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VOCABULARY LEARNING THROUGH EXTENSIVE READING

NURIZZATI ASYIMAH BINTI AZIZAN

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iii

ABSTRACT

This study examined the effectiveness of two modes of vocabulary learning

through extensive reading (ER) which are incidental vocabulary learning and intentional

vocabulary learning. 20 participants (n=20) which are in the low-proficient English level

were selected from one intact class through the method of convenient sampling. The

participants were further divided into two groups, n=10 in the control group (incidental

vocabulary learning) and n=10 in the experimental group (intentional vocabulary learning).

Both groups sat on a pre-test to determine their vocabulary knowledge level. Then, the

experimental group were given the intentional vocabulary learning treatment for five weeks.

After five weeks, both groups sat on a post-test. The results show that there is a significant

difference between the post-test mean scores of the control and experimental group with the

p-value of 0.025 (p < 0.05). The experimental group scored significantly higher in post-test as

compared to the control group. The data demonstrated that low-proficient learners will notice

and learn more new words through intentional vocabulary learning as compared to incidental

vocabulary learning.

iv

ABSTRAK

Kajian ini menyelidiki keberkesanan dua mod pembelajaran kosa kata melalui

pembacaan meluas iaitu pembelajaran kosa kata secara tak sengaja (incidental) dan

pembelajaran kosa kata secara sengaja (intentional). 20 peserta (n=20) yang berada di tahap

profisiensi rendah dalam Bahasa Inggeris telah dipilih dari sebuah kelas mengunakan kaedah

sampling convenient. Peserta kemudiannya dibahagikan kepada dua kumpulan, n=10 dalam

kumpulan kawalan (pembelajaran kosa kata secara tak sengaja) dan n=10 dalam kumpulan

eksperimental. Kedua-dua kumpulan menduduki pra-ujian untuk mengukur tahap

pengetahuan kosa kata mereka. Kemudian, kumpulan eksperimental diberi rawatan

pembelajaran kosa kata secara sengaja selama lima minggu. Selepas lima minggu, kedua-dua

kumpulan menduduki post-ujian. Keputusan menunjukkan ada perbezaan yang signifikan

antara skor min post-ujian kumpulan kawalan dan kumpulan eksperimental dengan nilai p

0.025 (p < 0.05). Kumpulan eksperimental mempunyai skor yang lebih tinggi dalam post-

ujian berbanding kumpulan kawalan. Data menunjukkan pelajar yang berada di tahap

profisiensi lemah akan lebih cakna dan mempelajari perkataan baru melalui pembelajaran

kosa kata secara sengaja berbanding dengan pembelajaran kosa kata secara tak sengaja.

