BILINGUAL KNOWLEDGE MAPS VERSUS WORD-PAIR LIST FOR VOCABULARY ACQUISITION

MOHD FHAIZAL HARITH MOHD SAKRI

A Project Paper submitted in Partial Completion of the Requirement for the Award of the Degree of Bachelor of Education (TESOL) ..

TEMENGGONG IBRAHIM TEACHER EDUCATION INSTITUTION

APRIL 2013

The undersigned, have examined the research report presented by Mohammad Fhaizal Harith bin Mohammad Sakri, a candidate for the degree of Bachelor of Education (TESOL) and hereby certify that, in their opinion, it is worthy of acceptance.

Signature

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Name of Supervisor : . Date

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Name of Supervisor : . Date

DECLARATION

I declare that this research project is the result of my own research except as cited in reference.

Signature Name of Candidate Date

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DEDICATION

To my loving parents

ACKNOWLEDGEMENT

The author would like to express his sincere appreciation to the thesis supervisor, Miss Nuraishah Goh for guidance and encouragement given the period of the research.

Cooperation given by the Faculty of Education, University of Auckland, the Language Department, Temenggong Ibrahim Teacher Education Institute, SK Mohd Khir Joharis staff and pupils, lecturers, and friends are greatly appreciated.

Appreciation is also extended to all those involved either directly or indirectly towards this research project.

ABSTRACT

The purpose of this research study was to find out the influence of meaningful semantic mapping for vocabulary learning in Malaysian primary school. The learning approach was focused on a semantic mapping strategy called Bilingual Knowledge map armed with an array of semantic linkers, going against a common word-list strategy. The participants consisted of 36 pupils from Year 5A who possessed considerable proficiency in English language skills. The collected data revealed a notable but insignificant influence of semantic mapping in vocabulary learning. The participants did well in both strategies, considering their performances and feedback. The results of the study suggested that the use of semantic mapping strategy such as BiK-Maps in vocabulary learning is useful to those who is capable of making the connections using the semantic links to make sense of the vocabularies. Beyond that, the BiK-Maps are neither superior nor inferior to the common word-pair lists.

TABLE OF CONTENTS

CHAPTER

CONTENTS

PAGE

Declaration Dedication Acknowledgement Abstract Table of Contents

3 4 5 6 7-9

CHAPTER I

INTRODUCTION

1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7

Introduction Background of the study Statement of the Problem Objectives of the study Research Questions Significance of the study Limitation of the study Definition of Terms

9 9 10 10 10 11 11 11

CHAPTER II

REVIEW OF LITERATURE

2.0 2.1

Introduction Theoretical Framework

12 12

2.2

Related literature

12-15

CHAPTER III

RESEARCH METHODOLOGY

3.0 3.1 3.2 3.3 3.4

Introduction Design of the study Population and Samples of the study The Research Instruments Research Procedure

16 16 16 17 19

CHAPTER IV

DATA ANALYSIS

4.0 4.1 4.2

Introduction Quantitative Analysis Qualitative Analysis

20 20 23

CHAPTER V

SUMMARY, CONCLUSIONS & RECOMMENDATION 26

BIBLIOGRAPHY

27

APPENDICES

30

CHAPTER I

INTRODUCTION

1.0

Introduction

Over the past few decades, various learning techniques and strategies have been developed to improve the vocabulary learning among young learners in English as second language (ESL) context. One such strategy is semantic mapping. Semantic mapping make use of meaningful links that give the learners comprehensible and relatable connections to guide their vocabulary learning. This strategy provides the learners the opportunity to learn using their cognitive space to make sense of new information rather than intense memorisation.

1.1

Background of the study

The research study is based on the use of semantic mapping such as the BikMaps in facilitating vocabulary learning among second language learners. Such strategy has been piloted in several research studies and all of the results show favourable advantage of the BiK-Maps strategy in facilitating second language learners vocabulary acquisition over many other mapping strategies. However, the study that has been used in various version and contexts has not yet been done in Malaysian primary ESL setting. This gives the idea of where this study can be conducted and what kind of participant is required.

