sample ar assignment

7/25/2019 Sample AR Assignment

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1. Background of the Study

The Malaysia government has the social responsibility to provide 11 years of free primary and

secondary education at government and vernacular schools. According to Education Act

1996, it is compulsory for all children of Malaysian citizens to go to school. Therefore ,

children ho are beteen the ages of ! and 1" is mandatory to be enrolled at primary

schools. This is also further emphasised in the National Education Blueprint. The

#ational $urriculum states English as one of its core sub%ects. Thus English is compulsory

sub%ects and must be learned by all pupils in government and vernacular as ell as private

schools.

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)hen Malaysia*Malaya+ as under ritish-s rule beteen the 1!/-s and 19/-s, English

language as used as official language in any forms of transactions and medium of

instruction . After the independence in 19!, ahasa Melayu as pronounced as the official

language as ell as the national language. 0oever, English as given recognition in the

education policy and planning as the second language.

The Status of English in Malaysia

ased from the survey conducted by E E23 *Education irst, English 2roficiency 3nde4+,

hich is a global education centre that specialises in academic degrees, educational travel,

cultural e4change and language training, Malaysia is ran5ed ith the as one of the highest

English proficiency level among the Asian in the orld. Malaysia scored 1th place in

countries here English is not the mother tongue and "nd after 7ingapore in Asia folloed by

0ong 8ong, 7outh 8orea and apan. This goes to sho that learning has been

acknowledged as the important subject to be learned in line with the countries progress.

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t was put much emphasise by our then !rime Minister" Tun #r Mahathir Mohamad

when he started of !!SM.

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The role of English in curriculum

)ith reference to the Malaysian education system, English is fully ac5noledged as the

7econd :anguage in line ith the education policy. English language is made a compulsory

sub%ect at all levels of education hich goes to sho its significance in the education policy

in Malaysia. Therefore, Malaysia learners are ell aare of the necessity to master English

language to underta5e global challenges in future such as economy, employment and

business and to remain globally competitive. 3n the Malaysian education system, English

language learning ta5es a formal learning of English language is eleven years and they ill

further their learning of the language in the tertiary level.

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3ts(e4istence(and(implications



The aim of the 87< is& “to equip learners with basic skills and knowledge of the English

language so as to enable them to communicate both orally and in writing, in and out of

school.”T he learning outcomes outlined in the 87< comprise of the four important

component of the language s5ills such as listening, spea5ing, reading and riting hich

could help the pupils to fulfil the needs in the daily life of Malaysian society. Then they

ould continue to fully develop their s5ills in the secondary school curriculum hich is

called the 87M, hich is “to extend learners English language proficiency in order to‟

meet their needs to use English in certain situations in everyday life, for knowledge

acquisition, and for future workplace needs.”!"# $anual%. 3n "/11 the Ministry of

Education introduced 877<.

3t comes ith the introduction of the standardised English

:anguage $urriculum for 2rimary 7chools *8uri5ulum 7tandard 7e5olah <endah+, hich as

implemented phase starting ith =ear 1 until =ear 6 in "/16. The ne curriculum emphasises

on holistic development of the students hich encompasses ne elements such as grooming

of creativity and innovation, entrepreneurship, and integration of 3nformation and

$ommunication Technology *3$T+.

Teaching $ours

efore the implementations of 877< or rather 8uri5ulum ersepadu 7e5olah <endah contact

hours for teaching English language as "1/ minutes for government schools and 1"/

minutes allocated for vernacular schools. 0oever, the ministry has increased the duration of

teaching English in class to >// minutes in government schools and another >/ minutes to

vernacular schools.

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The English :anguage $urriculum for 2rimary 7chools aims to e@uip pupils ith basic

language s5ills to enable them to communicate effectively in a variety of conte4ts that is

appropriate to the pupils- level of development. The 877< $urriculum is also 5non as

Modular $urriculum as it provides modules in the learning of English from 2rimary 1 until

2rimary 6

According to ahasa 3nggeris 072 *7yllabus %, English language learning is developmental.

