SEKOLAH PENDIDIKAN DAN PEMBANGUNAN SOSIAL

UNIVERSITI MALAYSIA SABAH

(SPPS)


TAJUK :
CASE BASED METHOD

NAMA : NUR ATIQA TAN ABDULLAH
ANGKA GILIRAN : CT 10210578
NOMBOR KAD PENGENALAN : 780624-12-5582
KUMPULAN / UNIT : PROGRAM PENSISWAZAHAN GURU(PPG) /
SAINS
KOD DAN MATA PELAJARAN : TU 30003
(PENGAJARAN BAHASA INGGERIS AWAL
KANAK-KANAK)
NAMA PENSYARAH : PROF. MADYA DR. HAMZAH BIN MD. OMAR
TARIKH SERAHAN : 18 OKTOBER 2013





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CASE :
One of the Pre-School pupil (Rachel) has not mastered the basic of reading skill. She has a poor
ability in the pronunciation. It seems that she does not recognize the sounds of the graphemes, or
in other words she has not mastered the phonemes. As a consequent, she did not pass the English
Language diagnosis test recently.

CONTEXT
The case happens in a rural school in the district of Kuala Penyu. Overall number
of the pupils in the school is only nine which is the least in the stated district. The
school is graded as Sekolah Kurang Murid (SKM). Most of the parent of the
pupils have a very low income since they do not have a permanent job. As a
result, they face difficulties in providing their children with the learning
equipment such as stationary, schoolbags, shoes, socks, uniforms and so forth.
The case study is focused to one of the pre-school pupil namely Rachel. She
becomes the focus of the case study because she is the only one out of the three
pupils who face an alarming difficulty in reading even one syllable. As a
consequence of her inability to master the reading skill, she always falls in the
reading test. Her failure had affected her self-esteem in a negative way. She
became a quiet person and lack of willingness to learn English Language. My
concern is that if something has not been done to help her, I am afraid if she
builds a strong perception within her that English Language is indeed a very
difficult subject.
Rachel is a pre-school pupils who faced a problem in the reading skill due to the
inability to master the phonemes. She has unstable family. Her parents had
divorced. One of her aunt had adopted her but she is not staying with her adopted
mother but instead she stayed with her grandmother who is old enough to look
after her. Therefore, whatever she learnt at school, there will be no follow-up at
home. The positive thing is that she always willing to learn English Language no
matter how difficult it might be.

DILEMMA
The teaching of phonics has been inserted and stressed in the English Language
(KSSR) Level One (Year 1-Year 3) which begin in 2011. Phonic has been
promoted by the (MOE) as the best way to boost reading standards.
The phonics approach teaches children to decode words by sounds, rather than
recognizing the whole words. The emphasis in the teaching is on the synthetic
phonics, which words are broken up into the smallest units of sound (phonemes).
ASSIGNMENT : CASE BASED
METHOD

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The children are taught the letters (graphemes) that represent these phonemes
and also to bled them into words.
So, at its most basic, children are taught to read the letter in a word like b-a-t,
merge them to pronounce the word bat.
In this case, the children have been taught using the phonics approach, however
English Language has a lot of exemption not only in the grammar parts like the
rules of spelling, the regular verbs and irregular verbs, the comparison of
adjectives and many more : the exemption also presence in the phonics.
For example the sound of graphemes [u] is / / as in sun, run, bun and so
on. However, they will pronounce the word put cannot incorrectly. This matter
has become my dilemma in this case study about teaching phonics to Pre-School
pupils. Even though the pupils has been taught that the word put cannot be
pronounced as / p t/ but Rachel will keep on doing the same error. This
matter has attracted my concern. Several effort should be carried out to overcome
this problem.

SOLUTION
In order to resolve the dilemma, these following steps are implemented :
Teach the pupil with the vowel sound and the consonant sounds.
Teach the pupil with words and sentences using the first 15 sounds.
Teach the pupil with the minimal pairs. According to john Higgins (2008),
minimal pair are pairs of words whose pronunciation differs at only one
segment, such as sheep and ship or liceand rice. They are often used in
listening test and pronunciation exercises. Theoretically, it is the existence of
minimal pairs which enables linguists to build up the phoneme inventory for
a language or dialect, though the process is not without difficulty.
Expose the pupil with homophones. It is a word that is pronounced the
same as another but has different spelling and a different meaning as well.
At last, encourage the pupil to practice reading simple sentences. The pupils
is actually applying all the reading knowledge that she has learnt before.

