FAKULTI PENDIDIKAN DAN BAHASA

PROGRAM SARJANA MUDA PENGAJARAN (SMP)

SEMESTER 8 / JAN 2015

HBEF 3603
PROFESSIONAL PRACTICE

TAJUK TUGASAN:
PELAPORAN
USING POEM TO TEACH READING ALOUD FOR PRIMARY THREE (3)
STUDENTS AT SK SENADIN, MIRI

NAMA TUTOR
MADAM. LANNY BALA

NAMA
NO. MATRIKULASI
NO. KAD PENGNEALAN
NO. TELEFON
E-MEL

:
:
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PN. EMIAS ANAK ANTURAN

660312715544001
660312715544
0168727315
jeaf5544@yahoo.com

1.0

Introduction

English is fun and exciting when it is being taught in an interactive way. Teachers have
always read aloud to young children. Read Aloud is a strategy in which a teacher sets aside
time to read orally to students on a consistent basis from texts above their independent
reading level but at their listening level where they imitate the way the teacher read the text.
Reading aloud stimulates their imaginations and emotions; shows models of good
reading behavior; exposes them to a range of literature; enriches their vocabularies and
understanding of sophisticated language patterns; makes difficult text understandable; models
the fact that different genres are read differently; supports independent reading; and can
encourage a lifelong enjoyment of reading.
Thus, one of the most profound ways to get the class all jazz up and effective is by
using literature, and in this proposal, we are going to emphasize on the usage of poems to
develop reading aloud skills for primary three (3) students as it rhymes and helps to improve
the students alteration.

2.0

Past Experience Reflections

2.1

Teachers

The daily challenges in teaching English amongst non-English speaking students are to get
the students to utter and pronounce English words in a correct alterations and pronunciations.
In align with that, teachers also have to ensure that the students are being able to read in
English fluently and by that, it means that they understand the words they are reading and are
able to give meanings to the reading material that they are reading. Thus, in order to
overcome the challenge, students are required to read aloud during the class sessions and
questions are asked by the teacher to confirm their understanding. Nonetheless, these reading
materials are lengthy and would consume much time to be read and interpreted.
2.2

Students

In addition to that, some of the primary three (3) students are still unable to read in English
due to the minimum exposures towards English in their daily life as predictably they do not

verse in English at home. At the same time, at this age, the students are being exposed to
other languages which effect their language acquisitions. When they are unable to read in
English or having difficulties reading in English, students tend to feel unmotivated and will
lose their interest in the class which cause non-active participations and worst case scenario,
they would feel uncomfortable and hoping that the teacher wouldnt call their names to read
aloud.
2.3

Contents

These unpleasant experiences also create a negative attitude towards learning English and
results to lack of interest or no interest at all in reading any books in English. Thus, as
students, they have lost the privileges of gaining new knowledge and conversing in good
English. Furthermore, it would drag onto low self-esteem and lack of confidence to use
English to communicate and they will converse in their mother tongue due to limited
vocabulary.
2.4

Atmosphere / Climate

Therefore, to address these challenges, I am going to turn the situations into a positive, fun
learning and highly lifted levels and to achieve that, I will use Poem as a tool to boost the
interest among the selected students that I will choose to undertake this research. Poem
rhymes and are able to initiate a fun and interactive atmosphere in the classroom and as
quoted by Nik Azis (1996), effective teaching able to make enjoyable and easy learning. If
such learning atmosphere are created and developed, students feel comfortable and find
himself exist in the learning process. These will help them to nourish their interest and readily
motivated to learn.
3.0

Objectives of the research

The objectives of this research are;

a.

To use poem to develop reading aloud skills.

b.