The focus in &ears ' and ( is on basic literacy. This is done by building a strong foundation in

basic literacy skills namely reading through phonics, penmanship and basic listening and

speaking. )ctivities are contextuali*ed and fun+filled with integration of language skills in

meaningful contexts. n &ear - and onwards, pupils will further develop the ability to speak,

listen, read and write in English meaningfully, purposefully and with confidence. ) rammar

module is introduced from &ear - to enable pupils develop a sound grasp of the language

structures and rules of grammar. The /anguage )rts module has been added to the English

language curriculum from &ear ' to allow pupils to engage and en0oy stories, poems, songs,

rhymes and plays written in English .(HSP Bahasa Inggeris Sekolah Rendah)

The overall frameor5 of Teaching English $urriculum in 2rimary school is based on to

levels, in hich :evel 1 comprises of =ear 1 to =ear > hile :evel " comprises of =ear to

=ear 6. oth levels ill be concerned ith the mastery of :anguage s5ills and language arts.

0oever rammar ill be fully emphasised in :evel ".



877< as first established in "/11 starting ith =ear Bne pupils.The learning and content

standards that are outlined in 877< ere specifically aimed toards ensuring pupils ac@uire

basic literacy s5ills by the end of =ear Three, and as also in line ith the second #ational

8ey <esult Areas *#8<A+ for the ministry hich is to ensure all primary school pupils have

basic literacy s5ills after three years of formal schooling

2rimary education is divided into to levels& :evel Bne consists of =ears 1, " and > hile

:evel " or Tahap ", consists of =ears , and 6. The focus in =ears 1 and " is on basic literacy

hereby pupils are taught on the use of letters, single to to ord level vocabulary and

phonics. They are also being taught the basic foundation of literacy s5ills such basic

riting, reading, listening and spea5ing. 3n =ear > and onards, pupils ill further develop

the ability to spea5, listen, read and rite in English meaningfully, purposefully and ith

confidence. A rammar module is introduced from =ear > to enable pupils develop a sound

grasp of the language structures and rules of grammar. The :anguage Arts module has been

added to the English language curriculum from =ear 1 to allo pupils to learn and en%oy

stories, poems, songs, rhymes and plays ritten in English.

3n :evel ", pupils ta5e to develop and progress on the s5ills they have obtained in =ears 1 and

". The only difference is that there is a fifth module added in :evel " hich is rammar.

rammar is added to the above four modules. Therefore, the modules for this stage are& 1.

:istening and 7pea5ing ". <eading >. )riting . :anguage Arts . rammar.



Activities are more on fun, meaningful and purposeful. :earning is more learner centred.

:earning of the language is also put much emphasise on the 3ntegration of ne technologies

hich is in line ith the academic competitiveness and the change in ho children learn in

the "1st century. 3n other ords, learning is more conte4tualized and fun?filled ith integration

of language s5ills in meaningful conte4ts.

3n short, the :anguage teaching curriculum is set to prepare the students for the real orld

challenge especially in the "1st century society by focussing on the use of English language as

a tool to penetrate every aspect of future global transaction. Therefore the students are

e4pected to master the ability to listen carefully, spea5 confidently, read idely and rite

effectively in the English language. They ill also be e@uipped ith interpersonal s5ills that

ill enable them to achieve their long?term goals of pursuing their future endeavours such as

to further their studies and to gain employment. Thus they can contribute effective in the

society as ell as contributing to the betterment of the global society effectively.

%ctual practices in your school

7ince the beginning of 877< in "/11 my school has been adhering strictly to the prescribed

syllabus. The aim, ob%ectives and contents of the language programmes are laid out hich

specially cater the basic items to be taught in school especially for vernacular schools and

pupils of all level of competency. The syllabus helps teachers to utilise hatever materials

used toards a more creative ay of teaching 877< English.

Statement of the !roblem

Malaysia has alays put English :anguage on top of its priority in its @uest of becoming a

developed nation. 0oever, better performance in English among young students has been a

disappointment. This is due to the fact that students may not be aare of the importance of



English for their future. :ac5 of motivations and support from their parents is also one of the

factor affecting students- progress in the language.2upils in the primary schools fail to e@uip

themselves the re@uired s5ills e4pected from them.

