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**NOTE** - has claimed original rights on the article "Teaching and Memorizing Vocabulary through Whole Word Approach in English" ... if there is a dispute on the originality of this article ... please contact us via our and supply our staff with the appropriate details of dispute (ie ).
Abstract
Vocabulary is recognized as a necessary part of [link widoczny dla zalogowanych] obtaining a better job and access to knowledge. People with vocabulary problems would find that their educational careers are imperiled due to the inability to visualize. Debates over the best approach to teaching early vocabulary have been going on since the 1960s. Two of the main approaches are the Phonics Approach and the Whole Word Approach. Research has shown that having a strong sense of phonics can aid students in their early reading and develop them into better readers. On the other hand, using the Whole Word Approach would lead to memorization vocabulary for the second language learner. Despite exposure to phonics in early reading, some students are left behind and still have vocabulary problems. Their inability to memorize would hamper them from doing well in their studies as they would encounter problems in every subject in their school. Based on this premise, it is deemed necessary to conduct a study that could explore the use of the Whole Word Approach on students with vocabulary problems. In this study, the subjects were made up of 60 girl students who were current participants in Hekmat Language Institute. The results indicated that the Whole Word Approach can be used as an effective method to overcome vocabulary problems, [link widoczny dla zalogowanych] especially among older students. Even though [link widoczny dla zalogowanych] the students did not progress at the same pace, they emerged from the study with the ability to read. Taking into account that no one method works and succeeds with all learners, the Whole Word Approach in using key words has succeeded to facilitate the students' memorization.
Keywords: Phonics Approach, Whole Word Approach, memorization, phonics
Introduction
An English teacher comes out from her classroom after two periods of teaching English to a class of Form One students. At the staff room she starts to grumble about the students who could not memorize in the class. Other teachers agree with her stating that the students only hinder the objectives of the lesson to be achieved. Apparently, it is a recurring problem that happened, not only among students of Form One but also among students of other forms in the school. Yet nothing is done and it seems as if the teacher hopes that with some sheer miracle, the students would somehow learn to memorize. This has been the normal scenario in school these days. No one wants to take the blame, not [link widoczny dla zalogowanych] even the parents. Learning to read is as complex a process as teaching beginners to read. Despite its difficulty, vocabulary is an important skill and it plays a role as the gateway to all other knowledge and opportunities. Vocabulary is the road to knowledge. Everywhere we go, there are signs that we need to read and interpret. Sometimes we need to memorize the labels on the bottles of medicine. In other words, vocabulary is a life support system as we need it for all kinds of purposes (Chitravelu, Sithamparam & Teh Soo Choon, 1999). The importance of vocabulary cannot be ignored. The ability to memorize is highly valued and is important for social and economic advancement. Hence, vocabulary is essential to success. There are many whose educational careers are imperiled due to the inability to read. For these groups of people, unless something is done, they are at a losing end as they would encounter problems in every subject in their school. If vocabulary can come easily to other students, then there is no reason why it cannot come easily to these students. What needs to be done is to find a way to help them.
In teaching a class with mixed ability students, a teacher has to be creative and sensitive to cater to the needs of the different learning styles of her students. Her task becomes even more demanding especially with the presence of those students who cannot memorize at all. This is where intervention program plays a very important role in every school. Having an intervention program in any school should be a relief for any teachers who face problems with students who are unable to memorize. This is because the presence of any students who are unable to memorize together with those who can memorize well in a particular class would certainly hamper the teacher from achieving his or her objectives. Nevertheless, not all intervention programs address the students' inability to memorize in English.
