IMPROVING THE SKILLS OF EARLY READING THROUGH

“ BINGO n P-CHART “

By :
NORAIDA BINTI IDRIS
Sekolah Kebangsaan Rimba Terjun
82000 Pontian, Johor.

ABSTRACT

This research was carried out to help the pupils to improve their reading at the early stage. Basically
when conducting this research, I have been wondering on how to find the solutions to make these
pupils improve their early reading. All teachers know that pupils become successful readers by
learning to use a range of strategies to get at the meaning of a text. In line of using phonic approach,
where this system of teaching pays special initial attention to helping children see the relationships
between the sounds of English and the letters or combination of letters that produce them. ( At first,
isolated sounds are learnt and then the skill of putting the sounds together to form whole words is
taught). Using two techniques, firstly ‘ BINGO ’, that is specially-designed games are use in teaching
phonics. Secondly, P-CHART ( pocket charts ) which made on a smaller scale to help effective
reading where most of the activities described for class work can be transferred to use with individual
pocket charts with teacher providing help to the individual pupil. I found out that this action research
has helped me in assisting the pupils especially in preparing them for future education.

1.0 REFLECTION ON PREVIOUS TEACHING AND LEARNING PROCESS

Since I started teaching English Language for Year 1 Bestari, it was quite a surprised to see that
some of the pupils, could neither know nor recognise simple words. When given a simple text,
they were unable to read fluently. They were eager to learn English but when asked, their
reasons varies. Some said that they do not understand English at all, some were not confident of
themselves and most do not read enough in English. I found that their English vocabulary were
low and limited.

In my opinion, for pupils to improve their level of confidence and reading skills, they should be
given proper exposure. Keeping this in mind, ‘ BINGO n P-CHART’ could help them to achieve
communicational reading.

2.0 RESEARCH FOCUS

This research is focusing on early reading skills from identifying words and simple text reading.
This would involve word recognition and sight word skills. As it involves a lot of repetition, the
activities that would be conducted should be able to attract pupils’ attention and arouse their
interest. If pupils’ early reading problem could not be solved, the pupils will face lots of difficulties
in their day to day lesson and in the future. So, I decided to expose and introduce “Improving The
Skills Of Early Reading Through ‘ BINGO n P-CHART ‘ “ to my target group.

3.0 RESEARCH OBJECTIVES :

3.1 General Objective
To improve the early reading skills among pupils.

3.2 Specific Objectives

1. To give pupils opportunity to use old and new words to make sentences of their own and read
sentences to others.
2. To propose a technique of teaching to reduce the problem of reading in order to help pupils
get a sense of achievement reading ‘a whole book ‘.
4.0 TARGET GROUP

The target group consists of 6 pupils from Year 1 Bestari. This group of pupils is a weak language
proficiency group. One of their main problem is they do not know English and initially, teacher
has to teach them the target words in a spoken context or introduce written words with visual or
auditory support such as pictures, tape, action, mime, etc.

5.0 ACTION IMPLEMENTATION

5.1 PROBLEM OBSERVATION

5.1.1 Observation
I made an observation on pupils during the teaching and learning process. This target group was
evaluated during reading session that is conducted every week.

5.1.2 Pre-assessment Oral Test

The pre-assessment oral test are used to assess these target group of pupils on their literacy. It
was done before the action plan and pupils have to read words and simple text.

5.1.3 Interview
In an informal interview, I have identified the problems of why these 6 pupils of my target group
could not read.

5.2 Analysis of the Problem

5.2.1 Observation
English Language has been said as a tough subject. Most pupils find it difficult due to the lack of
interest and communication in English. Moreover, they have little environmental support for
learning to read English. Many ways and techniques have been adopted to teach reading but, the
pupils tend to forget and find difficulties when reading a text even though a line of phrase.
Subsequently , this would lead to a short attentions spans, where they get bored very quickly.

5.2.2 Pre-assessment Test

Result of the Pre-assessment Oral Test

GRADE NUMBERS OF PUPILS
A -
B 1
C 3
D 2

Based on the results from the Pre-assessment Oral Test, there was no pupil
scored A, one of them scored B, three pupils scored C. Two pupils did not develop
word attack skills and understand sequence. Hopefully, by conducting this
research, I will help the pupils in improving their reading skills.

5.2.3 Interview

Pupils’ Respond On Reading Skills

Percentage / Number of Pupils
Pupils’ (%)
Respond Yes No
Do you like English subject ? 83.3 16.7
Do you like to read English book ? 33.3 66.7
 Is English difficult ? 100 -
Do you know how to read ? 33.3 66.7
Do you know to read English book ? 16.7 83.3
Do you like to listen people reading? 66.7 33.3
Do you like to listen people reading in English? 16.7 83.3
Do you happy if you can read English very well? 66.7 33.3

Based on the interview conducted, 5 out of 6 pupils like to learn English but all
(100%) said that English is hard. Therefore, they do not like to read and listen to
people reading in English. Most of the pupils like to learn English but only 2 pupils
like to read English book. 4 pupils said that they are happy if they can read English.
It showed that most of these pupils have interest and want to learn English.
Therefore, there should be methods and strategies that can attract this people to
learn reading.