<eading ability has been identified as the ma%or setbac5 in the teaching of pupils of the

primary school especially those from the loer primary. #umerous studies have been

highlighting the grave concern on the primary cause of the failure of pupils in mastering

literacy.Therefore :3#C7 2rogramme as introduced to all schools throughout Malaysia in

"/1/. As of today, e have heard about the overhelming positive results generated from this

programme. or instance, in "/1> pupils- reading ability shot up sharply from /D to 6>D 1

in only 6 months. ut hat about to the remaining >!D This goes to sho that there are

some certain areas needs to be improved.

<eading presents a problem to many pupils due to to reasons. <ural secondary school

pupilss face more problems due environmental factors hich create negative attitude toards

the language. The parents and societal environment have indirectly influenced pupils mastery

of the language. <ural pupils , generally come from homes ith little e4posure to the English

English . To ma5e matter orst, their parents do not spea5 or even spea5 the language as ell.

The school, such as the teachers, also has an important role to play in the mastery or

English . Cnfortunately, the administrators of the schools do not play their part in creating the

positive environment for the teachers and pupils to use the English :anguage ithin the

school compound or during assemblies. 2upils are being ridiculed for trying to use the

language in school. )orst still, teachers are using ahasa Melayu or Mandarin hile teaching

English due to the assumption that this could help pupils to understand better.

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78 $ 8ung Ming is one of the rural schools in eaufort districts. 2resently, 3 am teaching

=ear > pupils of mi4ed ability plus :3#C7 pupils. My dilemma is that pupils of :3#C7

programme have not shon any noticeable progress and improvement in the mastery of

reading s5ills. Fue to their inhibition, they are very reluctant to learn and participate in any of

the activities conducted by the teachers.

Their daily communication is Malay :anguage and $hinese. 7o naturally these to sub%ects

have become their second language hile English :anguage as a foreign :anguage. 7ome of

the pupils can read and rite ell but ma%ority do not master the s5ills yet. Therefore in a

regular classroom, learners ith learning difficulties especially the :3#C7 pupils are often

left behind in any 5inds of activities conducted by the teachers. Bvertime, they become

inhibited and developing a sense of inferiority comple4 in their learning. The become shy,

slo and most of the time ta5e longer time to complete their class- tas5.

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Managing learning difficulties is one of the significant aspect in the ne curriculum.

2rogressive action must be ta5en to ensure that pupils from all levels ill be able to cope in

the face of various changes and challenges . Therefore :3#C7 programme is e4pected to be

utilized by teachers and sta5e holder at all level to ensure effectiveness of 877<. This is due

to the fact that from this study, it ill be able to help the other teachers of 877< to

implement more effectively hich is adhering to the re@uirements . Appropriate teaching

methods can be practiced to complement and provide ade@uate space in for the pupils to

prepare themselves. Thus, lead to an increase in academic achievement, especially in the

learning English language . 3n addition, this study may also help teachers and parents have

better understanding and cooperation for the future of of the pupils .



The &esearch %ims

The ob%ectives of this study is to identify the obstacles encountered by the teachers and ho

cooperation from parents can contribute to positive learning attitude and eventually generating

interest and motivation. The respondents of this research only consist of an English

:anguage teacher , :3#C7 =ear > 2upils and their parents.

This study illustrates that pupils are able to master literacy in the area of introducing 2re?

Gocabulary if teachers and parents or5ing together on common ground to improve the pupils

ability. Therefore, a study conducted to identify the issues and obstacles and the teachers and

parents contribution in order to brea5 that barrier.

3n addition, the ne programme also hopes to empoer students to&

i+ respond and react personally to vocabulary.

ii+ be more aare reading s5ills employed in order to read better.

1.' &esearch (uestions

Therefore, this research is trying address the folloing @uestion&

1. 3s parent-s interventions an effective approach for teaching vocabulary to young children

". 3s there evidence that vocabulary interventions in the early age enhance children-s

performance

>. To enhance pupils- ac@uisition of English by providing e4amples of language in conte4ts

hich are authentic and interesting.



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This study investigated the problems in <eading in English among ea5 rural :3#C7

primary school students and discovering hether these pupils- ability is in anyay influenced

by attitude and parental aareness in supporting used appropriate reading strategies employed

by the teacher in school and at home. H<eadingI is a process hich re@uire the learner not

only to understand hat the riter is trying to say but also to communicate understanding in

the raised issue. H<uralI refers to areas far aay from tons and lac5 most of the facilities

available in the ton areas. :3#C7 is the acronym for the :iteracy and #umeracy 7creening

*:3#C7+ programme is aimed at ensuring that all Malaysian children ac@uire basic literacy

and numeracy s5ills after three years of mainstream primary education.