v

TABLE OF CONTENTS

CHAPTER TITLE PAGE

DECLARATION ii

ABSTRACT iii

ABSTRAK iv

TABLE OF CONTENTS v

LIST OF TABLES viii

LIST OF FIGURES viiii

LIST OF TERMINOLOGY x

LIST OF APPENDICES xi

1 INTRODUCTION 1

1.0 Introduction 1

1.1 Background of the problem 4

1.2 Statement of the problem 5

1.3 Conceptual Framework of the Study 6

1.4 Objectives of the Study 7

1.5 Research Questions 7

1.6 Operational Definition of terms 8

1.6.1 Extensive Reading 8

1.6.2 Vocabulary Knowledge 8

1.6.3 Acquisition and Learning 9

1.6.4 Noticing 10

1.6.5 Incidental vocabulary learning 11

1.6.6 Intentional vocabulary learning 12

1.6.7 Graded readers 12

vi

1.7. Scope of Study 13

1.8 Limitation of the Study 14

1.9 Significance of the study 14

1.10 Conclusion 15

2 LITERATURE REVIEW 16

2.1 Introduction 16

2.2 Vocabulary Learning through Extensive 16

Reading

2.3 Revelation from Past Extensive Reading 21

Studies

2.4 Previous Studies on incidental versus 23

intentional vocabulary learning

2.5 Issues Related to incidental versus 26

intentional vocabulary learning

2.6 Conclusion 28

3 METHODOLOGY 30

3.1 Introduction 30

3.2 Research Design 31

3.3 Research Instruments 32

3.3.1 Pre and post test 33

3.3.2 Extensive reading texts 34

3.3.3 Interview 43

3.4 Data Gathering Procedure 44

3.5 Data Analysis 47

3.6 Conclusion 47

4 FINDINGS AND DISCUSSIONS 48

4.0 Introduction 48

4.1 Results of Pre-test Scores between the 48

Control and Experimental Groups

vii

4.2 Results of Post-test Scores between the 50

Control and Experimental Groups

4.3 Comparison of Pre-test and Post-test Mean 52

Scores of the Control and Experimental

Groups

4.4 Participants’ Perception towards Vocabulary 53

Learning through Extensive Reading

4.4.1 Perception towards English 53

4.4.2 Perception towards reading 61

4.4.3 Perception o n vocabulary learning 69

through extensive reading

4.5 Discussion 73

5 CONCLUSION 79

5.0 Introduction 79

5.1 Summary of Study 79

5.2 Summary of Results 80

5.3 Implication of Study 83

5.4 Limitations of Study 84

5.5 Suggestions for Future Researches 85

REFERENCES 86

Appendices A-D 91 - 103

viii

LIST OF TABLES

TABLE NO. TITLE PAGE

1.1 Level of Vocabulary Knowledge 9

1.2 Level of Penguin Graded Readers Series 13

3.1 Research Design 31

3.2 Levels in the Penguin Graded Readers Series 35

3.3 Methodology Table 44

4.1 Results of Pre-test Scores of the Control and 48

Experimental Groups

4.2 Results of Post-test Scores of the Control and 50

Experimental Groups

4.3 Comparison of Pre-test and Post-test Mean Scores 52

of the Control and Experimental Groups

ix

LIST OF FIGURES

FIGURE NO. TITLE PAGE

1.1 Conceptual Framework 6

3.1 Data Gathering Procedure 46

x

LIST OF TERMINOLOGY

ER - Extensive Reading

DEAR - Drop Everything and Read

MOE - Ministry of Euducation

NILAM - Nadi Ilmu Amalan Membaca (Reading Habit as the Base for

Knowledge)

PAL - Peer-Assisted Learning

xi

LIST OF APPENDICES

APPENDIX TITLE PAGE

A Vocabulary Pre-Test 91

B Vocabulary Post-Test 97

C Semi-structured Interview Questions 102

D Lesson Plan for Treatment Session 103

1

CHAPTER 1

INTRODUCTION

1.0 Introduction

Davis (1995) defines Extensive Reading (ER) as way to provide students with

“...the time, encouragement, and materials to read pleasurably, at their own level, as

many books as they can, without the pressures of testing or marks.” Carrell and

Carson (1997, as cited in Renandya, 2007) on the other hand, propose that ER is an

activity that involves: “...rapid reading of large quantities of material or longer

readings (e.g. whole books) for general understanding, with the focus generally on

the meaning of what being read than on the language.”

From both definitions, a few characteristics of ER can be drawn. Firstly, ER

can be done anytime and anywhere, whether as part of classroom activity, or during

2

learners’ personal time. Secondly, learners are free to choose books within their topic

of interest. Thirdly, the level (maturity and proficiency) of the books must be

appropriate with the learners’ level. Fourthly, learners must read a lot, not for direct

language learning, but for meaning. To some extent, ER also involves speed. Last but

not least, the goal of ER is not to get high marks, but it is to develop learners’

language skills through enjoyable autonomous activity instead of rigid teacher-

centred activity.

The benefits of ER have long been acknowledged by researchers. It is

generally accepted that ER is beneficial to language learners in many ways, including

vocabulary acquisition. Sternberg’s (1987) suggests that learning words from context

is definitely important and ER definitely provides learners with the channel to learn

words within context. Studies by Sheu (2003), Pigada and Schmitt (2006) and the

Elley and Mangubai’s (1983) famous Fiji book flood suggest that ER is very

effective in helping language learners, especially non-native speakers (NNS), in

enhancing vocabulary development. However, in a more recent study by Lawrence

(2009), it is found that independent reading (which is also classified under extensive

reading) is not sufficient in order to expand the participants’ vocabulary knowledge.

