Statement of Problem
Research Questions
Writing is a continuing process of discovering how
to find the most effective language for communicating one’s
thoughts and feelings. It is challenging to do so as English is the
pupils’ second language and they have limited time and exposure to it. The English Language learnt is actually less used by the
L2 pupils to communicate in the real life experience. Thus, with
insufficient language to express ideas, pupils are lack confidence
to interact in groups without teacher intervention.
Besides, students are also face difficulty in buying reading materials to enhance their language. Some students face
financial problem to do so meanwhile others might feel they
better spend time to work on their revision books rather than
spending time reading as they do not know the use of the input
that they will gain by reading. On the other hand, parents as
well as the school authorities expect these students to master the
syllabus as the education system is still examination orientated.
Teachers are in dilemma in rushing to complete the school syllabus and to help the pupils improve in their writing.
a) Does the Language Experience Approach is effective in improving the narrative skills of the upper primary school pupils?
b) Does extensive reading is effective in improving the narrative
writing skill?
c) Which approach improves the pupils’ narrative writing skill?
Conceptual Framework
Definition of Terms
Learning Experience Approach (LEA)
The output of the writing should be from the students’
experiences and expressions though the teacher writes, models
how written language works. Ashton-Warner (1965) introduced
Language Experience Approach (LEA). In the view of Taylor,
M (1992, June) LEA can be used effectively to widen listening,
speaking, and writing skills though initially it was developed as
a reading development tool.
Extensive Reading Approach
ER means language teaching and learning procedure
which involves reading (a) for global or general understanding;
(b) of large quantities of material or long texts; (c) with the intention of obtaining pleasure from the text. Further, because (d)
the books are not discussed in class, (e) reading is individualized, with students choosing the books they want to read (Based
on Bamford, 1984; Bamford, 1987; Barnett, 1989; Brumfit, 1984;
Dawes, 1979; Dubin & Olshtain, 1977; Eskey, 1973; Grellet,
1981; Hedge, 1985; Krashen, 1982, Krashen & Terrell, 1983;
Thompson, 1984). Since, reading can be a source of comprehensible input and may contribute significantly to language acquisition especially to writing and speaking (Krashen, 1993). So, this
adopted ER as on of the approach.
Research Objectives
The purpose of the study is first to emphasize the
teaching of the skills of writing to enable pupils to become independent writers. In this study, pupils will be taught the various steps involved in narrative writing such as discussing,
reading, and writing about a shared experience and time to
time, evaluate how much each of them have achieved in completing the tasks given. By adopting the Language Experience
Approach writing method which is more pupil-centred, this
study is to investigate whether pupils can attain literacy skills
to enable them to write meaningful and interesting sentences.
Secondly, ERA was used as another approach to improve not only pupils reading skill but writing skill as well. As
Grabe (2009) says that the purpose of reading is to learn, critique, evaluate, integrate, and use general information in writing
and speaking. Although there are many forms of reading and
purposes for reading, this paper will focus on extensive reading
for academic purpose and for narrative writing.
The research objectives are:
(a) to investigate if the Language Experience Approach is effective in improving the narrative skills of the upper primary school
pupils
(b) to investigate if extensive reading is effective in improving the
narrative writing skills
(c) to investigate among the two approaches, which one improves
the pupils’ narrative writing skill
LITERATURE REVIEW
Introduction
Writing is a powerful tool that enables students to
learn, reflect, and respond to stimulus introduced in the process of writing (Grega, 1997). It provides opportunities for the
pupils to interact with the
text. Utilizing relevant and
meaningful material allows
pupils to relate their own
experiences to what they
are reading. The Language
Experience
Approach
(LEA) is often used with
beginning literacy learners
by providing opportunities
through personal experiences and oral language for
reading and writing (Taylor, 1992). As for ER programs, it has several names such as Drop Everything and Read
(DEAR), Book Flood Program, Uninterrupted Silent Reading
for Fun (USRF), and the Uninterrupted Sustained Silent Reading (USSR). There is a common goal for all ER approaches
which are readers come in contact with a huge amount of books
or materials to improve their reading skill and fluency (Renandya, 2007).
The Effectiveness of The Language Experience Approach | 36