1.) Significance of Study

7mith et al. *"//!+ believes that parental involvement is the involvement of parents in the

upbringing of their own child both at home and at school. 3f parents get themselves involved

to give their encouragement or motivation, their children ill be motivated and inspired to

or5 diligently to achieve academic success. 3t is established that parental involvement is

important in children-s learning . )hen children e4periences early reading ith their parents it

prepares them for the benefit of formal literacy instruction. 2arents- involvement ith reading

activities at home has a significant positive influence not only enhance their reading

achievement, comprehension and interactive languagr s5ills but also on children-s interest in

reading and their motivation toards improving theur literacy.

According to louri and uchanan *"// %, parental involvement in the children1s reading

practice was more powerful force than any other family backgrounds, while 2rganisation for



economic co+operation and 3evelopment *"//"+, said reading for en0oyment is more

important for children1s educational success than their families socio+ economic status.

4esearch also shows that the earlier parents become involved in their children1s reading, the

more profound the results and the longer lasting the effect 5illiams et al. (66(7 3esforges

(66-%. The national reading campaign spearheaded by the ministry of education , promoted

reading for entertainment and leisure to all level of the society in hich reading is a source of

inspiration and help its people to develop their reading s5ills. #arents who promote the view

that reading is a valuable and worthwhile activity have children who are motivated to read

for pleasure 8aker and "cher (66(%. 4eading skills were the important keys for learning. 3n

addition, children should be e4pose to any 5ind of activities hich are meaningful and fun can

contribute to their reading s5ills and understanding capabilities. urthermore, in order for the

children to develop and master the art of reading, the role of parents is very critical as they are

their first mentor and teachers ho can start and enhance the actual process of developing

the reading habit.

The enefit of 2arental 3nvolvement in <eading The benefits of parental involvement ere

clear. ) growing body of research shows successful parents involvement improve not only

children1s behaviour and attendance but also positively affect children1s achievement

3earing et al. (6697 #atall (66:%. The relationship beteen schools and parents caused a

significant stress in their %ob. elo are some other benefits of engaging children in reading.

y supporting children to read in their leisure time at every age, by loo5ing at reading through

picture or chapter boo5s for e4ample, parents can help to ensure that children are e@uipped

ith the necessary s5ills to succeed in later life. The 4ose 4eview (66:% independent review

of the primary school curriculum argued that; “) deep engagement with storytelling and

great literature link directly to emotional development in primary children”. This implies that

story telling play an important role in the development of reading s5ills. A study by the



#ational :iteracy Trust *"//+ also shoed that the number of children ho read above the

e4pected level of their age and have boo5s of their on is higher than for those children ho

do not have their on boo5s and read at their level. This correlation between an appreciation

for books and reading levels demonstrate the importance of children gaining exposure to texts

at a young age. 4eading !elps to 3evelop a <umber of "kills n To 4ead and <ot To 4ead

(66=%, The #ational Endoment for the Arts states that leisure reading makes students more

articulate, develop higher order reasoning, and promote critical thinking. 2nce children have

mastered the ability to read, they are able to have access to a wider breadth of languages that

they can use in their oral and written communication.

1.* +imitations of Study

1. !upils, +earning !atterns

This research has identified the obstacles the teacher has gone through throughout the pupils-

learning %ourney. Their level of aareness ith regards to the importance of learning reading

here literacy is concerned is very much lo.

2upils ho are unable to master the specific s5ills in reading have the potential to tend to

develop unhealthy attitude. or e4amples, students tend to be undisciplined, having high

intensity of ignoring orders or instructions from teachers and short attention.

-. !arents, +eel of %wareness

3t as identified that the parents failed to provide ays and means of mastering basic s5ills

at home . 2arent-s educational bac5ground influences the aareness of the importance of

education among students themselves. A study about parents- academic level translates

parents- active support toards their child-s academic development. The study 5eigel,



$artin, and 8ennett (66>% found that mothers who believed they played an active role in

building their children1s knowledge actually created a more literacy+rich home .

