research docx
TRANSCRIPT
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DECLARATION
I hereby declare that the work in this thesis is my own except for quotations and summaries
which have been duly acknowledged.
Date: 30/06/2010 Signature: ___________________________
Name: CLINT MALCOLM DE SOUZA
Matric No: 770919125927002
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HBEF 2503 KAEDAH PENYELIDIKAN DALAM PENDIDIKAN
TITLE OF RESEARCH:
INCREASING AND UPGRADING THE READING SKILLS AT
SK PEKAN PENSIANGAN
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ABSTRACT
Reading is the most important skills in all kind of learning subjects especially in the English
learning subjects. In order to read well in English, a person must mastered all the basics of
reading skills well starts from in Year One at the primary school. It is the most very important
skill in learning English. Failure to masters the skill will causes a person will be not able to read
and for the worse he/she also will be not able to answers any questions given to him/her. So in
this case, I ve carried a research at my school SK Pekan Pensiangan to study the level of the
pupil influences in reading. Based on the reading experiments that I ve done to 20 student s ages
from 8 to 12 years old (Year 2 until Year 6 ), I ve detected that 10 of them are not able to read
English at all. So, in order to overcome this problem , I ve done a research to gather more data
and information through my observations and tests (pre-test and pasca-test ). I ve tried to identify
the main problems that causing them to be so weak in reading and try to find the ways to
overcome and settle all the problems to increase the students reading skills. I hope all that I ve
done will able to help the students to masters the skills and able to compete with their friends inthe class. As a result, all the tests (pre-test and pasca-test) are very useful and showing a very
good improvements from the students.
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CHAPTER 1
RESEARCH PROBLEM
1.1 Background of the Research
Every time a reading teaching lesson being held in a classroom whether in the primary or
secondary schools or colleges, it must be expected as teaching learning lesson to gain new
knowledge for the students. As teachers, we suppose to teach our students with all our bests andexperiences so that they will receives all the lesson with self consciousness and positive attitudes
and use the knowledge that they had gain and use it for the right purposes in the future. But
sadly, most of the teachers on nowadays, always teaching lesson with only focusing on the
reading process elements or just concentrating on finishing the syllabus and not focusing on the
knowledge that students will gain. They are also doing their teaching with blur and meaningless
purposes to the students. To make it worst, some of the teachers teaching reading skills
mechanically and completely defend on the textbooks for their teaching lesson. This happens
because there are too many barriers in their teaching lesson. They should realize that knowledge
must come first in a teaching reading lesson and not the process.
Most of the teacher didn t realize the existences of the barriers. Teacher always teaching
reading lesson by reading from the textbooks and not making any adjustments to make it more
suitable to the student experiences and they doing this because of their experiences during their
school period in the past and they are copying and doing the exactly what their teachers have
done to them in the past. This kind of teaching causes teachers to teach technically and do not
dare to make any adjustments to their teaching.
In avoiding the teachers from being a story reader to their pupils, they must dare try to make
adjustments to their teaching methods and make their own decisions to decide their teaching
lesson according to the situations (students, teaching materials, objectives, methods and
themselves). An effort to do this is one more step to be a professional reading teacher and the
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real reading teacher is those whom gets education in reading knowledge and reading teaching
knowledge (for all teachers and not only the English teachers).
For an example of reading knowledge is when we read a book, we must know the writer
motives writing the book and it is to shares his/her knowledge with us as the reader and a
responsibility for us as a reader try to understand what is the writer is trying to shares. Reader
can do their own perceptions in the efforts to understand all the information in the book.
Basically, in order to gain information from the text, reader should be able to spot, use and
combine all the signs and words that been written by the writer with all the information that the
reader had experiences in the past about the same topic and knowledge about the reading
process. Reader must have abilities to make inferences to the meanings that the writer had
written in his/her book with he/she experiences.
One of the main factors that will enable the reading process to become a success activities is
the reader must have a positive attitudes. Second, the reading being done must be basis on the
abilities to understand about the concept mental processing. Concept processing can be done by
an efficient reader when he/she trying to making sense and understand from what he/she had
read from the book efficiently (metacognition process). Third, teacher also must have the
knowledge and abilities to carry out the correct reading process in he/her teaching reading
learning process.