Statement of the problem
Every term when the examination results are announced, there seem to be some kind of improvement. Whether the improvement is significant or not depends on individual subjects and the results from the previous term. Despite the improvement, the level of English continues to be questioned. One of the main reasons for this is because students lack the ability to memorize fluently in English apart from their lack of proficiency in the language itself. Addressing the problems of students' inability to master the vocabulary and writing skills, Datuk Noh Omar admits that the current system cannot allow students, who have not mastered these skills to postpone their examinations. This is understandable because if students were given allowance, then other students might make excuses to delay themselves from sitting for the examinations. This in turn might lead to serious repercussions for their future. It is undeniable that learning a second language can be very difficult especially if learners are not motivated and they have a preconceived idea that learning English is not interesting at all. In addition, the learners' home, school and community environments also contribute to their lack of ability to memorize in English. There is also the question of aptitude and the different levels of acceptance and learning styles of each learner. Phonics might be useful to teach vocabulary to beginning learners, especially in terms of getting them familiar with the sounds of each letter but it might not be practical to use the same method to teach older children who have only a couple of years or so before they sit for examinations such as PMR and SPM. In addition, any teacher would find that having a student [link widoczny dla zalogowanych] who cannot memorize in English in class during her lesson could hamper her from achieving her learning objectives. At the same time these students need to catch up on their studies and do their assignments as part of their examinations. So, they need a program which can help them to read in a short period of time. Ignoring them and hoping that somehow they would catch up and be able to read like their fellow classmates is risky.
Objective of study
This study aims at achieving the following objectives:
(a) To find out the reaction students who have vocabulary problems towards the use of the Whole Word Approach.
(b) To evaluate the effectiveness of using the Whole Word Approach in teaching vocabulary to students who have vocabulary problems.
(c) To accomplish the task of exposing a method to help the Form One students to memorize in English.
Purpose of the study
The purpose of this study was to explore the possibility of using the Whole Word Approach to overcome the problem of vocabulary disability in English of students in a Hekmat Language Institute. This study is part of the institute's Intervention Program. It also sought to evaluate the use of the Whole Word Approach in teaching vocabulary in English to students who have vocabulary problems. The Whole Word Approach is also associated with the Look Say method. It is also known as 'sight method' or 'configurational vocabulary'. It is a method to teach vocabulary by introducing words to children as whole units without analysis of their subparts (Beck and Juel, 2002). It involves teaching children to sight memorize words and to be able to pronounce a whole word as a single unit. In this study, whether the students can pronounce the words accurately is not the major goal. What the researcher is interested in is to see if children can memorize at all through the Whole Word Approach given the limited period of time.
Research Questions
This study tried to answer the following questions:
How do the students react to the Whole Word Approach?
Can the Whole Word Approach be an effective tool to teach vocabulary to students who have vocabulary problems?
Significance of study
For some groups of secondary teachers, it is easy to put the [link widoczny dla zalogowanych] blame of their students' inability to memorize on the poor instruction that they received at the primary term level. The blame can conveniently be put on the primary term teachers. Rather than pointing fingers, this study hoped to find a solution to help those illiterate in English so that not only can the students memorize in English but also improve in other subjects taught in school. This is every teacher's and every institute's dream. Through this study it was also hoped that institute teachers, institute administrators and curriculum developers face the hard fact that institute students with vocabulary problems could not be neglected any longer. In addition, the intervention programs in institute have to be proactive and made to function in full sincerity. Furthermore, this study also hoped to be an eye opener to teachers that the students' performance in institute reflects our dedication in improving them, no matter how little we have done or how hard to do it. The students' improvement, no matter how small, would become a proof that we have tried our best.