This may due to the participants on Lawrence’s study are not conscious the words as

they read independently. There are three aspects of consciousness involved in

language learning: awareness, intention and knowledge. According to Cross (2002),

consciousness is classified as awareness which embraces noticing. Contrastingly, the

subject in Pigada and Schmitt’s (2006) study is not conscious of the words he picked

up when he did extensive reading yet he still showed development in his vocabulary

knowledge. Thus, Cross’ theory of noticing is not applicable in this case.

Research related to ER, especially in Malaysia, have been more inclined to

focus on the type or genre of the materials provided (Ratnawati & Ismail, 2003)

instead of the vocabulary learning through ER. The notion of ‘noticing’ is seldom

delved into. A question may be raised here: if it is true that learners have to notice

3

the words that they read in order to expand their vocabulary knowledge, which type

of ‘noticing’ would be better? Is it better to draw the learner’s attention consciously,

so that they will notice the words better through intentional learning or just expose

the learners to a selection of books and let them notice those words by themselves,

most probably through repeated encounters of words (incidental learning)?

Nation and Waring (1997) claimed that through indirect or incidental

learning, one would be able to acquire a huge amount of vocabulary. However,

Koren (1999), who compared the vocabulary retention of incidental vocabulary

learning and glossed words in contextual text (intentional vocabulary learning),

found that incidental learning is not very efficient. Her finding is supported by the

claim made by Paribakht and Wesche (1997) who say that systematic vocabulary

instruction is a more successful approach as compared to incidental vocabulary

learning, provided that the systematic vocabulary instructions is paired/continued

with reading (to provide learning words in context). Thus, it is of interest of this

paper to compare the effectiveness between incidental and intentional vocabulary

learning in enhancing vocabulary development through the use of extensive reading.

This paper attempts to find which of the vocabulary learning method through

ER is more effective in enhancing vocabulary acquisition among Form 1students of a

K-9 school (see the explanation under 1.1 of what entails a K-9 school). The

effectiveness between incidental and intentional vocabulary learning will be

compared and analyzed, and from there, the paper will try to seek the participants’

perception towards learning vocabulary through ER.

4

1.1 Background of the problem

In Pahang, there is a Special Model School (Sekolah Model Khas) which is

categorized under Sekolah Model Khas Komprehensif K-9 (Special Model

Comprehensive K-9 School). A K-9 school is a school where both primary and

secondary schools are put together under one management (JPN Perak, 2012). As

opposed to 6 years in primary school and five years in secondary school, a K-9

school combine 6 years of primary school and 3 years of secondary school (Form 1,

2 and 3).

The K-9 school where this research had taken place has a programme called

‘Drop Everything and Read’ where students must read and record the summary of

the book that they read in a book as part of the NILAM project. The NILAM project

(Nadi Ilmu Amalan Membaca – Reading Habit as the Base for Knowledge) is an

extensive reading programme carried out in schools to develop good reading habits

in both Bahasa Melayu and English by giving awards for certain level of

achievements (Education Technology Division, 2012). Students are required to read

as many books as they can, find five new words in each book and search for the

meanings and finally summarize what they have read. Hence, the ‘Drop Everything

and Read’ programme serves as an extension for the NILAM project, but solely

focusing on English books. The purpose of the programme is to expose students to

English books and familiarising them with the language, expanding their vocabulary

knowledge and improving the overall quality of English among students.

