The document describes a study that used stories to teach vocabulary to 12 year 5 pupils in Malaysia. It involved teaching new vocabulary through storytelling, activities to reinforce understanding, and assessments. Results showed pupils' reading comprehension and vocabulary acquisition improved, as evidenced by higher post-test scores and an increase in their summative exam marks. The study demonstrated that teaching vocabulary in the context of stories can significantly boost pupils' reading comprehension abilities.

1. Title: Teaching Vocabulary through Stories: A
meaningful way to improve pupils’ reading
comprehension
Seminar Pendidikan Perlis 2016

2. • Involving 12 Pupils of Year 5 2016 (Galus Class)
in SK Chuping.
• To improve the vocabulary acquisition skills
through the usage of short stories.
• The pupils understandings are tested via reading
comprehension.
Seminar Pendidikan Perlis 2016

3. Seminar Pendidikan Perlis 2016
• To develop a plan that will improve the
vocabulary acquisition skills of pupils and
thus their overall reading comprehension
skills.
• To create a meaningful way for pupils to
learn the language
• To familiarise the pupils with the topic in
the textbook and UPSR format

4. Seminar Pendidikan Perlis 2016
• I tested my pupils through standardized test and
observations which indicate that vocabulary
knowledge is weaker than desired or targeted progress
they should have mastered.
• Pupils had difficulties in interpreting and
remembering the words they have learnt.
• On average, pupils managed to get below 41% of
correct answers when they answered reading
comprehension questions even though I had thought
them the vocabulary to be tested.

5. • Teacher taught the targeted vocabulary in a lesson
• On the next session, pupils read the text and
answered some reading comprehension questions
(pre- test)
• PRE TEST.docx
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• Day 1 - Step 1 : Teacher tells the story. Pupils listen.
Teacher can explain the story using pictures,
gestures and etc.
Step 2 : Asking some oral questions to test their
understanding on the sequence of the story.
Step 3 :Pupils fill in the graphic organizer/I think map
DAY 1.docx

7. • Day 2- Step 1: Pupils read the text/story. (5-7 minutes)
Step 2: Pupils answers some WH
questions/comprehension questions/true or
false
Step 3: Spelling activities (e.g. rearrange the jumbled
letters)(In Group/Pair/individual)
• DAY 2.docx
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8. • Day 3-Step 1: Pupils read the story (5 minutes)
Step 2: Get pupils to answer the oral questions.(5
minutes)
Step 3:Spelling activity/fill in the graphic organizer
• Day 4-Step 1: Pupils read the story (5 minutes)
Step 2: Get pupils to answer the oral questions.
(5 minutes)
Step 3:Spelling activity/fill in the graphic organizer
DAY 3-DAY 4.docx
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9. • Day 5 Step 1: Pupils are given the same text/ altered text
to read (same plot of story with
additional vocab)
Step 2: Pupils answer comprehension questions/
true or false/multiple choice Questions
(MCQ)/Wh-Q /Dichotomous.
• DAY 5.docx
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10. PRE-TEST VS POST TEST
BIL IC NAME PRETEST POST TEST
1 050127090097 ABDUL AFIQ BIN ABDUL WAHAB 5 9
2 051108090053 AHMAD ZIKRI BIN AZWAR 5 10
3 051123090166 ALIA BT JAMALI 4 10
4 051123090043 AMIR HAIKAL BIN ZULKIFLI 4 9
5 050303090011 HAFIZUDDIN WAZIF BIN ZULKIFLI 3 8
6 050513070457 MOHAMAD ADAM HAFIZ ARDAY 5 10
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11. PRE-TEST VS POST TEST
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0
2
4
6
8
10
12
1 2 3 4 5 6 7 8 9 10 11 12
PRE TEST VS POST TEST
PRETEST POST TEST

13. 0
5
10
15
20
25
30
35
40
45
50
1 2 3 4 5 6 7 8 9 10 11 12
Summative 1 vs Summative 2
(Paper 1)
SUMMATIVE 1 SUMMATIVE 2

14.  1. First stage: The pupils will likely to have a clear
idea of the topic as the new vocabulary being
explained graphically. At the same time, they also
learn groups of words that travel together. (Day 1)
 2. Second stage: Using story telling and reading
technique, pupils memorized the new vocabulary
effectively. Once they have actually thought about a
word, this gave their minds a way to engage with it and
to put it into some sort of context – even an imaginary
one – their brain has got something to grip onto and
can remember it. The learners were willing to respond
the oral questions and participated in other activities as
they started to remember the words. (Day 1-Day 3)

15.  3. Third stage: The pupils were learning new
vocabulary in context. Pictures that associated
with the new vocabulary and the story retelling
process have also further strengthening their
memory towards the new words. By reading
engaging stories pupils can begin to build emotional
and sensory contexts around new vocabulary.
Instead of just studying isolated words by rote, new
vocabulary can be memorized quicker and deeper
because it is linked to characters, places and
relationships, just like in real life. (Day 3-Day 4)

16.  4. Final Stage: Pupils’ reading comprehension
level was increasing as their vocabulary kept on
expanding. This was attested by the assessment
whereby the pupils were capable to comprehend
the text and answer 80% of the given post test
questions correctly .There was also a significant
increment of pupils’ marks in Summative 2
compared to Summative 1.

17.  The ultimate purpose of my research is to develop
a plan that will improve the vocabulary acquisition
skills of pupils and thus their overall reading
comprehension skills. As far as it may concerned,
the combination of several techniques has finally
brought a positive progress not solely to the pupils,
but also to my teaching approach. This research
proves that teaching vocabulary in context (story as
context) has a significant influence to the pupils’
reading comprehension.

18. Seminar Pendidikan Perlis 2016
 All the committee members of Seminar Pendidikan
Perlis 2016,Jabatan Pendidikan Perlis
 SISC + officers
 Seminar participants