LITERATURE REVIEW
Vocabulary is a very important skill as it is recognized as a necessary part of obtaining a better job and access to literature and knowledge. However, Vocabulary in a foreign language such as English might be a problem for some people. Snow, Burns and Griffin (2006) claim that there are three potential stumbling blocks in Vocabulary namely the difficulty in understanding and using the alphabetic principle, the failure to transfer the comprehension skills of spoken language to memorize and the lack of motivation and appreciation for memorizing. They further add that children who face early Vocabulary problem lack prior knowledge and relevant skills such as the ability to produce words, the ability to distinguish sounds, the ability to master the mechanics of memorizing and the ability to identify letters. This difficulty leads to low motivation and can be problematic for language teachers as "the motivation of needing to memorize is powerful" (Nuttal, C, 1996 : 3). Nevertheless in order to help children to memorize it is important to get them to utilize extensively. Nuttal further adds that the latter is the easiest and most effective way of improving the vocabulary skills. In this direction, The whole-word approach is a method to teach reading by introducing words to children as whole units without analysis of their subword parts. (Beck and Juel 2002) The whole-word method involves teaching children to "sight read words, that is, to be able to pronounce a whole word as a single unit.(Mayer 2003) Whole-word instruction involves associating word names with printed words. By repeated exposure to words, especially in meaningful contexts, it is expected that children will learn to memorize the words without any conscious attention to subword units. Hence, whole-word recognition, or the development of a whole-word vocabulary, is a goal of whole-word instruction. The idea behind this approach was that children could learn to recognize words through repeated exposure without direct attention to subword parts, unlike the phonics approach to reading. The whole-word concept is a whole to part method of teaching children to read, where as phonics is part to whole. In recent years, [link widoczny dla zalogowanych] the whole-word approach has been changed somewhat to the whole language philosophy. (Mayer 2003) The basic feature of whole language is the view that language is indeed whole and it is best learnt as a whole with meaningful and relevant text. It is to incorporate both reading and writing as a whole. Light (1980) did a longitudinal study of kindergartners learning to read with a whole-word approach compared to kindergartners learning to read with a phonic approach. The results indicate that the individualized development of a sight/whole-word vocabulary in kindergarten did have a positive effect on later reading achievement. But phonic skills development was not facilitated by the early reading instruction. This finding supports the view that phonic development is age-related. The whole-word approach was virtually unchallenged until 1955, when Rudolph Flesch, in his book Why Johnny Can't Read, vehemently attacked the approach and demanded a return to phonics. Although the general public and press reacted favorably to Flesch's book, it was rejected by reviewers in educational journals-chiefly because it took the form of a propagandistic argument that presented conclusions beyond what research evidence allowed. (Beck and Juel 2002). The Whole Word Approach is basically teaching children to recognize words in isolation from stories. Children are taught to read words as a whole rather than as a part. More than three decades of research with both normal and brain damaged children have resulted in this approach. Glen Doman (1989) is an advocate of this method of teaching ( He set up the first baby hot-housing program in USA in the 1960s. Hence, the Whole Word Approach has been in existence for a very long time.
Research related to Whole Word Approach
The whole word approach which has received many criticisms has also proven to be successful in terms of teaching reading to children with reading disabilities. A longitudinal study carried out by Light (1980) indicated that the individualized development of a sight vocabulary in kindergarten did have a positive effect on later reading achievement despite various claims which mentioned that using whole method can confuse them (Wren, S. 2003). The study which was carried out on kindergartners compared the effects of learning to read using the Phonics Approach and the Whole Word Approach. The study further revealed that phonic-development is age-related.
Research supporting the Reading Success Lab approach (2006) to reading disability intervention has shown that children with reading difficulties, including severe dyslexia can learn a large sight vocabulary. This study shows that sight vocabulary or sight reading is a suitable approach to teach children with reading disabilities. Hence, claims that sight reading is not a suitable method can be put aside. The Reading Success Lab approach (2004) to reading intervention led by Dr. James Mike Royer directly teaches rapid word identification without using phonics-based reading intervention strategy. The Reading Success Lab, which is dedicated in carrying out research on reading and producing reading-related materials, has also created the Skill Builder Module which focuses on sight vocabulary. Up to this point researchers still argue as to which approach is more reliable in teaching reading. Even though the whole word method has also proven that its approach works, proponents of the phonics claim that learners who learn by this method are denied a full opportunity to read (Groff, 2003). They further argued that even if the learners can read, their ability would not last long as reading by sight or whole word depends very much on memory and the limited vocabulary that they have learned.