Despite the fact that the students have been participating in the programme

since their primary school years, their vocabulary knowledge is still quite limited

when they entered their secondary school years. They are not able to understand

instructions delivered in full English. Questions asked in English are replied with

blank expressions. Their English test marks are relatively low. The school’s UPSR

5

English test results shows that about 50% of the students fail the subject (MOE,

2013). The rest of the students mostly obtained a low passing mark of C. A

diagnostic test carried out in early January on the Form 1 students also shows almost

similar results (MOE, 2013). Upon investigation, the students confessed that their

failure in the test is attributed to their lack of knowledge in vocabulary. This is a very

reasonable reason, since past studies shows that second language learners need to

know between 95 to 98 percent of the vocabulary in a text to understand the whole

written text (Laufer, 1989, Hu & Nation, 2000 & Schmitt, Jiang & Grabe, 2011).

Hence, it is very plausible to attribute students’ low mark in test to limited

vocabulary knowledge, since they could not excel in a test when they do not

understand what they are reading.

1.2 Statement of the problem

Past ER research in other countries, such as Elley and Manghubhai’s (1983),

Fiji Book Flood and Sheu’s (2003) ER research on Taiwanese children proves that

ER is beneficial for vocabulary development. Thus, it is unlikely that the ‘Drop

Everything and Read’ (DEAR) programme in this school has no effect on the

students at all. Perhaps development happens but maybe in a small degree until the

teachers are unaware of it. The problem of why is there almost no or little

improvement in vocabulary even after 6 years of exposure in ER maybe answered by

Schmidt’s (1990) claim that learners’ are not conscious of what they are reading, and

thus, uptake did not happen. It may also be due to the mismatch between the level of

language proficiency among students and the level of the books’ (material) difficulty.

If it is true that students’ are not conscious of words they are reading, would

explicit focus (intentional vocabulary learning) on the words be more beneficial to

the students? The second question is: would independent reading (incidental

6

vocabulary learning) be more effective for their vocabulary development if the

reading materials are matched with students’ proficiency level through graded

readers? Hence, this paper aims to analyse and compare the effectiveness incidental

and intentional vocabulary learning in enhancing vocabulary development among the

Form 1 students in a K-9 school in Pahang. This paper also aims to seek the answers

as to how do the participants perceive vocabulary learning through ER.

1.3 Conceptual Framework of the Study

Figure 1.1: Conceptual Framework

Krashen's Acquisition-Learning

Hypothesis

Noticing

Intentional Vocabulary

Learning

Effects

Incidental Vocabulary

Learning

Extensive Reading

7

1.4 Objectives of the Study

This study aims:

1) To investigate the effectiveness of vocabulary learning through extensive reading

2) To investigate the participants’ perception on vocabulary learning through extensive reading

1.5 Research Questions

For the purpose of this study, two research questions are proposed:

1) What is the effect of extensive reading on vocabulary development among the

participants?

a. What is the effect of incidental vocabulary learning through extensive

reading?

b. What is the effect of intentional vocabulary learning through

extensive reading?

2) What is the participants’ perception about learning vocabulary through

extensive reading?

8

1.6 Definition of terms

1.6.1 Extensive Reading

Extensive reading is defined as reading for pleasure where the learners are

free to choose the kind of texts they want to read according to their proficiency level

(Nation, 2001; Day & Bamford, 1998; Davis, 1995). Carrell and Carson’s (1997, as

cited in Renandya, 2007) definitions of ER concerns the rapid speed, large amount

and length of reading materials for general understanding of the text with particular

attention to the meaning of text rather than learning the language. From extensive

reading learners can enhance their vocabulary knowledge in words they already

know, increase lexical access speed and link words and their meaning (Horst, Cobb

& Meara, 1998). Brown, Waring and Donkaewbua (2008) say that ER provides

learners with necessary and sufficient condition to comprehend the input that they

gain. They also added that ER programs aim to develop fluency in reading, increase

reading skills strengthen the existing knowledge of the previously met vocabulary

and grammatical structures. Thus, in context of this study, ER is defined as reading

for pleasure, where the participants are able to choose the material they want to read

according to their vocabulary knowledge (proficiency) level.

