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
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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 ".
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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.
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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
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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 .
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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
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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
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#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,
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$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
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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.
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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
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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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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://ehlt.,in!ers.e!.a/e!cation/-i/2000/ia"et/sta"es.htmconcrete operations
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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
++
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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
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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 $aslow1s experiment, forty children and their parents were
selected to take part in a two week literacy intervention. "ignificant scores from pre+ to post+
test were obtained The results from this study showed evidence success. Through this conte4t,
young children learn best hen their needs to be love and cosy environment are provided. As
a conclusion the parents intervention as effective in increasing literacy aareness in
children.
inally, those the teachers and parents ho are or5ing ith young children-s literacy
s5ill development must be educate themselves that there are certain developmental levels that
are suitable for a child to achieve. 3n addition children need to be cognitively ready to adsorb
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to inputs given to them. Their needs must be provided and fulfilled in order to gain effective
motivation and success in learning .
5indings after the interention of parents.
The research begins ith a pre test hereby pupils are given a series of reading and ord
recognition test. Mar5s ere recorded carefully. efore the post test parents ere invited to
school to be intervieed . After the face to face meeting parents ere invited to observe the
teacher-s lesson .Then parents ere given a set of instruction to be carried out at home
hereas parents ere to spend at least >/ minutes on daily basis to help their children. After a
ee5 the teacher reassessed the pupils in hich the mar5s are to be compared ith the
previous tests.
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The table below shows the diference in achievement Pre and
Post Test.
re est
4 567- 6447-
pils 6 /
pils 8 /
pils /
pils - /
ost est
4 567- 6447-
pils 6 /
pils 8 /
pils /
pils - /
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F37$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 $ommunity in
school hich started a couple of years ago, 3 feel that 3 can persuade other :3#C7 teachers to
%oin in the programme so that proper management can be provided for other :3#C7 pupils as
ell.
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<E$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.
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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
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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'/