Actually, we are teaching the students how to build their attitudes towards the contents of the
text during our teaching period. Teacher must be able to gain the students attentions
concentrating on how the writer tells his/her experiences, knowledge and opinions in his/her
book. The reader will be having a good connection with the writer when they have the same
attitudes and opinions, information process, contents build up, reading purposes and reading and
writing skills. This are strongly connected in the effort of building up experiences and skills to be
more efficient and success in reading.
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According to Staufier (1969) reading activities actually was also a thinking activity. Without
thinking during the reading, no one will able to read and understand the contents of a book.
Reading broadly and critically especially by reading the latest orderly reading substances, can
help to upgrade the reader abilities in thinking. But the spirit and loves in reading are becoming
rare in our own community in Malaysia and becoming a very big problem to us because not only
the students that being involved in this problem but the whole people at any ages in Malaysia.
Although, there are certain people that still loves to read but they often reads on social
magazines, entertainment magazines or cartoon magazines and all of this substances cannot and
will never generate our mind to think critical, creative and analytic. This symptom causesnegative effects to the people thinking skills and decreasing the thinking level in our society and
damaging our government efforts in existing the knowledge civilization.
Unesco (1983) also had admitted the importance of building up the reading habit among the
world people in their daily life. Teachers can take a part of this efforts by introducing and
explaining all the positive benefits and secrets through reading to the students. If a student losing
his/her interests in reading since in the class, he/she probably will never ever getting interested
and enjoyed reading after his/her school period. This will effecting the society very badly.
Most of the teachers realize the importance of reading in developing the students lesson but
not all of them realizes the correct ways and methods to helps their students and society to
increases their interests in reading and for the young, reading is not just for fun. During the
school epoch was the very suitable for someone getting interested and focusing on reading and
teachers are given the responsibilities to expand the knowledge, skills and positive attitudes
through reading in the students and the society.
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1.2 Statement of the Problems
The main problem to solve in this research is identifying the main causes of the reading skills
weakness at SK Pekan Pensiangan, Nabawan so that it can be avoided in order to produces
excellent students from the academic prospects and can competing in the society.
The communities at Pekan Pensiangan are 99% from the Murut tribe and on 2009 the school
had 205 pupils and 17 teachers including the headmaster. Overall, the students performances in
reading skills are in the medium level. This is because the number of students that passes in
monthly tests is very low every year. This scenario giving us the picture that students are in quite
difficult situation in achieving higher marks in the academics and the problems will keep
haunting the students even if they going into Form 1 classes . That s why most of the students
that scores low during the UPSR exam find it s difficult for them to compete with the other
students that scores high marks in the UPSR exam in their classes in Form 1. So on nowadays,
one of the challenges for the rural teachers is to increases the number of excellent students and
expanding reading skills among the pupils. No matter how sophisticated the technology grew in
the schools, nevertheless teaching learning lesson still depends on the teachers efficient andintelligences in teaching reading skills because reading is the very important skills in gaining
information at the school. Reading was the basis of academics development in all subjects at
school. Brisk and fluent in reading are also very important in this skill. A student will gain
his/her interests and information in reading if he/she can read briskly and fluently. A student also
will be a fluent reader if he/she is getting interested in the lesson he/she get through the reading.
According to Lunzer and Gardner (1979), explicit that most of the teaching reading lesson
was assume as the primary teachers duties even though we realize that reading skills are
acquired to be learn in secondary schools and colleges. During the primary school, students will
be introduce to the basic skills of reading, speaking, writing and listening that stressing on
expanding the interests to read and enjoying it through reciting, stories telling, dialogues and
acting.
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At the primary school also the skills will be expanded by using fun and enjoyable reading
materials. The primary teachers also can discuss and encouraging pupils to pick their own
reading materials freely and voluntary. So a formula or effort has to carry out in helping to
produces an excellent student that can compete in the society and in order of achieving it so the
main weakness must be identified and be demolished.
1.3 Conceptual Framework
There are three main problems that found in this research:-a. What kind of teaching learning strategies that been used in increasing the students reading
skills and how it been carried out.
b. How about the student perception towards the teaching skills that had been carried out.
c. How the English teachers perception about the reading skills that had been carried out.