3t as also discovered that those mothers intervieed believed that schools responsible for

teaching their children therefore they did not foster literacy development at home. #arents

can actually help children develop these pre+literacy skills at home as a means of

supporting what their children learn in early care and education classrooms !onig,

3iamond, and utlohn (6'-%.

Another issue identified from the intervie as that !D of the parents had very limited

5noledge about :3#C7, its ob%ectives and its purpose.

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The research is based on > theories of learning theories They are ehavioral Theory,

$ognitive Theory and 0umanistics.

ehaviorism Theory

Albert andura in his social learning emphasizes human behavior and believes that learning

begins hen the students act upon a stimulus $hildren observe the people around them

behaving in various ays. This is illustrated during the famous H bobo doll

e4perimentI *andura, 1961+.3n addition, this theory states that the teaching and learning

process ill not run smoothly if the student is not interested. According to andura, students-

interest is important to accelerate the learning process. This is ere a :3#C7 teacher comes

into the picture. That is to utilise suitable methods or approaches to generate students- interest

http://www.simplypsychology.org/bobo-doll.html






and ultimately learning process. The parents as ell create the suitable and conducive

environment to accelerate learning and be a role model for their children to imitate.

$ognitive Theory

2iaget-s believed that oneJs childhood plays a vital and active role in a personJs development "

. According to 2iaget, 8noledge can be further enhanced by sensory observation of the

students. Therefore this e4plains ho :3#C7 teachers stimulate :3#C7 pupils cognitive

process so that they ill be able to understand the concepts that have been taught. Thus

:3#C7 teachers can device suitable materials and activities based on the pupils age and

stage of development. Many parents have been encouraged to provide a rich, supportive

environment for their childJs natural propensity to gro and learn.

0umanistic

Abraham Maslo-s theory primarily put much emphasize on pupil-s readiness and potential

as ell as the human-s uni@ueness . According to Maslo, humans have basic needs. 3f

achieved, it ill motivate themselves to achieve hatever they one. According to 8ort *19;!+

motivation is a result of both internal and e4ternal manipulation alone. This element can be

seen in MasloJs 0ierarchy of #eeds. This element is very helpful during implementation

:3#C7 program. )hen the researcher collects data through observation during the :3#C7

Teaching and :earning session, the researchers perceived the implications of :earning Theory

on :3#C7 students. 0ere the researcher ill investigate hether all the needs in MasloJs

0ierarchy of #eeds has been met or not .

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3n order to address the problems and issues, 3 ill choose the @ualitative method >in this

research . Kualitative method is primarily e4ploratory research. 3t is used to gain

understanding of underlying reasons, opinions and motivations. 3t provides insights to the

problems or help to develop ideas or hypotheses for potential @ualitative research. Fata ere

collected using intervies, document analysis and observation Moreover, the researcher

believes that teachers- challenges in getting pupils to enhance their literacy mastery lies on the

intervention of parents at home is the 5ey.

:iterature <evie

ATT3TCFE7 A#F 2A<E#TA: 7C22B<T7.

)ttitudes and motivation have a very clear link with the language learning process Ellis,

'??=7 ardner, (66'b%. ardner '?:@% believes that students with positive attitudes and high

level of motivation will be more successful compared to those with negative attitudes and no

motivation

ATT3TCFE

Attitude is considered one of the factors that enhance and contribute to learning success in

pupils. 2ositive attitude in students enables them to ta5e part actively in a language learning

classroom . According to /ardner and +ambert , students1 attitudes positively correlate with

their achievement in English. $olmes 01-2 too believes that when people feel positive

towards target language users, they will be highly motivated and consequently more

successful in acquiring the target language. 3n contrast" +ittlewood 01342 indicates that

negative attitudes resulted in losing interest towards learning since such attitudes produce an

obstacle in the learning process and prevent them from obtaining new /( knowledge.

33 http://atlasti.com/#antitati$e$s#alitati$eresearch/



7imilarly rural area-s schools sho lac5 of effort in learning English. The pupils do not really

display positive attitudes toards learning the language. #ot much effort has been done

hether inside and outside the classroom to improve their competency . Therefore it is timely

that an Action <esearch is to be conducted to find out ays to help these pupils in the rural

areas so that their proficiency can be further enhanced .