1.2

Statement of the problem

The normal and common word-pair lists strategy lacks semantic organisation between nodes and this is the problem in the current bilingual mapping strategy. Without elaborate and meaningful semantic organisation, ESL learners (not specifically Malaysian learners) may not be able to acquire vocabularies well enough because of poor spatial organisation alternated (not simultaneous) exposure between languages, and the limited amount of semantic linkers as on earlier word maps and lists (Bahr & Dansereau, 2001). Therefore BiK-Maps, equipped with clear semantic organisation, may have a certain advantage against the current strategy in the vocabulary learning. This paper is designed to address this particular gap and to find out what kind of influence the semantic mapping and organisation of the BiK-Maps hold.

1.3

Objectives of the study

The objective of the research study is mainly focusing on the use of semantic mapping strategy such as BiK-Maps in facilitating, or even enhancing the participants vocabulary learning. The semantic and meaning-making approach may have a certain influence or advantage over the common look-and-memorise approach. The research study intents to find out to what extent the semantic mapping facilitates young learners vocabulary learning, and how well it fares against the current common non-linked word-pair strategy.

1.4

Research Question

The research question for this research study is therefore: o Does the use of BiK-maps significantly facilitate vocabulary acquisition among Malaysian primary ESL learners in comparison to normal non-linked bilingual mapping strategy (word-pair lists)?

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1.5

Significance of the study

The significance of this study lies in the current ESL situation in Malaysia. Malaysian primary ESL syllabus is moving towards communicative approach in this few recent years. The teaching and learning instruction is slowly changing with more and more interactive teaching aids introduced and used in the classroom. The emergence of the new primary school syllabus (KSSR) in Malaysian education system promotes fun, interactive and meaningful learning experience for the pupils. The pupils are encouraged to sustain and make sense of their in learning in a meaningful and constructive way. Vocabularies cannot be learned just by memorising; one must make connection and comprehend the meaning of each word in order to fully make use of the words and widen their knowledge. If proven, it is certainly interesting to see the addition of Bilingual Knowledge Maps strategy will harmonize the teaching aid variety and provides the teachers and learners with a useful vocabulary learning strategy in the Malaysian ESL primary context.

1.6

Limitation of the study

Any limitation has been reduced and addressed elaborately to no longer affect the full research study.

1.7

Definition of Terms ESL English as second language KSSR Kurikulum Standard Sekolah Rendah SLA Second language acquisition BiK-Map Bilingual Knowledge Map

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CHAPTER II

REVIEW OF RELEVANT LITERATURE

2.0

Introduction

As mentioned before, there are lot of theories and strategies that have been developed by educators and scholars as well as researchers in order to improve learners second language acquisition (SLA), particularly English. Famous scholars for instance Stephen Krashen formulated his famous Monitor Theory to explain individual differences in ESL (Willis & Willis, 2007). Theories, such as the Working Memory theory that elucidates the notion of memory structure and how a learner stores and retrieves information often developed in order to gain more insight into SLA. Among all the theories and strategies in SLA, few will be referred and form the ground for this research study.

2.1

Theoretical Framework

There are basically three conceptual grounds that pillaring this research study: Bilingualism in SLA, Working Memory, and Knowledge Mapping.

2.2

Related Literature

Bilingualism in SLA There is a common misconception about children learning capability at early age; it is too difficult for the young children (aged 12 and below) to learn and acquire two languages at a time (Lightbown & Spada, 2006). However, Genesee, Crago, & Paradis (2004) claimed that there was little proven research to support the claim. 12

Lightbown & Spada (2006) remedied the claim saying that there is no concrete empirical evidence to support the claim that bilingual learning will interfere with children linguistic performance or cognitive and academic development. Thus, learning with two language mediums does not effectively impede the children learning capability but improves the learning instead. The negative effect of bilingualism is more to the imbalanced usage of the two languages, not the children language learning capacity. If the children extensively use one language more than the other one, then they will potentially either improve only in the more frequently used language, or subsequently lose the lesser-used one (Wong Fillmore, 1991). Despite all that, it is still a truth that many simultaneous bilinguals achieve high levels of proficiency in both languages (Lightbown & Spada, 2006).