To read poem to inculcate self confidence

4.0

Issues/ Research Focus

4.1

Significance of the Research

Teacher read-alouds demonstrate the power of these poems. By showing students the ways
that involvement with text engages us, we give them energy for learning how reading works

as well as ignite the poem reciting. By showing them how to read the stanzas and recite the
poems, we are introducing strategies of understanding we can reinforce in shared, guided, and
independent reading.
Marie Clay (1991) writes that when teachers read aloud to students meanings can be
negotiated in discussion before, during, and after the story reading (p.171). Reading aloud to
students should include think-aloud or interactive elements and focus intentionally on the
meaning within the text, about the text, and beyond the text (Fountas & Pinnell, 2006,
p.33). Read aloud, as part of the gradual release of responsibility, feeds naturally into shared,
guided, and independent reading as teachers demonstrate for students the ways the reading
process works (Burkins & Croft, 2010).
Among the many benefits of read aloud, Rog (2001) lists the following:

4.2

building vocabulary

developing understandings of story structures

supporting developing connections between print elements

encouraging high levels of understanding

teaching the reading process in a meaningful context

modeling fluency

motivating students to read

Limitations of the Research.

I have rejected poems that are too long, too archaic or too obscure, or that I can't
muster any enthusiasm for or that the students may not respond to. The wrong
poem is worse than no poem at all.
I find that I need to explain my pedagogical rationale and the aims of activities
very clearly, and students who have disliked studying literature in their own
language may need extra motivation.
I sometimes reassure my students that their other needs, e.g. exam preparation, are
being met.
The participants unable to write or producing their own poems. Therefore I need
to get ready as many poems as possible knowing the fact that sticking to one poem
is restricting their freedom to learn more thus cannot explore further.

5.0

Target Group

8 students of different social background and gender are selected to take part in this research.
They are among those who score below 50% in the English during the Semester one. The
participants are chosen by the school authority based on their academic performance.
Therefore the participants will be gathered in a classroom or a place suitable that is easily
reached by the researcher.

Bil
2
2
2
1
1

Race
Iban
Malay
Chinese
Kayan
Others

Total

Gender
3 boys
3 girls
6

Table 1.1: Students Social background

Students will be divided into four groups of two of mixed gender and abilities. Each group is
to be given different poem which is printed on a piece of paper. Teacher has his own in form
of slide presentation using Powerpoint. Those participants are chosen because they not sitting
for any formal examination. As such this research does not affect their class preparation, if
any.
6.0

Implementation of Innovation in learning and teaching process

6.1

Reading Aloud Improves The Classroom Climate

Mary Bowman-Kruhm, a faculty associate at the Johns Hopkins School of

Professional Studies in Business and Education, teaches reading classes for
prospective special-education teachers. "I read to my graduate students at the
beginning of class because it gives them time to get settled and to clear their minds of
the day's activities," she told Education World.
"As a beginning teacher," Bowman-Kruhm continued, "I quickly became
aware that reading aloud to my class had benefits... my students became very quiet,

they heard some good literature, and they got through an entire book. One student said
it was the first book he had read in its entirety since first grade."
What Bowman-Kruhm learned from reading to her secondary and graduate
students is true of students at all age levels. Probably the most important daily activity
parents and teachers can do with pre-school and kindergarten children are to read
aloud.
6.2

The Print-Rich Environment

Print-rich classrooms offer a variety of books that take into account the different
levels of ability and disability in the classroom. "The wider the variety of books, the
greater the variety of children whose interests will be either met or provoked," Jim
Trelease, author of The Read-Aloud Handbook, told Education World.
For instance, children with reading disabilities "build visual images before the
printed word becomes meaningful. The child who cannot read or struggles with it can
still find meaning in the picture of whales or wolves or werewolves. A child who can
store those images in the imagination will be better prepared for the word w-h-a-le when he or she is trying to decode it. If there is no visual image to match the word,
it's a foreign language immediately," said Trelease.
There is a downside. Without a print-rich reading environment, reading
achievement flounders. In a preview of the 2000 edition of The Read-Aloud
Handbook, Trelease quotes the results of a 1996 University of Southern California
research study.
The researchers examined the print climate in classrooms of three California
communities. They found that students in schools with book ratios of only three books
to every one pupil (versus the national average of 18:1) had low reading scores and
few students went on to college.
"As the research shows, low reading scores havemuch to do with the print
climate," added Trelease. "Readers raise readers because they do the raising in an
environment that nurtures it."

