Improving Pupils’ Spelling Skill Using

GRB Flash CardMOHD FAIZ BIN ROHIZAT

SUPERVISOR : MR YAHYA BIN YUSOF

INSTITUT PENDIDIKAN GURU

KAMPUS SULTAN MIZAN

BESUT

2015

INTRODUCTION

‘The factors that can lead be lead to active behavior are nature of some boys, television and home

atmosphere (Ron Kurtus, 2014)

Keywords;

1. Improving

2. Flash cards

3. spelling

PAST TEACHING EXPERIENCE

Student can not

spell accurately in English

Student tend to spell words using

Malay pronunciatio

n

RESEARCH FOCUS

The focus of my research is on improving Year 4 Gemilang pupils’ spelling skill at Sekolah Kebangsaan Pengkalan Nyireh

Based on my previous experiences with the pupils, I realized that the pupils’ spelling skill should be improved for the betterment of teaching and learning session.

RESEARCH OBJECTIVES

SPECIFIC OBJECTIVES 1. To find out whether flashcard

improve pupils spelling skill.

2.To identify the pupils’ interest towards the use of flashcard as spelling aid.

RESEARCH QUESTIONS 1. Does flashcard improve

pupils spelling skill?

2. Are the pupils interested in using flashcard to improve their spelling skill.

General objective:-This research generally aims to improve Year 4 Gemilang pupils’ spelling skill through the usage of GRB flash card

RESEARCH PARTICIPANTS

Five pupils consists of 3 boys and 2 girls.

Ten years old

Mother tongue and primary language at home is Malay Language

Middle class families

Most of their parents are small business owners and professionals around Kg Pengkalan Nyireh, Besut, Terengganu.

PROCEDURE OF ACTION

REFLECT

PLAN

ACTION

OBSERVE

Step 1 : Reflect

English words spelling problem identified during teaching and learning session in the class

I have encountered the root cause of the spelling problem

Caused by ;

Mother tongue influence in spelling

Lack of interest in using English Language

Limited vocabularies

Step 2 : Planning

“Concrete items of vocabulary such as objects…as well as…area of vocabulary based on topics…can be effectively taught through a range of visual techniques. These includes…flashcards. Visuals are extremely effective in conveying meaning (a single picture is worth a thousand words!). Visuals are also interesting stimuli for various language activities to generate the production of vocabulary items.” (Nesamalar, 2005, pp252)

Hence, I choose flashcard as the suitable method to improve spelling skill to the pupils because it include visual, words and they able to show the inter-relation of the prints and the object.

Step 3 : Action

The intervention divided into 3 activities ;

Activity 1 : Guess Me

Activity 2 : Remember Me

Activity 3 : Be the First

Activity 1 (Guess Me)

Steps

Pupils sit in circle

Teacher show flashcards that contains picture and noun

Teacher read aloud and show it to the pupils with clear voice

Teacher pass along the flashcard to the pupils beside him.

Teacher asks pupil to repeat the same thing as the teacher did.

They keep doing the activity until all the pupils read and spell the word from the flashcard

Activity 2 (Remember Me)

Steps

Pupils sit in circle

Teacher place flashcard on the floor

Teacher asks pupils to memorize the spelling within 1 minute,

After 1 minute, teacher flip the flashcard and asks the pupils to spell the word by looking at the blind spot behind the flashcard

Teacher repeat again the process if the pupils unable to memorize the words within the allocated time.

At the end of the process, teacher asks pupils to write the memorized words by looking at the picture.

Activity 3 (Be the First)

Steps

Teacher pastes flashcards around the class

Teacher asks pupils to stand in the middle of the class

Teacher assign each word to the pupils and asks them to run quickly to the allocated flashcard and stand beside the flashcard.

Teacher asks the student to spell the word according to the flashcard that they have been assigned.

Teacher repeat the activity so that the pupils can move around and spell the word.

Step 4 : Observe

Data collection strategies were viewed in the phase.

The usage of flashcard in the process with the data collection through task based exercise and questionnaire, I managed to see my pupils improvement in spelling.

After I implemented the flashcard, I am able to see their improvement in spelling the English words and they able to spell it accurately.

Step 5 : Reflect

In this last phase, based on the findings in the previous step I was able to identify the advantages and disadvantages of using flashcard

Besides, I was able to analyze the success of flashcard in improving my pupils’ spelling.

They seemed to enjoy learning new words with the pictures

I was able to encourage them to use English

Intervention (picture)

Findings

Does flashcard improve pupils spelling skill ?

Yes

Based on the observation notes and my document analysis, there are improvement in terms of the initial task and the final task

Statistic

Participant A Participant B Participant C Participant D Participant E0

1

2

3

4

5

6

7

8

9

10

Initial-task Final-task

Findings

Are the pupils interested in using flashcard to improve their spelling skill ?

Yes

Based on my third item of the questionnaire, the participants were strongly agreed that using flashcards helped them to improve spelling skill.

Based on the fourth item of the questionnaire, two participants strongly agree that the intervention was interesting, while other three participants agreed.

Strongly disagree Disagree Not sure Agree Srongly agree0

1

2

3

4

5

3) I think flash card helps me to improve spelling skill

Scale

Strongly disagree Disagree Not sure Agree Srongly agree0

1

2

3

4

5

4) I think the use of flash card was interesting

Scale

CONCLUSION

From the research, I can conclude that, the participants shows that the use of flashcards was succeed in improving pupils’ spelling skill and motivated them to learn more vocabularies.

Suggestion

Number of the flashcards can be increased

Perhaps flashcard can be implemented in different set students in a different school

Some adjustment or improvisations can be made like using more interesting pictures and assorted colors.

reference

Chitravelu, N. (2005). ELT Methodology Principles and Practice. Selangor:Oxford Fajar SDN BHD.