USING PICTORIAL TECHNIQUE TO IMPROVE YEAR FIVE PUPILS

Collection of Action Research Articles (TESL) 2017

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USING PICTORIAL TECHNIQUE TO IMPROVE YEAR FIVE PUPILS‟ VOCABULARY ACQUISITION IN SECOND LANGUAGE LEARNING

SALLY LEW TZE EE

CHIAM SUN MAY PISMP TESL SJKC JANUARY 2014

[email protected]

ABSTRACT

This action research examines the usage of pictorial technique to improve Year Five pupils‟ vocabulary acquisition in second language (L2) learning. The research was conducted over a period of sixteen weeks in a sub-urban national primary school in Tuaran, Sabah. Limited linguistic knowledge caused my pupils faced difficulties in vocabulary acquisition. Thus, the implementation of pictorial technique in teaching and learning of vocabulary was my focus of investigation. This action research aimed to explore ways to help Year Five pupils improve their vocabulary acquisition in L2 learning and examine the use of pictorial technique in improving their vocabulary acquisition in L2 learning. My study was based on an adapted McNiff and Whitehead‟s Action Research Model. One cycle is done with ten Year Five research participants. The cycle was implemented in two phases whereby phase one was carried out with the steps of observe, reflect, act, evaluate and modify, followed by phase two with the steps of act (the modified version) and evaluate which eventually showed a satisfactory outcome. Data was collected through observation, document analysis and interview which was triangulated and analysed qualitatively. The findings of this study revealed that using pictorial technique to teach vocabulary, frequently exposure of vocabulary through engaging activities and incorporating colour coding could help my pupils to improve their vocabulary acquisition. In addition, the pictorial technique enables my pupils to visualise the meaning of the vocabulary through sketches, promote pupils‟ creativity and creative learning as well as increase pupils‟ motivation and self-confidence which help to improve pupils‟ vocabulary acquisition in L2 learning. Future research on this issue can look into the idea of incorporating themes in using the pictorial technique to promote broader creative thinking in vocabulary learning.

INTRODUCTION

Nowadays, the issue of low proficiency in English language has become the most

actively discussed question in language literacy pedagogy. Meara (2007) indicated

that the learners see English vocabulary acquisition as the greatest language

problem. I too noticed the same problem during my teaching practicums where

most of the pupils had difficulty to learn the vocabulary due to limitation in

comprehending the English term that I used to define the vocabulary.

To determine whether the Year Five pupils that I taught during my third

practicum encountered the problem, I did a preliminary research. Based on my

observation and document analysis, most of the pupils did not achieved a

satisfactory result in vocabulary learning. My interview with the Year Five English

teacher also confirmed the vocabulary acquisition problem faced by the Year Five

pupils. Therefore, I have decided to carry out a study to explore teaching strategies

that can assist students in vocabulary acquisition in L2 learning.


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FOCUS OF INVESTIGATION Workability of the Study The use of pictorial technique in helping pupils learns English has been proven

effective through some researches made. In the research of Sonali (2007), the

pupils‟ understanding on the concepts of grammar, punctuation and word usage

using pictorial representations was high. Melor Md. Yunus, Hadi Salehi and Dexter

Sigan Anak John‟s (2013) research in utilizing visual aids as a motivational tool in

enhancing students‟ interest in reading literary texts also shows how beneficial is

the use of pictorial representations in ESL classroom.

Significance of the Study Hunt and Beglar (2005) asserted that “the heart of language comprehension and

use is the lexicon”. In other word, vocabulary mastery is the stepping-stone to

language acquisition. It was the vocabulary limitation impeded their comprehension

of instruction. The pupils had low English language proficiency and limited

vocabulary for basic communication in the classroom. As a matter of fact,

vocabulary limitation also impeded their mastery of the four language skills. Thus,

the issue of language learning arouse significantly among the pupils.

Practicality of the Study Pictorial technique can work in any style of classroom with a minimum of supplies.

The only things necessary are a vocabulary list, scraps of paper and things that

pupils can use to make the sketches such as pencils, pens and markers.

Hendricks (2015) also recommended pictorial technique as an exciting drawing

helps students remember vocabulary in a non-threatening atmosphere. Therefore,

I intended to carry out an action research to find out how far pictorial technique

could help to improve pupils‟ vocabulary learning.

OBJECTIVES OF STUDY AND RESEARCH QUESTIONS

Objectives This action research aims to explore ways to help Year Five pupils improve their

vocabulary acquisition in L2 learning. This action research also seeks to examine

the use of pictorial technique in improving the vocabulary acquisition in L2 learning

among Year Five pupils.

Research Questions i. How can I improve the Year Five pupils‟ vocabulary acquisition in L2

learning? ii. How pictorial techniques can helps to improve the Year Five pupils‟

vocabulary acquisition in L2 learning?