5.3 Plan in action

1. There were two activities planned to implement the action research on improving the pupils’
reading skills.

1st Activity Phonic Approach

2nd Activity Crossword Puzzle
3rd Activity Pocket Chart

2. Materials used in the activities

 Phonics book
 Laptop and LCD
 Pocket chart
 Manila card for individual pocket chart
 Sentence strips

3. The instrument for Observation

 Oral Assessment Form

 Results from activities carried out.

5.4 Implementation and Observation / Evaluation

5.4.1 Implementation of Activity One – Phonic Approach

Through this activities, once a pupil has learned the phonemic elements, he can obtain the
pronunciation of the printed words by assembling the sounds together in blended sequence.
Thus, when he gets the pronunciation of the word, he will understand what he has read.

Generally in this activity, I will make sure the pupils has a good listening vocabulary and able to
see and hear difference in letters and sounds. Pupils also are exposed to sight words reading.
Reading using sight words is like using an escalator or lift. I could see pupils have enjoyed the
pleasures of reading through such a faster way.

Steps that I used to teach phonics are:

• Introduce units of sounds starting with the short vowel sounds.

• Introduce the consonants ( eg. l, c, m, r )

 • Teach pupils to sound combinations of consonants and vowels they have learnt. Eg. /ra/ /ru/
/ri/ /ma/ /mu/ /mi/, etc.

• Teach pupils to join syllable together to form simple words.

Eg. m an m at f all d ig
c an c at t all b ig
f an f at w all w ig

• Observation

Results of the activity

Grade A B C D
No. of
pupils/Percentage 1 16.7% 3 50% 2 33.3% - -

This activity has given them a lot of improvement. Now, they can read and say the words
correctly. Even though it took a long period of time and processes, it was worth it

• Reflection
From the result shown above, it was found out that 1 pupil scored A, 50% of them scored B with
2 pupils scored at least C. In teaching phonic to pupils, it is vital that pupils are taught to use the
word level strategies effectively.

Teaching phonics involves understanding a lot of aspects. Different teachers have different types
or ways of teaching them. The only important thing is a mere outline of important aspects of
procedure. I use a few books on phonics teaching, so that I could teach my pupils effectively. In
my opinion , phonics needs to be taught systematically but often it is not. This will leads to
confusion.

5.4.2 Implementation of Activity Two –BINGO

As phonic training involves a lot of repetition and repetition can make a phonic lesson boring. I
could see this when my pupils start complaining and told me as if they have learnt much.
Because of this, I specially designed a game to teach them reading. It involve word recognition
skills that included the sight word skills and word attack skills. Sight word skills enable the
pupils to recognize words instantly. Word attack skills enable the pupils to recognize unfamiliar
words. The pupils were very happy if they can solve the crossword puzzle and such games was
fun and they were very excited.

C T

P N

• Observation

. Results of the activity

Grade A B C D
No. of
pupils/Percentage 2 16.7% 3 50% 1 33.3% - -
From this activity, I found that all the pupils were able to recognise words easily. The pupils were
interested playing this game and they had fun.

• Reflection
The pupils showed a vast improvement in reading. From the result, it showed that 2 pupils got
A, 3 pupils got B, only 1 got C and none got D. It can be concluded that the second activity was
able to help the pupils to remember what they have previously learnt . This activity is such to
strengthen their knowledge and memory.

5.4.3 Implementation of Activity Three- P-Chart

In this third activity, I have decided to help the pupils improving their reading by giving them word
combinations, phrases and simple text to read. So, I prepared a small pocket chart for each of the
pupil. Most of the activities described for class work, can be transferred to use with their
individual pocket chart.

• Observation
. Results of the activity
Grade A B C D
No. of
pupils/Percentage 2 16.7% 3 50% 1 33.3% - -

From this activity, I found that these pupils are getting better each day. It helped them in
improving their reading skills.

• Reflection
The result from the activity showed that all students have got better result. So, it can be
concluded that this activity was able to help the pupils in development reading However, more
activities need to be given to them in order to achieve better improvement in their readings. I
could say that I am satisfied with their improvement.