Working Memory Notion The Working Memory theory (WM) is termed as the cognitive space in which we actively process new information or information that is currently in focus (Lightbown & Spada, 2006). WM is also called short-term memory. WM provides the insight of how learners store, process, and retrieve information within their knowledge repertoire. The nature of the theory is vast and still being moderated by educators and scholars alike. In this paper, the use of knowledge mapping to increase the English vocabulary acquisition is more or less related to this theory. One can create node-link networks by transforming text into unitary ideas that are connected to one another via links that express relationships (Bahr & Dansereau, 2001). Learners will use their working memory to link and understand the semantic knowledge maps used in the BiK-Maps strategy, and store encoded information (vocabulary).

Knowledge Maps in Learning There has been an ongoing competition between inferential context learning and semantic mapping since 1994. Both tools showed their strengths but inferential context learning soon lost its ground to semantic mapping, due to the semantic ambiguity, lexical and syntactic overstimulation (Bahr & Dansereau, 2001). Semantic mapping is defined as a process of using words for constructing visual displays of categories and their relationships (Svenconis, 1994). However, Svenconis 13

study was plagued with poor spatial organization, alternated exposure between languages, and the limited amount of semantic linkers. With wide range of link styles and better spatial organization, the TCU k-maps therefore seemed superior compared to Svenconiss semantic mapping. Further research and analysis followed to ascertain k-maps strength in language learning, especially vocabulary acquisition. Winn (1991) and Robinson et al (1999) in their studies valued the knowledge mapping as a facilitator in encoding and decoding of information on a monolingual echelon. Instead of common rote-memorization of vocabulary words, knowledge mapping makes use of graphical construct that organizes information in two-dimensional spatial domain (Bahr & Dansereau, 2001). The information is organized in terms of nodes and arrows/links, and one such example is knowledge map (see Figure 1 below).

(Taken from Bahr & Dansereau (2001))

(Taken from Bahr & Dansereau (2001)) 14

The knowledge map (or k-map) in Figure 1 is developed by the Texas Christian University (TCU) by transforming from text to a visuospatial representation. Additionally, semantic connections are based on nine link types that signify the relationships between the nodes (Table 1). One clear advantage of this representation is that it reduces the amount of verbiage and eliminates word clutter (Bahr & Dansereau, 2001). Bahr and Dansereau adapted this representation for their own research on language acquisition. Dansereau himself has conducted various research pivoted on the k-maps construct in psychology files and has found many benefits of such strategy in his research. He found that k-maps increases the recall of macrostructure information (Rewey, Dansereau, & Peel, 1991), enhances the processing of nominal information (Rewey, Dansereau, Skaggs, Hall, & Pitre, 1989), promotes embedded learning of efficient information processing schemes (Chmielewski & Dansereau, 1998), and surprisingly benefits individual with poor verbal skills (Dees & Dansereau, 1993). The k-maps strategy has even been done in the area of drug abuse counselling (Bahr & Dansereau, 2001). Further research done by Dansereau, Joe, Dees, and Simpson (1996) and Dees, Dansereau, and Simpson (1997) resulted in a conclusion that kmaps allow people to interact in an accessible language regardless of ethnographic background; k-maps can act as the communication medium that transcends cultural differences (Dansereau, Joe, Dees, & Simpson, 1996; Dees, Dansereau, & Simpson, 1997; Pitre, Dees, Dansereau, & Simpson, 1997). Based on those research studies, Dansereau saw the influence k-maps have in language learning context. The k-maps ability to support multiple languages was seen as a versatile communication bridge between different language users, and potential device to aid vocabulary learning (Bahr & Dansereau, 2001). Beginning from this point, Dansereau further adapted the k-maps as a vocabulary learning aid known as Bilingual Knowledge Maps (BiK-Maps). The features such as lack of verbiage and word clutter, ideas clustering, focus on semantic, hierarchical and contextual cues, and feedback loops equipped BiK-Maps with superior advantages over textual constructs.

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CHAPTER III

RESEARCH METHODOLOGY

3.0

Introduction

The research study aimed to find out how well BiK-Maps facilitate vocabulary learning among the Malaysian primary learners. The BiK-Maps version used for this paper was adapted from the original works of Bahr and Dansereau. In this paper, the BiK-map learning strategy was conducted against a common wordpair list (to represent normal non-linked bilingual mapping strategy). The procedures and the instruments were adapted to suit this research study intention.