RESEARCH PARTICIPANTS The research participants comprised ten Year Five pupils in a sub-urban national

primary school in Tuaran. They consisted of five male and five female pupils. All of

the research participants have the same mother tongue which is the Malay

language. The research participants selected were in low to low intermediate

English language proficiency level because I intended to see how pictorial

technique can help weak pupils to improve their vocabulary acquisition.


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RESEARCH METHODOLOGY

Plan of Action I adapted the McNiff and Whitehead‟s Action Research Model (2011) in my study

as I found that it was suitable for my research. The cycle was implemented in two

phases whereby phase one was carried out with the steps of observe, reflect, act,

evaluate and modify, followed by phase two with the steps of act (the modified

version) and evaluate which eventually showed a satisfactory outcome.

Figure 1. Adapted version of McNiff & Whitehead‟s Action Research Model (2011)

Table 1 Overview of steps of action

Steps Actions

Observe I observed problem faced by pupils and collected preliminary data.

Reflect I reflected on the vocabulary acquisition problem and identified suitable strategy to curb the problem.

Act (Phase 1) I conducted the first lesson with the implementation of pictorial technique. I administered worksheet during the production stage. 1st lesson: 60 minutes (Pictorial Technique)

Evaluate I evaluated whether pictorial technique helped improve pupils‟ vocabulary acquisition.

Modify I revised the strategy for Phase 2 intervention.

Act (Phase 2) I conducted the two lessons with the implementation of my Phase 2 intervention. I administered worksheet during the production stage. 2nd & 3rd lesson: 60 minutes (Incorporated colour coding in

Pictorial Technique)

Evaluate I analysed and interpreted the data collected in the three lessons.

Outcome Pupils showed improvement in vocabulary acquisition.


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Data Collection and Analysis Methods In this action research, I collected data simultaneously through five types of

instruments namely, observation checklist, video recording, semi-structured

interview, pupils work and pupils‟ score to record my data during the

implementation to the action plan.

I used observational checklist to access or monitor pupils‟ behaviour and

progress in the classroom based on the predetermined criteria or content. British

Council (2008) explained that observational checklist not only gives the observer

the structure and framework for an observation, but also serves as a contract of

understanding with the teacher. Therefore, I used it as a guidance to help me

monitor the pupils‟ performance and the use pictorial technique in improving the

vocabulary acquisition in L2 learning among pupils.

According to Jewitt (2008), video recording is a durable, flexible, shareable

record that can be viewed repeatedly and manipulated to be viewed either in a

slow or fast motion, freeze motion, with or without sound. It is a powerful tool to

convey intended messages and explains the phenomena or situation in a clearer

picture. Hence, during the interventions, I recorded the partial process of teaching

and learning by using a phone camera of thirteen megapixels to document the

phenomenon that happened during the interventions.

I also used semi-structured interview to interview my pupils after

implementation of pictorial technique as Goh (2010) says that semi-structured

interview gives the researcher opportunities to elicit information with probes to get

in-depth responses on the topic of interest, which a highly structured interview with

closed-ended questions would not allow. I translated and transcribed the interview

from the audio recording and then interpreted further to look for board patterns that

seems to answer the research questions. I coded the different themes using

colours.

Pupils‟ worksheets allowed me to see development on pupils in their

vocabulary acquisition in L2 learning. I analysed the pupils‟ work one by one to

identify their development in applying the pictorial technique, recognising its

meaning in simple linguistic term and using the vocabulary in the sentences

correctly. This is supported by Bowen (2009) who claimed that documents can

provide means of tracking change and development by comparing the variety of

particular documents and identify the changes. I also analysed pupils‟ score in their

worksheets by tabulating them using tables and charts. Tabulating data allowed

me to compare pupils‟ worksheets in the three lessons as Creswell (2014)

highlights that developing a table of sources can help organize materials and data.

Data Interpretation Methods In my research, I used triangulation to interpret my data. The data collected from

observation checklist, video recording and interview were supported by the data

collected from pupils‟ work and pupils‟ score using triangulation methods. Rugg

(2010) supports the use of method triangulation as he asserts that the strengths of

one method may compensate for the weaknesses of another.


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FINDINGS Research Question 1: How can I improve the Year Five pupils‟ vocabulary

acquisition in L2 learning?

1. Using Pictorial Technique to Teach Vocabulary

The implementation of pictorial technique helped my pupils to improve their

learning of vocabulary. The data below shows pupils‟ positive development in

vocabulary learning through pictorial technique.