RESEARCH METHODOLOGY
This study is descriptive in nature and it uses a single subject design which utilizes participant observation as the method. Since this study used the participant observation method, samples would also be addressed hereon as the participants. An observation is a process of gathering open-ended, first hand information by observing people and places at a research site. This method was chosen as it gave the researcher the opportunity to record information as it occurred. Researchers who have used this method in their studies [link widoczny dla zalogowanych] include Frank Hamilton Cushing in his study of the Zumi Indians in the late 19th century and studies of non-western societies by Brownislow Malinowski, Edward Evans-Pritchard and Margaret Mead in the first half of the 20th century ( This method is the principal approach to ethnographic research. Creswell (2005) also stated that as a participant observer, the researcher was involved in activities at research sites. He further added that "it offers an excellent opportunity to see experiences from views of the participant" (Creswell, 2006: 211). In this study, the choice of participant observation as a method was necessary and relevant as the researcher was directly involved in the study as she needed to tutor the participants. This study focused on Form of the students who could not read in English. In order to help them to overcome this problem, the Whole Word Approach was utilized. Before the study went into action, a preliminary study, which will be described later, was carried out. This was followed by a screening test to determine the samples. Data was collected through fieldwork. The instruments used included reading key words and minimal pairs, observation form, interview and video recording. Once all the data was collected, they were analyzed qualitatively.
Participants
The 60 elementary EFL learners with the range of 8-10 studying English at Hekmat Language Institute served as a subject were volunteers from first level of learning English (Get ready). The reason for selecting these participants was mainly related to their age, since EFL students with this age range seem to be a better choice for investigating on "Whole word". The reason is that learners at this age range are more likely to be influenced by the vocabulary points and structure of English language. The participants, who had enrolled in Hekmat classes in the spring 2012, attended the class on Tuesday and Thursday. The participants took the TOEFL Barron test (2006), being a reliable and valid test to become homogenous as elementary learners of English language. These participants included two intact classes from Hekmat, each consisting of 30 homogenous girl learners. Two classes were assigned as experimental group and the other as control group. For their participation, these EFL learners receive points towards their mid and final grade. The teacher, by participating in the experiment, also earned points for his final grade. The teacher was familiar with the content of instructional materials from previous course work in English teaching and education. The two groups of level 1 vocabulary (Get ready) students were used for a total of two classes over an 11 week period. As in many true-experimental studies, the group was naturally assembled through their class sections. It is important to ensure that the two groups were at a similar proficiency level in order to minimize any effects resulting from differential proficiency level. Two weeks before the treatment, a pretest consisting of 30 multiple-choice tests was conducted [link widoczny dla zalogowanych] to ensure that they were more or less at the same proficiency level. The results of the pretest show that the mean averages of the subjects' grades on the pretest were very similar. The results show that there was no statistically significance difference at the P<.05 level in score for the two groups.
Instrument
This study made use of the Whole Word Approach whereby participants were exposed to sight words. The instruments used in this study were:
(a) Screening test adapted from Miller Word Identification Assessment
(b) Reading observation form
(e) Minimal pairs on flash cards
Screening test adapted from (MWIA)
The first instrument used in this study was the Miller's Word [link widoczny dla zalogowanych] Identification Assessment. It originally consisted of two lists which were found in the same sheet of assessment, each list consisting 44 words. The test was used to compare the child's ability to pronounce the words in two lists. Based on this test, the first list was said to be drawn from popular children' book and the second list was drawn from Why Johnny Can't Read by Rudolf Fleisch. The [link widoczny dla zalogowanych] difference is that words in the first list are familiar words whereas those in the second list are unfamiliar to most children.
Reading Observation Form
The Reading Observation Form was used as part of the students' reading evaluation. It consisted of the following features.
a. name of the participant
b. the name of the text
c. the number of reading words
d. the level of the book
Besides this, there were four columns found in the form. The contents of these columns were as follows:
a. the page numbers for the description of each page
b. sentences found on each page
c. errors made by the participants
d. words that were self-corrected by the participants.