3.1

Design of the study

The research study was designed with both qualitative and quantitative aspects; following mixed-method approach. Quantitatively, the research intended to find the empirical evidence and statistical significance of the BiK-Maps strategy against the word-pair lists strategy. The research was also designed to gather qualitative feedback through written responses and analysis.

3.2

Population and Samples of the study

The participants were selected based on the Malaysian primary ESL classroom setting. The original scope of this study was large and may involve the whole setting, but it was lowered down as to fit the population and time restriction. The participants were sampled purposively. The participating school, SK Mohd Khir

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Johari, had a population of 400 to 500 learners. The sample size for this study was one classroom of 36 learners, roughly 10 percent of total population.

Each participant was sampled based on the following attributes: 1. The participant is currently enrolled in Year 5 Malaysian primary classroom, 2. The participant has passed at least stage 3.5 in KBSR Reading Skill Proficiency (Malaysia, 2001).

The justification for the sampling technique was that it was possible for the school to appear as a third-tier primary school. Third tier schools generally had low to average English proficiency mean score based on the schools general examination performance (Yuddin, 2008). This condition therefore could exhibit the perspective of this pilot study in some way although not necessarily so. The headmistress and the teachers of the SK Mohd Khir Johari mentioned the school as low-performer in academic fields but very excellent in co-curricular fields. Still, at Year 5, the learners in the 5A class were the top of their cohort and old enough to have possessed all necessary language skills to make use of the research instruments. As for the reading skill proficiency level, it was a good preparation to have a group of participants who were capable of handling the tests without any ambiguous performance penalty due to lack of the required skill. At stage 3.5 of Reading Skill proficiency level, an ESL learner was capable of reading and understanding the meanings of words by guessing their meaning via the use of contextual clues (Malaysia, 2001). The participants had achieved this level and it was an optimum level to fully make use of the research instruments.

3.3

The Research Instruments

Four instrument sets were used for this pilot study. The instrument sets for this study were a set of three adapted Bilingual Knowledge Maps (BiK-Maps), a set of three word-pair lists, a set of three mix-match exercise papers, and a set of openended short-essay for written feedback. 17

First of all were the BiK-Maps instrument set and the word-pair lists set. The BiK-Maps set was composed of three BiK-Maps with different vocabulary words and topics. The word-pair set was also composed of three lists with similar topics and words to the BiK-Maps, but different in configuration. The languages were English and Malay. The BiK-Maps and the word-pair lists were included in the appendices. The topics and the vocabulary words that were used in the measuring instruments were based on the Malaysian Year 4 English Language textbook as this was the most recommended for the participants (Division, 2003). A BiK-Map contained 9 to 10 nodes of words and the same went to the word-pair list. The number of words was limited to ten per map/list because beginner learners learned better with small cluster of words (Crothers & Suppes, 1967). These maps and lists were used in a study time of 5 minutes per instrument prior to the evaluation exercise. The evaluation exercises were composed of a set of three mix and match exercises. There were nine to ten questions per exercise. All questions were based on the vocabulary words used in the map/list instruments. The participants were required to answer by matching the correct answer (meaning) to each of the vocabulary word in question. The answer part of the evaluation exercises contained one distractor to prevent the test-wise situation (where participants simply mix-andmatch the options without thinking). The test had time duration of 2 minutes each. Each participant underwent the exercise set right after the study time to assess how many English vocabularies and their meanings that they had remembered correctly. The exercises were evaluated and provided a quantitative data pattern for the research. Finally, the open-ended short-essay feedback was purposed to collect general and anonymous qualitative data regarding the BiK-Maps learning strategy. The feedback essay was important in order to find out the participants opinion about the learning strategy used in this research. The feedback paper consisted of one openended question with approximately 50 words of answer limit. The feedback paper was not compulsory to all participants but at least three voluntary participants were required. The feedback essays were analysed qualitatively.