Although considerable research has been devoted to the explicit instruction of

reading comprehension strategies, less attention has been given to the types of text
used to help increase those strategies. Vardell, Hadaway, & Young explain that poetry
offers many benefits for ESL students and that through the listening to, reading, and
re-reading of poetry, students can increase their exposure to language (2002).
Gasparro & Falleta assert that the reading and re-reading poetry through read-aloud
and choral reading activities also promotes reading fluency (1994).
Based on the reviewed made by other researchers, I will use this research
results to emphasized on the usage of Poem to express the Read Aloud session
amongst the group of students which I will select.
Poems work well because it is possible to work with a whole text, and
sometimes with more than one poem in the same lesson. This can be done
successfully at any post-beginner level, so long as the poems are selected with care
and with the needs, interests and language level of the students in mind. Through their
reading of poetry, students can deepen their understanding and easily able to adapt to
their favourite with a well designed activities which bring fun and motivational
atmosphere into the classroom.

7.0

Report about implementation of innovation concept

This research is to be done within six weeks of ten total hours. Each lesson will be a two
hours lesson and will be carried out at the school. Within the research time duration, several
instruments are used to collect and analyze data in order to see changes in behaviour, self
confident and progress in using English. The lesson might not necessarily in the class. Any
where around the school compound is under consideration as to bring different moods and
feeling to the students in order to motivate them to use English. The research are to be done
as follow:

Personal Particular Form

English Warm up activity

Stage

1:

Pre Test / Evaluation

Reading aloud in Journal

Before

Poem Magic Box

Observation

various

And

techniques

questions

Video taking
oral

Stage 2: While

Feed Back Form

Stage 3: Post
Table 1.2 : The Three Stages of The Research
Generally the research is divided into three stages; before, while and after. In stage
one, three different instruments are used to find out students understanding and performance
in English. In this research, I will come out with The Personal Particular Form in order to
enable me to collect the students details and their background. Then I will also come out
with the English Proficiency Survey Form, which will enable me to find out students interest
and level their English proficiency. After that a Pre Test is given as the students will be
evaluated based on how they read their poem loudly. The list of what are being assessed will
be produced. This will enable me to know exactly my students performance and their level of
proficiency. This is important in order to help me to do better planning as to meet the need
and demand of the students. In another word, what is planned is suitable for the level of the
students, which suit them.
The second stage of the research is the main part of the research. Various activities are
carried out in order to encourage and motivate students in calculate their confidence level.
Such activities designed are reciting poems loudly and video taking. All activities are in many
ways enable students to express the feeling, moods, exploring the minds and thoughts. Beside
it also encourage the students to predict outcome and thus give better understanding and
inculcate self confidence to speak in English. During this stage, teacher is monitoring any
changes and progress of the students.
Next is a Post stage. A Post Test in form of answering exercises and a poetry will be
selected and the students will read the poetry loudly. Then a Feedback Finding Form is used
to find out how much they understand and how far they progress. Post test is done to
determine how effective is the program and with the aid of the feedback teacher can see and

identify changes on whether students had gained confident in using English as tool to acquire
knowledge. From here the data collected will be analyzed to see the strength and weakness of
the students. Then a follow up measure is taken to rectify those necessary areas.
As the research goes on, some other instruments are used either to monitor or bring
changes to the students. Especially at the stage 2 and 3. By doing so, the teacher can have
clear idea on students performance. As such; this will help the teacher to focus on the main
purpose and objectives of the research.

Lampiran

Interview Questions

1. How do you feel when reading the poems?

Nervous
2. Do you like the poems?
Yes
3. Are poems interesting?
Yes

Pre reading

Post Reading

Pre Reading

Pre Reading