Flash cards on minimal pairs
The next instrument used was the minimal pairs which were written on flash cards. Minimal pairs were words whose pronunciation differs at only one segment and have a distinct meaning. It was often used in listening text and pronunciation exercises. Ten words taken from the list of key words were chosen to be tested for the activity on minimal pairs. This meant that there were thirty pairs of words altogether. Other features of the flash cards included:
a. handwritten with red markers
b. 2" by 3"
c. on white cards sized of an A4 paper
Procedure of the research
Preliminary study
Before the instruments were prepared, a preliminary study was carried out. The preliminary study was necessary to find out if the researcher's assumptions were true that a problem genuinely existed in terms of early reading. She also wanted to find out whether the way each teacher approached reading might have contributed to the reading disability of their students. The study was also used to find out the extent of the use of phonics by the teachers. The targeted Primary One teachers were English teachers. It was necessary to ask the opinion of teachers from the feeder institute to find out how they had been teaching reading to their students at the initial stage of reading.
Piloting the instruments
Results of the preliminary study were also used to prepare the instruments before they were piloted. Only instruments developed by the researcher were pilot tested. At the same time the books stressed on key words and had repetitive storyline. Hence, they were relevant and reliable for this study. The pilot test involved instruments such as the Word Identification Assessment, flash cards on minimal pairs and key words in card.
Word Identification Assessment
After the pilot test, it was found that 44 words for each list were too many. Because of this, too much time was used up for the screening test. Hence the words were reduced to only 15. In addition, numbers were put before each word so that students would read the words in the sequence given. This was decided after the researcher found that the students tend to wait to be told as to which word to read next. Therefore, numbers were added for purpose of uniformity as well as for the researcher's ease in marking words that are problematic for the students. Based on MWIA, scoring for students was done by calculating the words per minute based on the formula given. For the purpose of this test, the researcher did not carry out the calculations as done by Miller. This was because, according to Miller, students tend to read the familiar words faster. This was found not to be true as students who read fast do not necessarily mean that they were fluent readers. Rather, they simply read the word regardless of whether they were right or wrong.
Data Analysis
The purpose of the study was to investigate whether a [link widoczny dla zalogowanych] form-focused collaborative task such as whole word approach when carried out with Iranian EFL learners in Hekmat Language Institute affected their memorization and reading of the word either immediately after the completion of whole word process or at a later stage. This research aimed at understanding whether whole word, done in pairs would direct EFL learners to focus on form and then achieve better performance on tests than those who didn't participate in whole word method. More precisely, one research question was addressed by this study:
Can the Whole Word Approach be an effective tool to teach vocabulary to students who have vocabulary problems?
Data was collected over an 11 week period in two classes, showing two conditions: Group A known as Control Group (n=30) did traditional exercises only, Group B known as Experimental Group (n=30) did reading exercises with whole word method in pairs. All EFL learners completed the pretest and posttest. The score retrieved from the treatment period, the pretest and posttest were utilized for juxtaposing the differences between the two groups to see whether or not there was a significant between treatment and control groups. Statistical computations were conducted using the Statistical Package for Social Science (SPSS) 11 for Windows. The alpha-level of significance p<0.05 was used through out the study which is generally accepted standard for all statistical analyses. Mean score differences were considered significant whenever the p-value obtained in the collection were less than α=0.05.
Below is a presentation of all the descriptive statistics measured for the posttests of Control group and Experimental group. Pre-and-posttest means for each group are summarized below:
Descriptive statistics for the pretest and posttest of Control and Experimental groups (out of 10) (Fig.4.2)
Control Group (n=30) Experimental Group (n=30)
Pretest
Mean6.707.30
Standard Deviation2.801.70
Posttest
Mean 6.838.20
Standard Deviation1.621.57
Subject in Control group, who did traditional exercises, had an over all mean change of 0.13. As for Experimental group, subject in Experimental group, who did whole word task in pairs had an over all mean change of 0.90. Although the improvement in performance from the pretest to the posttest for all groups is evident, what still remained to be seen is whether the differences between [link widoczny dla zalogowanych] the pretest and the posttest for the group were signified to the different to the post lessen practice methods. Therefore, additional statistical analyses were directed; this was achieved via paired-sample t-test which juxtaposed the mean score of the posttest with that of the pretest at the beginning of the experiment.