1.6.2 Vocabulary Knowledge

There is a distinction between active knowledge which entails knowing how

to use a word and passive knowledge which involves the understanding the meaning

of a word (Koren, 1999). There are a lot of different types of knowledge made by a

few researchers, but this paper adopted the one presented by Paribakht and Wesche

(1997, pp. 181):

9

Table 1.1 : Level of Vocabulary Knowledge

Level Vocabulary knowledge

1 The word is not familiar at all.

2 The word is familiar but its meaning is not known.

3 The meaning is known - the student can supply a correct synonym

4 The word is used with semantic appropriateness in a sentence.

5 The word is used with semantic appropriateness plus grammatical

accuracy in a sentence.

As suggested by Koren (1999), the participants in this research is accounted

to be achieving vocabulary knowledge if the reach Level 3 – as long as they know

the meaning of the words. Hence, for this study, vocabulary knowledge refers the

known meaning: when students can supply a correct synonym.

1.6.3 Acquisition and Learning

Krashen (as cited in Ellis, 1990) claims that acquisition is a subconscious

process which resulted from using language as real communication. On the other

hand, he defines learning as a conscious process; the metalingual knowledge of a

language as a result from studying. He adds that acquisition and learning are stored

separately; in which learnt knowledge cannot be converted to acquired knowledge

and vise-versa. Ellis (1990), however, questions Krashen’s theory by saying that it is

10

impossible to separate learnt and acquired knowledge because it is never known

which one is acquired and which one is learnt. Other researchers, like Nation and

Waring (1997) and Schmidt (1990) use the terms ‘acquisition’ and ‘learning’

interchangeably. This study adopted Nation and Waring and Schmidt’s definition and

use acquisition and learning interchangeably.

1.6.4 Noticing

Schmidt (1995) states that noticing happens when learners notice the input

which in turn becomes the intake for learning. Schmidt also adds that noticing occurs

when a learner a) deliberately attends to a linguistic form in the input or b) it is

noticed purely unintentionally, if it is noticed it becomes intake. From this definition,

it can be concluded that noticing happens both incidentally and intentionally. There

are three aspects of consciousness involved in language learning: awareness,

intention and knowledge (Schmidt, 1990). According to Cross (2002), Schmidt’s first

aspect: consciousness as awareness involves noticing. Learners must notice language

features in the input, absorb the input in their short-term memories and compare the

input to features produced as output (Ellis, 1997). For the purpose of this study, this

paper adopts Schmidt’s (1995) definition of noticing: learners notice the input which

in turn becomes the intake for learning.

11

1.6.5 Incidental vocabulary learning

Schmidt (1994) gives three definitions of incidental learning:

a. Learning without intent to learn

b. Learning of one stimulus aspect while paying attention to another

stimulus aspect

c. Learning of formal features through a focus of attention on semantic

features

Hence, definition (a) means that incidental learning can be defined as the

process of learning without intending, or in other words, the process of learning is

done accidentally. Definitions (b) and (c) are parallel to Richards and Schmidt’s

(2002) who define incidental learning as picking up one thing with the intention of

learning another. Incidental learning is claimed to be the most effective way to learn

vocabulary since words are learned in context (Day, Omura & Hiramatsu, 1991;

Saragi, Nation & Meister, 1978). According to Brown, Waring and Donkaewbua

(2008), there is a strong connection between incidental vocabulary learning and

extensive reading. Past researches that supports the claim that incidental vocabulary

learning, especially through extensive reading, helps learners in vocabulary

acquisition (Ahmad, 2011; Swanborn & de Glopper, 2002; Nation & Waring, 1997).

For the purpose of this study, this paper will adopt and adapt the definition done by

Richards and Schmidt (2002). Hence, in this study, incidental vocabulary learning

through extensive reading is defined as “picking up words (vocabulary learning) with

the intent to read and enjoy the book.”