Table 2

Analysis of the results obtained before and after the intervention

Pupils Before Intervention After Intervention

Results

from

Quiz

(%)

Results

from

Worksheet

(%)

Average

Results

(%)

Phase 1 Phase 2

Average

Results

(%)

Results from

Worksheet A

(%)

Results from

Worksheet B

(%)

Results from

Worksheet C

(%)

Average

Results

(%)

A 20 17 19 83 100 100 100 94

B 30 25 28 83 100 100 100 94

C 10 17 14 72 89 94 92 85

D 20 17 19 83 100 100 100 94

E 20 25 23 83 100 100 100 94

F 15 17 16 78 89 100 95 89

G 20 17 19 83 100 100 100 94

H 15 17 16 72 89 94 92 85

I 30 33 32 83 100 100 100 94

J 25 25 25 83 100 100 100 94

Figure 2. Comparison of results before and after intervention

2. Frequent Exposure of Vocabulary through Engaging Activities

Findings show that pupils actively participated in the activities with fun, exciting and

competitive element which were designed to give exposure on the vocabulary through

pictorial technique. Fun and engaging activities played important roles to cultivate

pupils‟ interest and willingness to learn vocabulary.

19 28 14 19 23 16 19 16

32 25

94 94 85 94 94 89 94 85 94 94

0

50

100

A B C D E F G H I JPer

cen

tage

Pupils

Comparison of Results Before and After Intervention

Average Results Before Intervention Average Results After Intervention


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Figure 3. Pupils requested for the chance

to do the task on the board

Figure 4. Pupil C identified the

vocabulary based on the

sketch

3. Incorporating Colour Coding to Increase Memory Retention

Colour coding supported the use of pictorial technique in improving pupils‟ vocabulary

acquisition as it increases pupils‟ memory retention on the meaning of the vocabulary,

differentiate the word class to help the pupils to use the vocabulary appropriately in a

sentence. The evidence is shown in pupils‟ work below.

Figure 5. Sample work of Pupil J

Research Question 2: How can pictorial technique help to improve the Year Five

pupils‟ vocabulary acquisition in L2 learning?

1. Visualising the Meaning of the Vocabulary through Sketches

Pictorial technique enables pupils to visualise the meaning of the vocabulary through

sketches which help to improve pupils‟ vocabulary acquisition in L2 learning. It made

them easier to understand and memorize the vocabulary as the sketches illustrate the

meaning of the vocabulary clearly.

Teacher : Do you think the pictorial technique help you to learn

vocabulary?

PB : Tu lukisan bikin senang saya faham maksud perkataan itu.

(The sketches make me easier to understand the vocabulary.)

PD : Tu lukisan membantu saya memahami perkataan dengan konkrit.


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(Sketches help me to understand the vocabulary in a concrete way.)

PG : Saya dapat melihat maksud perkataan melalui lukisan.

(I can visualise the meaning of vocabulary through sketches.)

PI : Lebih senang saya hafal maksud perkataan tu dengan lukisan.

(The sketches make me easier to memorize the vocabulary.)

PJ : Lukisan tu menggambarkan maksud perkataan dengan jelas sekali.

(The sketches illustrate the meaning of the vocabulary clearly.)

2. Promoting Creativity and Creative Learning

Based on my findings, pictorial technique enables my pupils to make their own simple

sketches based on their own creativity. Looking into the sketches illustrated on the

vocabulary „achievement‟, Pupils I and J illustrated it as a success in academic, while

Pupil A and G illustrated it as a success in sport. This indicated that pupils were able

to relate the vocabulary to their real-life experience creatively through pictorial

technique. Pupils were able to individualise their learning through personal creative

drawings.

Sample work of Pupil A Sample work of Pupil G

Sample work of Pupil I Sample work of Pupil J

Figure 6. Sample of pupils‟ creative work


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3. Increase Pupils‟ Motivation and Self-confidence

I noticed that pupils enjoyed the process of learning vocabulary because when

pictorial technique is implemented in vocabulary learning, it created an interesting and

stress-free learning atmosphere. Consequently, it increased pupils‟ motivation and

self-confidence which led to improvement in their vocabulary acquisition.

Table 3

Analysis of OC4

Item Pupils Scale Remarks

1 2 3 4 5

Pupils felt happy

and enjoyed

learning the

vocabulary

through pictorial

technique

A / Pupils requested for more

new words so that they can

do more sketches.

B /

C /

D /

E /

F /

G /

H /

I /

J /

DISCUSSIONS Research Question 1: How can I improve the Year Five pupils‟ vocabulary acquisition in L2 learning? My findings show that the Year 5 pupils improved in learning vocabulary when pictorial

technique was taught in the lessons. They were able to perform well in answering the

worksheets given. This is verified by Altun (2015) who states that a simple drawing

can have a strong effect in enabling students to store vocabulary in their minds upon

sight of the picturization of the words. I am in agreement with the researcher that arts

can be useful pedagogical tool in helping pupils to improve their vocabulary learning.