Pre-post test paired-sample t-test result within Control group and Experimental group (Fig.4.3)
t df Sig. (2.tailed)
Control group-1.37 290.426
Experimental group -2.68 29 0.000
*Significant at α= 0.05

DISCUSSION OF RESULTS
Generally, all the participants gained achievement in their reading in English. Despite the difference in the degree of achievement, all of them were able to read at least one book at the end of the study. There were also discrepancies detected in terms of the students' reading. Participant No. 1, [link widoczny dla zalogowanych] for example could read all the minimal pairs correctly. One reason why students could not read certain words even after exposure to key words might be due to their anxiety and the degree of memorization. Smith (1978) in commenting about memorization and anxiety stated that "readers who are afraid of making a mistake as they read will overload short term memory and confuse themselves," (pg. 4 Cool

. On the other hand, "readers who try to cram too much in long term memory will not only find that they have nothing to remember for their efforts, but also succeed in transmuting sense into nonsense in the process" (pg. 4 Cool

. In addition, the results have also shown that the Whole Word Approach can be used as an effective tool to teach reading to Form One students with reading problems. Even though not all the students could finish reading all the three books, they were able to improve their readings. As mentioned earlier, ability to finish reading all the three books was not compulsory. Rather, it was their ability to read that was taken into account.
CONCLUSIONS
Based on the conclusions, below are some recommendations of using the Whole Word Approach in teaching reading to students' with reading problems.
To ensure the students' progress in reading, continuous effort and constant monitoring are necessary.
Students should be made to write the words that they have problem in, soon after the reading of key words, to eliminate future problem when encountering with the same words.
As reading minimal pairs is not necessarily a predictor of a student's ability to develop phonics, try asking them to come up with the words that rhyme instead. This way, we would be certain that the students can identify the similarity in sounds as they can come up with the words themselves.
The Whole Word Approach has been found to have a considerable impact on the students' reading. Extrapolating from this, teachers who are still trying to find a way to help students in their intervention program to read can apply this approach. Even teachers who are teaching students in a normal lesson can use this approach by introducing key words before they move on to the main teaching lesson. This way, the teacher can eliminate any failure of identifying the word in the learning process. This study has been quite brief due to the time factor. A longer period might have provided substantial results to the usage of the Whole Word Approach. Due to the limited time factor, some participants might not have had enough time to develop and improve on their true potential in reading. Hence, the researcher suggests that a longitudinal study be carried out using the Whole Word Approach to overcome reading problem among students.
REFERENCES
Beck, I.L & Juel, C. (2002). The role of decoding in learning to read. Scholastic red. In WikEd.
Doman, G. Education for the 21st century. Retrieved on 17.07.06 from
Doman, G. (1989). How To teach your Baby to Read. Philadelphia. [link widoczny dla zalogowanych] The Baby Press.
Groff, P. (2003). Will research-based reading instruction prevail? In Shapiro M,H. (2003) Irrelevant Commentary on the state of education in America today.
Light, M.C. (1980). A longitudinal study of effects of a kindergarten reading programme. Digital Dissertations. In WikEd.
Nuttal, C. (1996). Teaching reading skills in a foreign language. New ed. Great Britain. Heinemann.
Snow, L.E., Burns, M.S and Griffin, P. (2000). Helping children with reading difficulties in Grades 1 to 3. Part III. In Preventing reading difficulties in young children. National Research Council.
Wren, S. (2003). Reading and the three cueing systems. Regional Educational Laboratory, Southwest Educational Development Laboratory.
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Teaching and Memorizing Vocabulary through Whole Word Approach in EnglishArticle Summary: Vocabulary is recognized as a necessary part of obtaining a better job and access to knowledge. People with vocabulary problems would find that their educational careers are imperiled due to the inability to visualize. Debates over the best approach to teaching early vocabulary have been going on since the 1960s. Two of the main approaches are the Phonics Approach and the Whole Word Approach. Research has shown that having a strong sense of phonics can aid students in their early reading and develop them into better readers.

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