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3.4

Research Procedure

The duration of this pilot study was approximately 3 weeks (1 day intervention per week). During the first week of the project, the researcher introduced and briefed the nature of the research study to the participants and the teacher. The participants were assembled in a classroom and the research instructions were explained orally by the researcher. The participants were then divided into two equal groups (18 participants per group); one group representing BiK-Maps and another will be representing word-pair lists. The participants were assigned with numbers from 1 to 36 for identification purpose. They were then given a piece of either BiK-Maps or word-pair lists (according to the group they are in) and they studied the item for 5 minutes. Then, the all maps/lists were collected and a first set of evaluation exercises was handed out and the participants took 2 minutes to complete the exercise. After 2 minutes, the test was ended and the exercises were collected. After that, all instruments were collected and the participants and the involved teacher were thanked for the effort. The resulting data for the first intervention were recorded. The number of correct and wrong answers was also noted accordingly. This provided the first data of the English vocabulary learning by the participants, with respect to word-pair lists and BiK-maps strategies. Next week, the same procedure was repeated for the second time. The participants studied the next set of word-pair list and BiK-Map and then did the following exercise. They answered the following exercise, again. For the third intervention week, the similar procedure was repeated again for a final time and additionally, at the end of the last exercise, at least three volunteers were asked to fill in the feedback forms. The feedback givers were asked for their consent. All the data were collected and tabulated for analysis. The trends and patterns were analysed based on the participants performance and understanding of the vocabulary words. Microsoft Excel program will be used to analyse the data compilation of the three-week intervention.

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CHAPTER IV

DATA ANALYSIS

4.0

Introduction

As mentioned in the Procedure section, each week, all participants were divided into two groups equally and took either BiK-maps or word-pair lists to memorise and then test their understanding on the exercise papers. After all interventions had been done, the data were tabulated and analysed using Microsoft Excel software. For statistical analysis, the Data Analysis in the Excel software is used.

4.1

Quantitative Analysis

Table 1: Number of participants with full marks score. Week (Topic) Week 1 (Food) Week 2 (Sports) Week 3 (Communicative) BiK-map (n = 18) 15 participants 15 participants 15 participants Word-pair (n = 18) 14 participants 17 participants 14 participants

From the Table 1, early data showed the BiK-map group marked roughly consistent performance on the exercise papers. Every week, out of 18 participants in the group, only 3 participants did not get the full marks. A little contrary on wordpair list camp, the word-pair list group showed different performance with 4 participants did not get the full marks on each week 1 and 3 respectively, as well as only 1 participant did her exercise paper with errors on week 2. Next, the data were examined in depth. 20

Table 2: Word-pair Lists data (positive) Week = Week 1 Number (n) = Mean = Standard deviation = Correct answers (%) = 18 9.611 0.778 96 Week 2 18 8.944 0.236 99 Week 3 18 8.667 0.686 96

From Table 2, it can be seen that the participants (or the pupils) who worked on the word-pair lists achieved good scores across three weeks in answering vocabulary exercises. Week 2 showed best result with only one participant got 8/9 marks. The scores deviation of Week 2 at a value of 0.236 was showing smaller difference compared to Week 1 and 3. Surprisingly, the data from BiK-Maps was also excellent across all weeks. Refer Table 3 below.

Table 3: BiK-Maps data (positive) Week = Week 1 Number (n) = Mean = Standard deviation = Correct answers (%) = 18 9.722 0.669 97 Week 2 18 8.833 0.383 98 Week 3 18 8.778 0.548 98

Comparing Table 2 and 3, the most distinct result was reflected on Week 2. BiK-Maps demonstrated better mean, standard deviation, and percentage scores against word-pair lists on Week 1 and 3 but word-pair lists traded place with BiKMaps on Week 2. With better scores on the mean, percentage and standard deviation, word-pair lists slightly superior to BiK-Maps on Week 2. This was an unexpected result and thus was quite interesting to discover. Looking at the percentage differences from both tables, BiK-Maps and word-pair lists traded blows on Week 1 and 2 with 1% difference. On Week 3 however, a slightly clear lead of 2% showed up by the BiK-Maps in comparison to the word-pair lists.

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Table 4: t-Test for Week 1 t-Test: Two-Sample Assuming Equal Variances (Week 1 Word-pair Lists vs. BiK-Maps) Word-pair Lists Mean Variance P(T<=t) two-tail 9.611111 0.604575 0.648769 9.722222 0.447712 BiK-Maps

Table 5: t-Test for Week 2 t-Test: Two-Sample Assuming Equal Variances (Week 2 Word-pair Lists vs. BiK-Maps) Word-pair Lists Mean Variance P(T<=t) two-tail 8.944444 0.055556 0.46849 9.315789 4.561404 BiK-Maps