Subsequently, I found that when I frequently exposed the vocabulary through

activities that they found interesting, they showed improvement in identifying the

vocabulary with its meaning correctly. I reflected that pupils really liked activities which

consisted of fun, exciting and competitive elements. They were motivated, excited and

showed competitiveness in their endeavour to perform better. Similarly, Worm and

Buch (2014) also proposed that competition among groups proved to have a positive

impact in their research as well as student motivation.

Besides, colour coding helped my pupils to have a better learning in

vocabulary. I found that my pupils were able to match the vocabulary with its meaning

accurately when they could identify the word class through colours. They were able to

recall information with coloured background more easily than to those were not. This is

supported by Skritek (2014) who stated that colours are important tools in visual

thinking as it could help students to separate ideas so that they can see them clearly.

Hence, it proves that colour coding plays an important role to support the use of


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pictorial technique to increase pupils‟ memory retention thereby improve pupils‟

vocabulary acquisition.

Research Question 2: How can pictorial technique help to improve the Year Five pupils‟ vocabulary acquisition in L2 learning? My findings reveal that pictorial technique helped Year 5 pupils to improve their

vocabulary acquisition as it enables pupils to visualise the meaning of the vocabulary

through sketches. Sketches lead my pupils to achieve connection with the vocabulary

through visual imaging regarding the vocabulary and eventually enhance their

vocabulary acquisition. As stated by Tomlinson (2013), drawing activities enhance

pupils‟ vocabulary acquisition as drawing activities help to make sure that the students

have relevant images in their minds which act as activations of their schemata, or

knowledge of the world. My research findings therefore concurred with Tomlinson‟s

statement as my pupils learned the vocabulary easily when they could visualise the

meaning of the vocabulary through sketches.

Besides, it appeared that the pictorial technique promotes creative and creative

learning which help to improve Year 5 pupils‟ vocabulary acquisition. My pupils

seemed to enjoy doing sketches creatively, comment and discuss on the sketches

drew by their friends thereby establish creative learning and led to improvement in

pupils‟ vocabulary acquisition. This is supported by Joklova (2009) who pointed out

that whilst presenting the images to students, the teacher creates a platform for

student discourse. I agree with the researcher that the activity of drawing offers pupils

a chance to speak, as my pupils made comments on each other‟s sketch and ask

questions about details whereby trigger their memorization regarding the vocabulary

learned. Also, my findings prove that my pupils could come out with their own

sketches creatively which deepen pupils‟ understanding of the vocabulary.

Apart from that, my findings showed that pupils were motivated and confident

to learn and use the vocabulary after the pictorial technique was taught in the

classroom. In Krashen L2 acquisition theory (1982), the Affective Filter hypothesis

explains that the most favourable learning occurs in a setting of low anxiety, self-

confidence and high motivation. I agree with Krashen‟s theory as the pictorial

technique which promoted a stimulating, interesting and non-threatening environment,

helped increase pupils‟ interest intrinsic motivation to learn vocabulary. My pupils also

seemed to gradually develop their confidence and motivation in completing the tasks

when sketches serve as the stimuli for connecting their life experiences to vocabulary

learning in the classroom.

SUGGESTIONS FOR FURTHER RESEARCH

It is recommended that this research can be carried out over a longer period of time.

With a longer period of time, pictorial technique can be more beneficial through

evaluation and modification repeatedly. Besides, it is suggested that further research

can be conducted to use the pictorial technique in teaching vocabulary thematically. It

will trigger the pupils to use their thinking skill in identifying the sketches that fit the

theme provided. It is supported by Hendricks (2015) as he state that it is often good to

have the words center on a theme, like animals, occupations or weather. Moreover, it

is recommended that pictorial technique can be carried along with teaching aids. For

example, mini whiteboard and marker pen can be provided to every pupil during the


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vocabulary lesson. These teaching aids will support pupils‟ learning as pupils can do

the sketches on the spot throughout the teaching and learning process.

CONCLUSION From this action research, several conclusions can be drawn about the significance of

pictorial technique in vocabulary acquisition. The study indicated that pictorial

technique helped pupils to learn vocabulary easily. The pictorial technique which

enabled pupils to visualise the meaning of the vocabulary through sketches made

pupils internalized the vocabulary easily. Moreover, the pictorial technique created a

platform for pupils to come out with their own sketches creatively which deepen pupils‟

understanding of the vocabulary. In addition, findings showed that the pictorial

technique motivated the pupils to learn and increased their confidence in using the

vocabulary correctly in L2 learning. Studies had shown that pictorial technique is a

valuable pedagogical strategy and that it can make pupils to have high interest and

motivation to engage in learning English language optimally (Brooks, 2003).

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USING PICTORIAL TECHNIQUE TO IMPROVE YEAR FIVE PUPILS