12

1.6.6 Intentional vocabulary learning

Hulstjin (2005) referred to intentional learning as the learning mode in where

the participants have been informed in prior to their learning or task, that they will be

tested afterwards on a particular type of information. Hence, in terms of intentional

vocabulary learning, it means that the learners are first informed of the words that

they need to focus on during a task (or in this research, in extensive reading task)

because they will be tested on their retention of such words. Learners are made to

aware the existence and importance of the words learnt. Meanwhile, Koren (1999)

defined intentional vocabulary learning as intended learning of vocabulary. Explicit

attention to vocabulary can be beneficial for second language acquisition (Schmidt,

1990). Research by Koren (1999) suggests that intentional vocabulary learning is

more beneficial for low-proficient language learners. In this study, intentional

vocabulary learning is defined as a learning mode in where the participants have

been informed in prior to their learning task and they are made to aware the existence

and importance of the words learned.

1.6.7 Graded readers

Waring (1997) defines that graded reading as Basal Reading or Simplified

Reading. Graded materials allow the reader to read without difficulties as the

material is already simplified and specified to learner’s level of proficiency. Waring

also added that “the material can be graded (i.e., simplified) according to the use of

high frequency vocabulary rather than vocabulary a native speaker might use;

simplified phrasing or sentence structure; the use of illustrations; and so on.”In other

words, the readability level is high and this allows learners to infer the meaning of

the text more easily especially with the help of pictures, simple sentence structure

and et cetera.

13

There are 7 levels of Graded Readers covered in the Penguin series:

Table 1.2 : Level of Penguin Graded Readers Series

Level Word size Proficiency Level

Easystarts 200 Beginner

1 300 Beginner

2 600 Elementary

3 1200 Pre-intermediate

4 1700 Intermediate

5 2300 Upper-intermediate

Advanced 3000 Advanced

1.7. Scope of Study

The study focuses on the learning of vocabulary through Extensive Reading,

and may not be applicable to other field in English language acquisition, such as

grammar, speaking or writing which may also be obtained through ER.

For the purpose of this study, only graded readers were used. Only Penguin

Graded Readers were used since they are readily accessed and already available in

the school library (see 1.6.8 for more information on graded readers). As mentioned

by Waring (1997) it is beneficial to use graded readers as the material for extensive

reading as:

a. graded readers provided specially prepared materials according to learners’

proficiency level which can, but may not be altered by instructors in other

types of reading materials

14

b. extensive reading requires fluent reading which graded readers can help as

the materials are catered to learners’ proficiency levels

c. extensive reading aims for reading for pleasure which can lead to increased

motivation in learning and the many genres available in graded readers can

help learners to choose their preferred reading materials

This study is only focusing on the Form 1 students in a K-9 sub-urban school

in Pahang, Malaysia. Hence, it may not be applicable to students in a different level

of education, in other areas or in different age range.

1.8 Limitation of the Study

The data, results and insights from this study may not be applicable to other

studies in different setting (i.e. urban areas or rural areas) or context (i.e. primary or

tertiary level students). However, it may be applicable to studies within the same

context.

1.9 Significance of the study

This research highlights the effectiveness of vocabulary acquisition through

Extensive Reading (ER), among the students in the lower secondary sub-urban

school. It is known that many schools take part in the NILAM project in Malaysia,

but there is a limited number of research carried out on the effectiveness of ER in

vocabulary acquisition, especially for schools in Malaysia. Thus, the findings of this

research may provide insights to educators on which vocabulary learning method

15

through ER to be used on lower secondary school students; mainly in the sub-urban

areas. The educators may also expand their vocabulary teaching options apart from

the existing options like looking up meanings in dictionary or pre-teaching words.

This research is also hoped to benefit the schools in Malaysia, in hopes that

the schools can adapt and adopt other methods of vocabulary teaching, be it

incidental or intentional, as another alternative apart from traditional classroom

teaching.

1.10 Conclusion

This research aims to investigate the effectiveness of vocabulary learning

through Extensive Reading (ER) using the method of incidental and intentional

learning. This research also aims to investigate learners’ perception on vocabulary

learning through extensive reading. Participants for this study are low-proficient

Form 1 students in a K-9 school in Pahang. Since past research shows that ER has a

lot of benefits for learners’ vocabulary development, the researcher hopes to find if

the same benefit is applicable to the participants of this study.