EFFECTIVENESS OF BIG BOOK IN THE MASTERY LEVEL OF GRADE 2

LEARNERS IN TEACHING ADJECTIVES

I. Context and Rationale

Big book is an approach that can be used by teachers in teaching reading skills at the

age of children, especially elementary school age. Big book has a certain size, such as A3,

A4, A5 or the size of a newspaper. The size is conditional based on the consideration of the

student’s view of an object within a class (USAID, 2015: 42). Big book can also be said as a

visual media in reading learning that has certain characteristics. The big book has colorful

images, great text, clear readings and clear storylines. In modeling through reading a big book

there is a process of reading together between teachers and students, as well as how to

understand the contents of reading by predicting, understanding difficult words, recognizing

punctuation and concluding the content of reading. Namibia (1991: 1) explains that the big book

has advantages over ordinary books, which emphasize focusing on certain parts of the text,

facilitating children to think hard, build awareness of language, and draw attention to reading

because of their large size. Even a big book can enrich the oral language of children through

positive learning modeling (Lync, 1986: 1).

Teaching reading ability of elementary school- aged children should pay attention to

their characteristics and development, so teaching practice using big book approach should be

adjusted to the age of students. Students from the first grade to third grade are categorized as

early readers. Mueller (2007: 15) explains that the expected reading ability of this age is that

students can read, recite, recite, develop vocabulary, and recognize punctuation. While

students in grade four to grade six are categorized as advanced readers, and the expected

reading ability would be higher level. The big book content will be very different for both

categories, especially in the plot and text presented. For example, storyline in the beginning

classes is simpler and text consists of only one to three sentences. Momma’s (2017: 360)

study conducted on primary school-aged children in Kenya shows that reading ability of boys

and girls is far from the expected average because the children are not well prepared in pre-
reading skills for students in the early classes (first and second grade), and it turns out that

reading material has an important role in reading ability. Hargraves and Seneschal (2000: 75)

also revealed that the effect of reading storybooks in a dialogical way to children with limited

vocabulary, such as in pre-school level, has greatly affected the vocabulary. Picture storybooks

also have a great role in the ability and interest in children reading (Rosalina, 2017: 213). Lasik

and Bond (2001: 243) explain that the effect of interactive book reading techniques used by

teachers through reading stories with concrete objects and interacting openly with involving

children can build language skills and literacy. In this case, the use of big book can certainly

have a big influence on the ability to read because in this approach there is a process of

interaction between teachers and students using pictorial and colorful books that contain

interesting stories and plots. Jacob’s study (2008: 1) suggests that the use of the big book in

language learning fosters students’ interest and participation. They contribute to the discussion

and spontaneously comment on the content of the story. Images in the big book are very

interesting, and the language is easy to read. These features have increased students’ interest

and motivation for reading. As this study of using big book is limited in the Indonesian context,

this paper aims to see how far the ability of students in reading, especially the ability to recite

reading, knowing difficult words, knowing punctuation, understanding and summarizing the

readings are poured in the form of writing. Thus, this study illustrates the deeper reading ability

as seen in the learning process of each cycle

II. Research Questions

1. What is the mean of the control and experimental group in teaching adjectives

in two variables before the experimentation?

2. What is the mean of the control and experimental group in teaching adjectives

in two variables after the experimentation?

2.1. Is there a significance difference in the percentage mean of the control

group before and after the experimentation?

 2.2. Is there a significance difference in the percentage mean of the control

group before and after the experimentation?

2.3. Is there a significance difference in the percentage mean of the control and

experimental group before and after the experimentation?

2.4. What in the percentage mean of the students before and after the

experimentation?

III. Proposed Intervention/Innovation

A Big Book is an enlarged version of a beginning reading book. It is usually illustrated

with large pictures and large type. It is generally used by a teacher reading to learners or a

group of students reading together.

There’s something spectacular about Big Book versions of good children’s books.

Neither adults nor children can resist the urge to touch and hold them, to savor the richness of

their detail. Their visual appeal is a sure hook into their content. But Big Books are also

produced for pedagogical reasons, and using them in the classroom makes good teaching

sense. An abundance of good children’s literature in their lives is vitally important for young

children as they strive toward independent reading. Big Books can help you to extend — or for

some less fortunate children, to establish — the positive effects of home lap-reading

experiences. Large print and colorful illustrations allow whole classrooms to share good stories,

memorable poems and interesting books of fact. And especially when used with small groups

(up to eight children), Big Books enrich oral language development through your modelled

reading, through risk-free participation by the children in subsequent readings and discussions,

and through the meaningful teaching of skills within context — all positive and therefore

powerful learning experiences.