Table 6: t-Test for Week 3 t-Test: Two-Sample Assuming Equal Variances (Week 3 Word-pair Lists vs. BiK-Maps) Word-pair Lists Mean Variance P(T<=t) two-tail 8.666667 0.470588 0.594913 8.777778 0.300654 BiK-Maps

Apart from the analysis of mean, standard deviation and percentage scores, the data were also analysed to find the significant values of the BiK-maps against the word-pair lists. Looking at Table 4, 5 and 6, the two-tail significant values (or pvalue) for all weeks was all over 0.05. This explained that for all three weeks, neither BiK-Maps nor word-pair lists was significantly superior to each other. This

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finding also suggested closer relation to the null hypothesis stating there is no clear difference.

4.2

Qualitative Analysis

Aside from the statistical analysis to find the significance of the BiK-Maps against the word-pair lists, a qualitative error analysis was done to find out the vocabulary word errors done by the participants when using BiK-Maps or word-pair lists. The errors were coded into 5 themes based on the three topics (food, sports and communication) which were; (1) frequency of errors, (2) word class errors, (3) distractor errors, (4) mismatch errors, and (5) blank errors (see Table 7).

Frequency

Table 7: Frequency of errors according to topic Frequency Fourfold Thrice Twice Food nutritious (adj) balanced (adj) important (adj) Sports movement (n) Communication blind (adj), mute (adj) deaf (adj)

From the exercise papers, there were several similar errors happened more than once. The frequency of the vocabulary word errors ranged from fourfold to twice, and this suggested that these words may pose certain difficulties for some participants to comprehend or make connection. The possible explanations for this theme were perhaps unfamiliarity with the words and confusion in meaning. The wrongly-answered words were listed in the table below.

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Word class

Table 8: Errors according to word class Noun Verb Adjective Word Class exercise, movement, discipline nutritious, balanced, important grains letter, symbol blind, deaf, mute

The chosen vocabulary words sported in the research study were taken from the Year 4 textbook and could be classified into three word class; nouns, verbs, and adjectives. Result from Table 7 showed equal error counts on noun and adjective classes while none on the verb class. However, cross-referencing with the frequency of errors showed significantly heavier error counts on the adjectives compared to the nouns (19 vs. 3). This showed that some participants found the adjectives were more difficult to comprehend or make connection than the nouns and verbs.

Distractor, Mismatch and Blank Errors

Table 9: Distractor, mismatch and blank errors according to group Types / Group Distractor Error balanced important, food fruits important Blank Error nutritious - minuman movement badminton Mismatch Error nutritious grains, balanced nutritious nutritious, balanced exercise, movement, discipline deaf, letter blind mute blind deaf, mute deaf symbol BiK-Maps Word-pair BiK-Maps Word-pair BiKMaps Wordpair blind gambar

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Those three themes could be combined together as the types of error made by the participants in answering the exercise papers, in regards to the topics and the groups (BiK-Maps and word-pair lists). Distractor error happened when a participant chose a distractor answer instead of the real answer. Distractor answer acted as a diversion in the exercise instrument to prevent test-wise condition and thus improving the reliability and validity of the instrument. In the Table 7s case, all distractor errors came from the word-pair lists group only. Those who used BiKMaps did not exhibit such error. Mismatch errors were errors made by mismatching two or more answers. The explanation was either confusion or misunderstanding. The tendency of this error type relied heavily on the participants understanding of the words considered; if the participant failed to grasp the correct meaning of a word, then he/she would likely choose the next plausible word available in the answer paper (i.e. food - fruits). Blank errors were simply questions that were left unanswered. Again, confusion and misunderstanding may play a role in this type of error but another plausible reason could be the time factor. Given that the proficiency level of the sample participants in English were the top of their class, the findings were quite unexpected in some cases.

