading Comprehension Strategies In A Remedial Elementary
Classroom. Submittted In Partial Fulfillment Of The Requirements For The
Degree Of Master Of Arts In Education At Northern Michigan University.
Mathers, N., Fox, N., & Hunn, A. (2009). Surveys and Questionnaires. The NIHR
Research Design Service, 5.
Morrison, V., & Wheeler, L. (2015). Reading Rocket. Retrieved from Revisiting
Read-Aloud: Instructional Strategies that Encourage Students Engagement
with Text: http://www.readingrockets.org/article/revisiting-read-aloudinstructio
nal-strategies-encourage-students-engagement-text
Pell Institute. (2015). Retrieved from Analyze Quantitative Data:
http://toolkit.pellinstitute.org/evaluation-guide/analyze/analyze-quantitativeda
ta/
Reading Rockets. (2015). Retrieved from Story Maps:
http://www.readingrockets.org/strategies/story_maps

Yale, J. B. (2015). K12 Reader. Retrieved from What is Reading Comprehension?:

http://www.k12reader.com/what- is-reading-comprehension/

APPENDICES

APPENDIX 1
INSTITUT PENDIDIKAN GURU
KAMPUS DATO RAZALI ISMAIL
21030 KUALA TERENGGANU
___________________________________________________________
TEST 1
COMPREHENSION ON LITERARY TEXT IN SHORT STORY
(AND SOMETHING WEIRD HAPPENED...)
YEAR 5
SEKOLAH KEBANGSAAN MARANG,
21060 MARANG, TERENGGANU
INSTRUCTION:
1. Do not open the test paper without teachers permission.
2. You are given 45 minutes to complete the test.
3. Answer all the question.

CHAPTER 2: __________________________________
1. Identify the characters in this chapter.

2. Who are the three new characters introduced in this chapter?

3. Where did Joel meet the three new characters?

4. State an interesting event that happened here.

CHAPTER 1: ___________________________________
1. Identify the characters in this chapter.

2. Who is the main character?

3. Where is/are the setting(s) for this chapter?

.
4. State an interesting event that happened.
.
.

APPENDIX 2
Topic: Using Story Map to Improve Year 5 Pupils Comprehension
on Literary Text in Short Story.
SECTION A: RESEARCH PARTICIPANTS BACKGROUND KNOWLEDGE.
No.
STATEMENT
1
I ALWAYS listen to English.
2
I ALWAYS speak in English.
3
My English teacher ALWAYS uses English in class.
4
My English teacher uses BILINGUAL LANGUAGE (Bahasa Melayu and
YES
NO
(/)
(X)
YES
NO
(/)
(X)
English) in class.
SECTION B: RESEARCH PARTICIPANTS OPINION ON SHORT STORY:
AND
SOMETHING WEIRD HAPPENED
No.
STATEMENT
1
I like to read And Something Weird Happened
2
I think the story is easy to understand.

3
I think the story is interesting.
4
I enjoy learning And Something Weird Happened

SECTION C: RESEARCH PARTICIPANTS OPINION ON THE TEACHERS

ACTIVITIES WHEN TEACHING AND SOMETHING WEIRD
HAPPENED
No.
STATEMENT
1
My teacher makes the learning process fun and lively
2
My
a.
b.
c.
d.
e.
f.

teacher teaches And Something Weird Happened by:

Read aloud and explain the story.
Songs.
Exercises.
Games.
Mini role-play or drama.

Storytelling with props (big book/ puppets/ etc.

3
I enjoy the way my teacher teaches me in class.
4
I want my teacher to change his/her activities.
5
I WANT these activities when learning And Something Weird Happened.
(Choose 1)
a. Song
b. Role play or Drama
c. Story Map (during storytelling and games)
YES
NO
(/)
(X)

APPENDIX 3
INSTITUT PENDIDIKAN GURU
KAMPUS DATO RAZALI ISMAIL
21030 KUALA TERENGGANU
___________________________________________________________
TEST 2
COMPREHENSION ON LITERARY TEXT IN SHORT STORY
(AND SOMETHING WEIRD HAPPENED...)
YEAR 5
SEKOLAH KEBANGSAAN MARANG,
21060 MARANG, TERENGGANU
INSTRUCTION:
1. Do not open the test paper without teachers permission.
2. You are given 45 minutes to complete the test.
3. Answer all the question.

CHAPTER 3: __________________________________
1. Where did Joel go?

2. Who was with him?

3. What happened here?

.
.
4. Who did he meet?

5. State an interesting event that happened.

CHAPTER 4: ___________________________________
1. Where did Joel go?

2. Who did he meet?

....
.
3. Was he happy meeting them? Why?
.
.
4. What do you like about this chapter?
....
.

APPENDIX 4
OBSERVATION CHECKLIST FORM
Name: _____________________________________
Section A
1) Responses and participations in the classroom.
BEHAVIOUR
1.
YES
DESCRIPTION
NO
DESCRIPTION
Attentive during story-telling
session.
2.
Give responses through questions
and answer session.
3.
Describe the illustrations of the
events in the power point
presentation.
4.
Take part actively in the lesson.
Section B
2) Responses toward literary elements.
a) Characters and Traits.
BEHAVIOUR
1.
Identify and say out aloud the traits
(physical appearance) of peer.
2.
Choose correctly the inner traits of
selected participants using the
selection of adjectives.
3.
Identify and describe the outer and
inner character traits of a friend
correctly.
4.
State the outer and inner character
traits of the characters And

YES
DESCRIPTION
NO
DESCRIPTION

Something Weird Happened

with guidance.
b) Time and Place & Event
BEHAVIOUR
1.
Say out aloud the place and the
time for the certain chapter.
2.
Say out aloud the event that
happened in that certain chapter.
3.
Rearrange the event in story of
And Something Weird
Happened accordingly.
4.
Match the event and the time and
the place in the story of And
Something Weird Happened
YES
DESCRIPTION
NO
DESCRIPTION

APPENDIX 5
INTERVIEW FORM
NAME: __________________________________________
SESSIONS
First Session
TEACHERS QUESTIONS
PARTICIPANTS ANSWERS
1. Do you understand the story?
1.
2. What do you think about the
2.
activity?
3.
3. What do you feel during the
activity?
Second Session
1. Do you understand the story?
1.
2. What do you think about the
2.
activity?
3. What do you feel during the
activity?
3.

APPENDIX 6
RESEARCH PARTICIPANTS OPINION ON THE USAGE OF
FIRST SIGHT BOARD IN IMPROVE COMPREHENSION ON LITERARY
TEXT IN SHORT STORY AND SOMETHING WEIRD HAPPENED
YES
NO
(/)
(X)
STATEMENT
1. I like the activities introduced in my class.
2. I enjoy the activities.
3. The activities are fun and interesting.
4. My teacher should ALWAYS use these activities in my class.
5. The activities help me to understand the story better.
The activities help me to understand the literary text (characters,
6.
time and place, and event) better.
7. The activities are effective.

APPENDIX 7
Sample of First Sight Board
(64.5 cm x 81.5 cm)
Sample of Story Map (A4
size)