Note : The above teaching practise have been proposed to fellow English
Language to be conducted in order to resolve the dilemma.


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RESPONSE
Comments :
The effort that have been carried out to resolve the dilemma managed to reach
the target successfully. The pupils (Rachel) has no difficulty in reading simple
sentences what more simple words.
The pupil has more confidence in learning English, full of motivation and has a
high level of self-esteem.
The performance of her reading test has increased.

Need to pay attention :
- If the sentences are of complex sentences, she still needs more practise and
guidance from the teacher. Nobody can absorb a lot of knowledge in a short period
since learning is a process. Therefore, the pre-school teacher should be creative and
innovative in order to resolve any kinds of dilemma that kind occur in the classroom
instructional.

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THE SUMMARY OF CASE - BASED METHOD


CONTEXT
- The case happen in rural area.
- It focus to one of preschool pupil name Rachel.
- The pupil having difficulty in reading even one syllable.
- Always failure in reading test.
- Cannot ability to master the phonemes.
- The pupil has unstable family and less support in learning.

DILEMMA
- The pupil has pronounce the sound of phonics (grapheme)
incorrectly.
- The pupil still repeating the same mistake every time even after given
the guidance.

SOLUTION
- Teach pupil mention the vowel sounds and consonants
- Teach pupil pronounce words and sentences using the 15 sound
- Teach pupil pronounce with the minimal pairs of word.
- Expose the pupil with homophones
- Encourage the pupil to practice reading the simple sentences

RESPON
- The case was successfully reach in target.
- The pupil has more confident to learn in English Language and the
performance of the reading skill has increased.










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THE LESSON PLAN OF CASE-BASED METHOD

TOPIC : All About Me
- Phonemes: /s t p/
- Graphemes: s a t p
PROBLEM :
- Problem in reading skill due to the inability to master the phonemes.

ACTIVITY :
Stage 1 (Week 1) :
Teach the pupil with the vowel sound and the consonant sounds. This is to make sure
that pupils mastered the vowel sounds and the consonant sounds before she proceed to
the diphthong sounds. (refer in page 35 and 36 in Modul TU30003).

Stage 2 (Week 2)
Teach the pupil with words and sentences using the first 15 sounds. (refer in page 43
in Modul TU30003). Make sure that she was able to memorize the pronunciation of
those words.

Stage 3 (Week 3)
Teach the pupil with the minimal pairs. According to john Higgins (2008), minimal
pair are pairs of words whose pronunciation differs at only one segment, such as
sheep and ship or liceand rice. They are often used in listening test and pronunciation
exercises. Theoretically, it is the existence of minimal pairs which enables linguists to
build up the phoneme inventory for a language or dialect, though the process is not
without difficulty. In words, a minimal pair is two words that differ in only one sound.
The following are some examples of minimal pairs.
[p] pat [t] tap [t] top [p] pop
[p] pin [t] tin [s] sit [l] lit
[t] tip [s] sip



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Stage 4 (Week 4)
Expose the pupil with homophones. It is a word that is pronounced the same as
another but has different spelling and a different meaning as well. The following
are examples of the homophones :
Flower flour Heir air
Fair fare Bear bare
Son sun Pail - pale

Stage 5 (Week 5)
At last, encourage the pupil to practice reading simple sentences. In this stage, the
pupils is actually applying all the reading knowledge that she has learnt before. The
evaluation of pupils reading performance can be carried out in this stage.
















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RUJUKAN

(PhD), H. B. (2013). TU 30003 PENGAJARAN BAHASA INGGERIS AWAL KANAK-
KANAK. KOTA KINABALU: UMS.
Ginur, M. (2013, Oktober 17). Masalah Pembelajaran BI kanak-kanak. (N. A. Abdullah,
Interviewer)
Rahim, F. A. (2009). Bermulanya di Prasekolah ini. Retrieved Oktober 16, 2013, from
blogspot.com: http://skdua.blogspot.com/2010/03/mengatasi-masalah-mengenal-
abjad-b-dan.html
Zakaria, Z. (2008, Jun). Laman Informasi Prasekolah. Retrieved Oktober 16, 2013, from
Blogspot: http://cikguani.blogspot.com/2010/07/masalah-pembelajaran-di-kalangan-
kanak.html