2A<E#TA: 7C22B<T

2arental support is of utmost importance in the learning of English.2arent can provide

support hether monetarily or motivation. Therefore it provides learner the inspiration and

desire for greater achievement in life. 2arental support further changes pupil-s mindset and

aareness in learning the language because they can see the future and ac5noledge the

importance of English as second language.

#irect nterention 5rom !arents #eelops Early +iterary Skills in !upils of

+earning #isabilities.

The inconsistency in the developmental of language puts children at ris5 for long?

term social interaction , emotional being and difficulties in academic development.

<esearches have demonstrated that children begin developing aareness of literacy during

their school years but given that parents must have direct role or the aareness in their

childrenJs literacy development. The purpose of this study as to translate research findings

that are lin5ed to best practices in a particular school readiness to improve child literacy

outcomes and promote parent involvement in school readiness.The effectiveness of the

intervention as e4amined through pre and post? > assessments on children and then

compared ith children from a comparison group ho did not receive the eight?ee5



intervention. Fo parent involvement interventions related to early literacy influence child

early literacy outcomes

This revies describe the role of the school, teacher and parent collaboration in mastering

learning . 8loom '?:'% asserts that A/earning goes on in both the home and the school, and

it is the relationship between these two institutions that explains much of the learning success

of some students and the difficulties of other studentsA The parents become the main

facilitator for their children1s mastery of reading skills and vocabulary building. )ccording

to Ensie '??:% ' ,the teacher can serve as a facilitator, creating a bridge between two cultures

that will impact the ultimate success or failure Teachers on the other hand administer

learning procedure in normal classroom following designed teaching method while parents

involvement in direct intervention by playing a very significant role at home in the

continuation of their children1s learning for a certain period of time. The hypothesis is that

the use of parent?teacher-s collaboration greatly influence children-s progress in mastering

reading s5ills and enhancing vocabulary input. Aareness of the importance of collaboration

beteen teachers, parents, and parents- intervention on their children-s literacy is essential to

the process Teachers must then lead parents into participation through planned activities.

Topics covered in this literature revie include *a+ 0umanistic theoryL *b+ 2iaget $ognitive

theoryL *c+ ehavioural'ehaviourism Theory.

1. 6ognitie #eelopment.

#iaget '?@?% is a comprehensive theory about the nature and development of human

intelligence. #iaget believed that oneBs childhood plays a vital and active role in a personBs

development (. The theory focused on the development of cognition as a process of adaptation

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http://en.wikipedia.org/wiki/Intelligence

http://en.wikipedia.org/wiki/Intelligence



and the childrens- childhood and plays an important role their development. or the purposes

of this revie, 2iaget-s theory ill be touched briefly to highlight its important in the groth

and development of a child-s cognitive level. According to 2iaget, there ere stages in

cognitive development, namely The 2reoperational 7tage, The $oncrete Bperational 7tage

and ormal Bperational 7tage. To 2iaget, cognitive development as a progressive mental

processes resulting from biological maturation and environmental e4perience. #iaget claimed

that cognitive development is at the center of the human organism, and language is

contingent on knowledge and understanding acquired through cognitive development -. 7o this

is here parents have encourage their children and to provide a conducive and supportive

environment for their child to gro and learn naturally.

or the benefit of this studies e are going to utilize the 2eriod of $oncrete Bperations *!?11

years+. :3#C7 year 1 to =ear >.

Furing this stage, the thought process becomes more rational, mature and Jadult li5eJ, or

more JoperationalJ, Although this process most ill usually carried on into the teenage years.

3n this $oncrete Bperational stage, the child-s ability to develop logical thought about an

ob%ect and ability to manipulate ill be obviously seen. 0oever, in the ormal Bperations

stage, the thoughts are able to be manipulated and the presence of the ob%ect is not necessary

for the thought to ta5e place. As teachers and parents, e need to understand cognitive

development so that e can recognize their strengths and limitations, and provide stimulating

academic and intellectual environments.

