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en a child writes, s/he develops a new text using prior knowledge, imagination and other resources (Brooks, 1988). Thus, all literate persons are readers and writers, constructing meaning from the text in which they read and meaning from the text in which they write (Nelson, 1998). As a result, teachers need to provide students with rich literacy experiences so that they can read and write in various situations for a variety of reasons.

CHAPTER THREE

METHODOLOGY

Introduction

This chapter discusses the research design of the study, the participants of the research, the instrumentation and the procedure of data collection and recording, and data processing and analysis.
Design of the Study

The study investigated how Year 5 learners, wrote when four different stories were being read. These stories acted as stimuli for children’s writing. and thus to examine the effects and influence of literature on them. The study was qualitative in nature. The instruments for this study included four stories taken from four storybooks (refer to table below) used in the teaching. The storybooks chosen were due to its nature which involved animals and trickery. There were repetition of words and elements of a good story were found in these stories. Below table shows the activities that were implemented after each read aloud session.

The Stories and Activities that were used during the Intervention/Lesson.

Day 1

Name of Book : The Monkey with a Bright Blue Bottom

Group Work

To describe the features/character of the main character from the story. (New word learned from the story and through discussion)

Day 2

Name of Book : Stone Soup

Group Work

To invent a special ingredient for a special dish.

Day 3

Name of Book : Wombat Stew

Group work

To make/build sentences from the words found in the story.

Day 4

Name of Book : Beware of Boys

Pair Work

Letter Writing.

Writing to a character from any of the four stories.

Day 5

Name of Book : Recapping the four stories heard by the learners.

Individual

Writing a story

Learners will be given 6 – 8 pictures of animals.

From these pictures, they will have to create and write their own stories.

They may choose all the animals or some of them for their stories.
The Participants

One mixed ability class of Year 5, consisted of 24 pupils, was involved in the study. The school is located in one suburban area along Jalan Muara. The pupils’ ages ranged from 10 to 12 years old. The learners had been learning English for five years, from pre-school to Year 4. Most of the learners are second language learners whose first language is Malay. The number of boys and girls were the almost the same. Most of the learners had studied in the same school government from pre-school onwards while others had come from other government schools or non-government schools. In this school English lesson is taught for 3 hours and 25 minutes a week, each period is 25 minutes. Although 9 periods were allocated for Engli