5.4.4 Post Test

Differences Between Pre-assessment Oral Test and Post-assessment Oral Test

GRADE NUMBERS OF PUPILS NUMBERS OF PUPILS

A - 2
B 1 2
C 3 2
D 2 0
TOTAL 6 6

Based on the differences between pre-test and post test results, there were an
increasing numbers of pupils who got A, B and C and none pupil failed in the test. It
showed that the pupils have improved very well after going through all the activities.

5.5 Reflection on the Research

From this action research, I found that as a teacher I need to versatile the techniques and
strategies in conducting lessons to the pupils. The most important thing in teaching is trying to
find the simplest and fun ways that suits the pupils’ level and ability. This would lead to the
success of the teaching and learning process and in the end help the pupils in acquiring the
language.

From this action research also, I can say that all the activities that I have already done, the pupils
have improved their early reading skills. Learning to read in English is not as difficult if pupils can
read in their own language. It is just that teacher teaching situation is the most important factor
when deciding how a teacher should teach reading.

As an English Language teacher, I must always be aware of the needs of the pupils and know
how to use the most suitable and meaningful materials in the teaching and learning process.

6.0 SUGGESTIONS FOR FUTURE RESEARCH

Based on my action research, I believe that these three strategies can be adopted and
adapted in early reading. The most important thing is how to capture pupils attention and
interest in learning to read. It would be next to impossible to teach pupils to read when they
are not interested. So part of the English teacher’s job in teaching reading would be to create
a positive attitude to reading among the learners. Furthermore, get pupils to involve in
activities which make them aware of how interesting a book can be. Example by reading (as
opposed to telling ) stories and making available many books with interesting pictures and
facts about things children would naturally be interested in. I should also make the pupils
enjoy learning about new things and stimulate their curiosity.

REFERENCES

Andrian Doff.(1995).Teach English: A Training Course for Teachers.Cambridge University

Press.

Nesamalar Chitravelu, Saratha Sithamparam, Teh Soo Choon. (2005).ELT

Methodology:Principles and Practice.Penerbit Fajar Bakti.

Slattery,M,Willis,J(2001).English for Primary Teachers.Oxford University Press.

Rohayati Printing,Assoc.Prof Dr.Mohd Amin Embi.(2005).e-Xra:Express Reading Approach.X-

ra Center.

Eliani Nik Nawi, Othman Ahamad(2003).Read Easy Phonics.Onestop Language and

Computer Consultancy.

Judith Sim.(2002)Phonics Picture Dictionary.Penerbitan Pelangi.

APPENDICES

Implementation of Activity 1

Phonic Approach
» Introduce units of sounds starting with the short vowel
sounds.
» Introduce the consonants ( eg. l, c, m, r )
» Teach pupils to sound combinations of consonants and
vowels they have learnt. Eg. /ra/ /ru/ /ri/ /ma/ /mu/ /mi/,
etc.
 » Teach pupils to join syllable together to form simple
words.

Examples:

m an m at f all d ig
c an c at t all b ig
f an f at w all w ig

INTRODUCE PUPILS WITH :

• Letter sound • Eg : desk milk belt lamp

Eg : A ant B bag C cat
• Words with Initial and Final
• Words with Short Vowel ‘a’ Consonant Blends
Eg : rat hat cap pan Eg : stamp stand plump
cramp
• Words with Short Vowel ‘e’
Eg : bed leg hen pen • Words with Final Double
Consonants
• Words with Short Vowel ‘i’ Eg : bell smell kiss cuff
Eg : dig pin tin sit
• Words with Silent ‘e’ – Long ‘a’
• Words with Short Vowel ‘o’ Sound
Eg : dog hot pot hop Eg : blade cake grape
plate
• Words with Short Vowel ‘u’
Eg : tub mud bug cup • Words with Silent ‘e’ – Long ‘i’
Sound
• Words with Initial Consonant Blends Eg : slide file five kite
Eg: clap clip flag crab
• Words with Silent ‘e’ – Long ‘o’
• Words with Final Consonant Blends Sound
Eg : hoe toe hose rose

Words Sights

• a • of
• an • this
• he • that
• I • the
• in • to
• is • was
• it • and
Implementation Of Activity Two

The words used in this game are those words that pupils learnt from previous activity (Activity 1 ).
Some words are new words, so teacher has to teach them the target words in a spoken context
or introduce written words with visual or auditory support such as pictures, tape, action, mime,
etc.

Example:

CAT

APPENDIX D

Implementation of Activity Three

This is a fat cat

The pin is in the tin
That is a blue cap
A rat is in the tin

This pocket charts were made on a smaller scale to help effective reading where most of the
activities described for class work can be transferred to use with individual pocket charts with
teacher providing help to the individual pupil.

The pupils were able to read as they have already gone through Activity One and Activity Two.
The sentences given consists of those old and new words that they have learnt and through word
recognition skills that included the sight word skills and word attack skills.