Thus, the intellectual mind of the child depends on obtaining language. $eaningful speech

is a union of word and thought Cygotsky, '?>(%. Bn the other hand, Gygots5y said that it as

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http://en.wikipedia.org/wiki/Cognitive_development

http://en.wikipedia.org/wiki/Cognitive_development



the utmost importance of social factors on their language development. The emphasis

Cygotsky places on parents as partners in their child1s life is crucial as he believed that

everything a child learns is through the interactions with “knowledgeable partners” 8rooks,

(6''% 0e stated the need and support for parents to provide children ith early literacy

materials creating a social environment ith print. These information for parents ill better

e@uipped them as the role models for their children in their physical and mental development.

". ehavioural Theory

The social learning theory of andura emphasizes the importance of observing and modeling

the behaviors, attitudes, and emotional reactions of others. 8andura '?==% states; A/earning

would be exceedingly laborious, not to mention ha*ardous, if people had to rely solely on the

effects of their own actions to inform them what to do. andura also stated that human learns

behaviour by observing his of her surroundings or in other ords through modelling. 8ecause

it encompasses attention, memory and motivation, social learning theory spans both cognitive

and behavioral frameworks. 8anduraBs theory improves upon the strictly behavioral

interpretation of modeling provided by $iller D 3ollard '?9'%. Gygots5y , a ell 5non

psychologist also agreed ith andura-s 7ocial :earning. #eople adapt their behavior andor

attitudes to what is going on around them, and they have a tendency of imitating what they

see being done by those people who have the power to influence them 8andura, '?>-+.

Adolescents are e4posed to a number of influences, attitudes and behaviors that they later

imitate. Adolescence is a stage hich is characterized by many changes including cognitive

change * 2apalia Blds, 199;+. Adolescents are not yet cognitively mature, hich means that

they are not capable of thin5ing rationally *$raig, 1996+. The inability to thin5 rationally puts

them at a ris5 of inability to understand the importance of learning. 2arents- literacy

++

http://www.instructionaldesign.org/theories/social-development.html

http://www.instructionaldesign.org/theories/social-development.html



intervention is very effective in increasing young children-s Gocabulary . The results from

this study shoed intervention in the primary school , the young children learning is at its

best. The post?test scores shoed a significant result the intervention group. 2re?Test and

2ost?comparison test scores in the intervention group increased. Thus, e can conclude that

the intervention as effective in increasing :3#C7 children-s ability in remembering hat

they learned. 0oever, there as limitation of this study. 3t as the number of pupils as

too small hich as only . This study can be improved by adding more pupil samples and

duration of the study could improve this study.

>. 0umanistic Theory

There are five different levels in Maslo-s hierarchy of needs&

1. !hysiological Needs

These include the most basic needs to survive, such as the need for ater, air, food, and

sleep. Maslo believed that these needs must be met otherise the body cannot function as

e4pected

". Security Needs

7afety and security. 0uman needs life to be fully secured. or instance, the need for a

secured and permanent %ob , and shelter and medical care.

>. Social Needs

#eeds for belonging, love, and affection. 0umans need to feel a sense of belonging and

acceptance. They need to love and be loved by others. $ompanionship and acceptance

http://psychology.about.com/od/theoriesofpersonality/ss/maslows-needs-hierarchy_2.htm








such as friendships and families help fulfill this need . esides there is also needs for

involvement in community or religious gatherings.

. Esteem Needs

After the first three needs have been satisfied, esteem needs is another vital part of needs.

They include the need for personal orth, social recognition, and accomplishment.

. Self7actuali8ing Needs

The pea5 and the highest level of the hierarchy of needs is 7elf?actualization. According to

Maslo, self actualisation represents groth of an individual toard fulfillment of potential

and meaning in life.

According to Abraham Maslo, human needs form a hierarchy hich is from basic

physiological needs to self?actualization. #eeds at the loer levels must be satisfied first

before he or she turns to the higher levels. or e4ample, a child ho do not received

sufficient food and love ould not li5ely to develop much intellectual ability

The effects of parent involvement on the early literacy s5ill development of their

children ere e4amined. n $aslow1s experiment, forty children and their parents were

selected to take part in a two week literacy intervention. "ignificant scores from pre+ to post+

test were obtained The results from this study showed evidence success. Through this conte4t,

young children learn best hen their needs to be love and cosy environment are provided. As

a conclusion the parents intervention as effective in increasing literacy aareness in

children.

inally, those the teachers and parents ho are or5ing ith young children-s literacy

s5ill development must be educate themselves that there are certain developmental levels that

are suitable for a child to achieve. 3n addition children need to be cognitively ready to adsorb







to inputs given to them. Their needs must be provided and fulfilled in order to gain effective

motivation and success in learning .