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CHAPTER V

DISCUSSION, CONCLUSION & RECOMMENDATION

With reference to the data analysis, the research question can now be answered. In general, BiK-Maps do show positive and consistent results with lesser errors on the vocabulary learning (97.6% against 97% of the word-pair lists. However, in statistical reference, the values are not significant (all p-values > 0.05) and thus there is no clear difference or advantage of the BiK-Maps over the common word-pair lists. The possible reasons are plenty. However, the most feasible reasons are the intrinsic proficiency level of the participants and the participants preference. The participants are originally reported to belong to the below-intermediate level in English proficiency, according to the class teacher. However, the results showed that most participants face negligible issue in learning simple 9 to 10 vocabulary words a day, suggesting a far better actual proficiency level than what is expected (better reading skill than other language skills). However, from the errors made, it can be deduced that the some participants do find certain difficulty in comprehending adjectives and nouns, suggesting the word level of some vocabularies used does pose a challenge. From the general feedback essays gathered, most participants like the BiKMaps strategy but there are also those who prefer word-pair lists. As unique individual, each participant has their own internal preference and learning aptitude that work best for him/her (Bahr & Dansereau, 2001). Due to this finding, the participants who create meaningful links between memorised information in establishing meaning will work better with the BiK-Maps than the word-pair lists. Option-wise, BiK-Maps prove strong results and are preferred by many Malaysian primary ESL learners because of the useful spatial and semantic organisation. However, in Malaysian context, the common word-pair lists may also find its old strength among the primary ESL learners. The slight superiority is negligible but may be changed with longer period of time (i.e. longitudinal study).

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BIBLIOGRAPHY

Bahr, G. S., & Dansereau, D. F. (2001). Bilingual Knowledge Maps (BiK-Maps) in Second-Language Vocabulary Learning. The Journal of Experimental Education, 70(1), 5-24. Chmielewski, T. L., & Dansereau, D. F. (1998). Enhancing the recall of text: Knowledge mapping training promotes implicit transfer. Journal of Educational Psychology, 90, 407-413. Crothers, E., & Suppes, P. (1967). Experiments in Second Language Learning. New York: Academic Press. Dansereau, D. F., & Newbern, D. (1998). Using knowledge maps to enhance teaching. In W. E. Campell, & K. A. Smith, c1997 (pp. 127-147). Edina, Minn: Interaction Book Company. Dansereau, D. F., Joe, G. W., Dees, S. M., & Simpson, D. D. (1996). Ethnicity and the effects of mapping-enhanced drug abuse counseling. Addictive Behaviors, 21, 363-376. Dees, S. M., & Dansereau, D. F. (1993). Using schematic organizers to help college students organize personal concepts and behavior related to alchohol and cocaine use. Addictive Behaviors, 18, 645-657. Dees, S. M., Dansereau, D. F., & Simpson, D. D. (1997). Mapping-enhanced drug abuse counseling: Urinalysis results in the first year of methadone treatment. Journal of Substance Abuse Treatment, 14, 45-54. Division, C. D. (2003). Huraian Sukatan Pelajaran Bahasa Inggeris Tahun 5 (SK) (Year 5 English Syllabus). Retrieved from Bahagian Pembangunan Kurikulum (Malaysian Ministry of Education): http://www.moe.gov.my/bpk/sp_hsp/bi/kbsr/hsp_bi_sk_y5.pdf Genesee, F., Crago, M., & Paradis, J. (2004). Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning. Baltimore: Paul H. Brookes.

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Tang, G. (1992). The Effect of Graphic Representation of Knowledge Structures on ESL Reading Comprehension. Studies in Second Language Acquisition, 177195. Willis, D., & Willis, J. (2007). Doing Task-based Teaching. Oxford: Oxford University Press. Winn, W. (1991). Learning from maps and diagrams. Educational Psychology Review, 3, 211-243. Wong Fillmore, L. (1991). When learning a second language means losing the first. Early Childhood Research Quarterly, 6(3), 323-346. Yuddin, A. (2008, November). Perbandingan Keputusan Ujian Pencapaian Sekolah Rendah dan Sikap Pengajaran Guru antara Sekolah Kebangsaan dengan Sekolah Jenis Kebangsaan Cina: Kajian Kes di Tawau, Sabah. Retrieved from Universiti Sains Malaysia: http://eprints.usm.my/10088/1/PERBANDINGAN_KEPUTUSAN_UJIAN_P ENCAPAIAN_SEKOLAH_RENDAH_DAN_SIKAP_PENGAJARAN_GU RU_ANTARA_SEKOLAH_KEBANGSAAN_DENGAN_SEKOLAH_JENI S_KEBANGSAAN_CINA_KAJIAN_KES_DI_TAWAU%2C_SABAH.pdf

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APPENDICES

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