IV. Action Research Methods

a. Participants and/or other Sources of Data

 The study was composed of respondents from pupils who are currently enrolled

in J. C. Macarena’s Elementary School. In this manner, the respondents were grouped

into two, the first group will be the controlled group and the second group will be the

experimental group.

The sample respondents of this study covered the 54 randomly selected

students, 32 males and 22 females of J. C. Macarena’s Elementary School during the

School year 2019 – 2020.

b. Data Gathering Methods

The study will use the two-groups pretest-posttest. In this research, the pretest

will be administered at the beginning of the study. The test is to be used will be validated

by the CID Chief, Math Supervisor, PSDS, principal and head teacher before gathering

of data. This will be followed by using intervention in class discussion specifically, the

strategic intervention material. Then, at the end of the research period, the students

will be given posttest.

c. Data Analysis Plan

The data gathered will be subjected to statistical treatment in order to obtain

objective interpretation of the results.

To address question number 1 of the study, to determine the mastery level of

the control and experimental group in teaching adjectives in two variables before the

experimentation the mean will be utilized.

To address question number 2 of the study, to determine the mastery level of

the control and experimental group in teaching adjectives in two variables after the

experimentation the mean will be utilized.

 To address question number 2.1 of the study, to determine if there is a

significance difference in the percentage mean of the control group before and after

the experimentation the t-test dependent will be utilized.

To address question number 2.2 of the study, the t-test dependent will be utilized

to determine if there is a there a significance difference in the percentage mean of the

experimental group before and after the experimentation?

To address question number 2.3 of the study, the t-test independent will be

utilized to determine if there a significance difference in the percentage mean of the

control and experimental group before and after the experimentation?

Lastly, for the purpose of describing the level of ability of the control and

experimental groups before and after the experimentation.

V. Action Research Work Plan and Timelines

Research Activity Timeline

Research Proposal November 15, 2019
Enrolment November 15, 2019
Research Implementation and November 15 – November 19, 2019
Documentation
Data gathering 4th week of November
Treatment of the Data 1st week of December
Finalization of the research paper December 15, 2019
Submission of the Final paper last week of January

VI. Cost Estimates

Deliverables Research Activity Item of Estimates

Expenditures
 Inception report Printing of Paper, Ink, bond paper, 1,500.00

Pictures Internet load,

folders

Proposal Documentation Ink, bond paper, 2,500.00

Internet load, fare

Final Printing Ink, bond paper, 3,500.00

Internet load

Total 8,500.00

VII. Plans for Dissemination and Utilization

Once the study is approved and implemented, the results will be disseminated

to all Mathematics teachers, department head/s, principal/s and Mathematics

Supervisor. The intervention or new strategy could be discussed among the key

persons for benchmarking and for possible division – wide implementation.

Furthermore, the researcher can also disseminate the results through School Learning

Action Cell (SLAC) Sessions

VIII. References

Bar gal, D. 2008. Action Research for Achieving Social Change. In Small Group Research,

Sage Publication.

Bergh, B.L. Qualitative Research Methods for The Social Science, Pearson. United State of

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America, 5 edition.

Cassidy, J.K. 1988. Beginning Reading with Big Books. In Childhood Education, Routledge.

Hargraves, A.C. and Seneschal, M. 2000. A Book Reading Intervention with Preschool

Children Who Have Limited Vocabularies: The Benefits of Regular Reading and Dialogic

Reading. In Early Childhood Research Quarterly, Elsevier Science Inc.

Loughery, D. 2001. The Case for the Use of Big Books in the Early Years Classroom. In Early

Child Development and Care, Routledge.

Lynch, P. 1986. Using Big Books and Predictable Books,

Scholastic. Canada, First Edition. Module USAID. 2014. Buk Somber untuck Dozen LPTK:

Momma, T. 2017. Children’s Reading Ability in Early Primary Schooling: Challenges for a

Kenyan Rural Community. In Issues in Educational Research, IIER

Mueller, S. 2007. Pandean Bela jar Mombasa Jilin I Dungan Benda-Benda di Sequitur Kita

untuck Ana Asia 3-8 Tahini. Erlangen. Indonesia, First Edition.

Namibia, M.K. 1991. Big Book for Little Readers: Work in the ESL Classroom Too, ERIC.

Rosalina. 2017. The Effect of Picture Story Books on Students’ Reading Comprehension. In

Advance in Language and Literacy, ALLS. Lasik, B.A. and Bond, MA. 2001. Beyond the Pages

of a Book: Interactive Book Reading and Language Development in Preschool Classrooms. In

Journal of Psychology, American Psychological Association, Inc.

Jacob, A. 2008. Exploring the Effectiveness of Using Big Books in Teaching Primary English in

Malaysian

Classrooms. In Malaysian Journal of Learning and Instruction, Uumpress.net