5indings after the interention of parents.

The research begins ith a pre test hereby pupils are given a series of reading and ord

recognition test. Mar5s ere recorded carefully. efore the post test parents ere invited to

school to be intervieed . After the face to face meeting parents ere invited to observe the

teacher-s lesson .Then parents ere given a set of instruction to be carried out at home

hereas parents ere to spend at least >/ minutes on daily basis to help their children. After a

ee5 the teacher reassessed the pupils in hich the mar5s are to be compared ith the

previous tests.



The table below shows the diference in achievement Pre and

Post Test.

re est

4 567- 6447-

pils 6 /

pils 8 /

pils /

pils - /

ost est

4 567- 6447-

pils 6 /

pils 8 /

pils /

pils - /



F37$C773B#

3n carrying out this program, 3 had to aims& firstly to see hether it ould lead to gains in

pupils confidence and motivation, and secondly, to encourage local teachers, ith headmaster

support, to adopt a reading strategy teaching approach.

The program resulted in a mar5ed increase in student motivation and confidence. After the

first fe sessions, students ould come to me to and telling me ho appreciative they are

that they do feel at ease hen reading. 2arents also sho some sort of interest and concern in

their child-s education development. They ould come fre@uently to have a discussion on

their child-s progress. They really developed the sense of confidence in themselves as they no

longer feeling inferior and fearsome hen attempting to read the given ord be it individually

or in groups or in front of the class

My ne4t aim is to have other teachers to observe and implement this teaching approach and 3

believe it is achievable . )ith the implementation of 2rofessional :earning $ommunity in

school hich started a couple of years ago, 3 feel that 3 can persuade other :3#C7 teachers to

%oin in the programme so that proper management can be provided for other :3#C7 pupils as

ell.



<E$BMME#FAT3B#7

ased on the findings of the study, lac5 of understanding of the :3#C7 2rogram among

parents is the contributing factor to the inability of pupils to master the s5ills in class . The

rest as due to parents- lo academic level. 7o it is important for both the teacher and parents

to collaborate hich can be ta5en initiatives through variety of activities or programs . 2arents

should be spending time ith their children more often to develop their pre vocabulary

mastery at home. Their master ill be further enhanced and developed in school. This type of

collaboration ill also further strengthen parents teacher relationship for the pupils- sa5e.



e erences

Education #ational 8ey <esult Area *"/1/+. The conference of education national 5ey result

area *#8<A+ "/1/. The 2erformance Management and Felivery unit, *2EMA#FC+.

Bzola A. *"//;+. actors influencing reading literacy at the primary school level. ournal

2roblems of Education in the "1st $entury.

<eading and riting s5ills & :iteracy in primary education. 8uala :umpur& Ministry of

Education. amian, A.< *"/11+.

Maslo, A.0. *19>+. A theory of human motivation. 2sychological <evie .

Mercer, $.F., Mercer, A.<. *199;+. Teaching students ith learning problems. *th ed.+.

Cpper 7addle <iver, #& Merrill Merriem, 7.. *199;+.

3nternet <eferences

http&''.thestar.com.my'story'secNnationfileND"f"/1"D"f1"D"f>D"fnation

D"f1">91/99

http&''.learningandteaching.info'learning'piaget.htm

http&''atlasti.com'@uantitative?vs?@ualitative?research'

http&''pro4y.e4ler.hunter.cuny.edu'loginurlN'login

@urlNhttp&''search.credoreference.com.pro4y.e4ler.hunter.cuny.edu'content'entry'conscitech'

developmental(psychology'/

http://www.thestar.com.my/story/?sec=nation&file=%2F2012%2F12%2F3%2Fnation%2F12391099


http://www.learningandteaching.info/learning/piaget.htm

http://atlasti.com/quantitative-vs-qualitative-research/

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http://atlasti.com/quantitative-vs-qualitative-research/




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