1.4 Aim of the Research
The aim of this research is to study the weakness of reading skills at SK Pekan
Pensiangan, Nabawan. Main points of this research also are:-
a. Identifying the teaching learning strategies in the reading skills execution.
b. Observing the students perception towards the reading skills that been carried out.
c. Observing the English teachers perception about the reading skills that had been carried out.
1.5 Significance of the Research
According to Dr. Abd. Rahim Selamat (1991), knowledge culture is a life style of a
communities practicing a culture manner in together activities and knowledge processing. The
society had cultured the knowledge deeply, widely and entirely among the people and use the
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knowledge for peaceful, prosperous and perfectness in their living style. Students must be
manure the reading interest, searching for information, referring substances in the libraries and
do their own researches to build up their reading culture. Reading culture means existence of a
society that can achieve the highest level of truly interest and habit in reading. Encouraging the
reading and the reading culture, if it manure positively can be supports in the developments of
the country.
Reading culture also able to generate the society to become more active and solid from
the personalities, spiritually, progressive and matured in any actions. One of the major influences
on the student life is the school and of course teachers is very important and was the continual
forces in influencing the student developments. That s way a teacher also the person that
responsible directly to the formal reading. Teachers are the very suitable person to actuate the
reading culture among the students.
Teachers may not able to influence the book supplies out of the school but they may able
to make sure the reading substances at the school will be suitable for all kind of ages and fulfill
the readers reading appetites. So the teacher duty is to make sure the school libraries will be
always filled by all kinds of knowledge and sufficient numbers of books enough for everyone.
The sufficient numbers of books in the school libraries also will be a great motivation for the
reading developments. Besides that, any book sales, book exhibitions or book fiesta that
organizes by the school also can be helping in motivating the reading culture among the society.
As a fact, when someone have his/her own book that was a guarantee that he/she will read the
book and this is a very good starts in build up the reading culture. Teacher also must read a lot
than anyone else to maintain the knowledge level between them and their students and society.
1.6 Limitation of the Research
This research had been done at SK Pekan Pensiangan, Nabawan. This research can be
used by the other schools in Nabawan districts for their reading culture research because the
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education systems are centered to the same system (PPD Nabawan). For example, research using
the same sample that covered for the pupils that studying at SK Ulu Mosopoh, Nabawan that
include the same ages of student Year 2 until 6. The major communities is also Murut Tagol and
this research also for the benefits for all the schools in Nabawan districts.
1.7 Definition of Terms
In this research, there is certain terminologies used that specifically referring to this
research and every definitions is considered to be suitable for this research.
i. Reading
There are many definitions that given referring to the meaning of reading. Harris and Sipay
(1980) describe reading as a process to attain the meaningful interpretations about the printed
symbols. Kennedy (1981) reading is ones abilities to identify visual forms (graphics symbols or
forms that representing words or languages), connecting the forms with sounds or meanings that
already known and based on experiences in the past, his/her try to understand and interpret the
meanings. This two definitions is enough to explain to us that reading skills is a complex process
and require skills.
Based on all of reading definitions that she has studies, Marohaini Yusoff (1989) summarize
reading process as below.
a. Reading behavior is a complex behavior and cannot be seen. Reading behavior can only
shown through this two components of main skills that agreed in exist in reading skills,
identifying skill and understanding for what is been read skill.
b. Reading behavior should be able to produces comprehending beside identifying and pronouncing the words. To be a good reader, a person doesn t need to pronounce the
words correctly and fluently as long as he/she can understand the words he/she already
read.
c. While reading, ones need to think, feel and imagine what he/she been reading.
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ii. 3M
3M is the three basic skills, reading skills, reading skills and counting skills.
iii. Language
Language skills and communication is a pulse to students learning. A student are already
mastered the language basic skills if he/she can listens, speaks, reads, writes and be able to
interact with other persons. The ability to speak and communicate efficiently will be
increasing the students confidence in getting involves actively in the learning session. This
will be the basic learning for the rest of their life. Language component and communicationincluding Bahasa Melayu as national language and the first language in every schools in
Malaysia, Mandarin language as medium in the Chinese school, Tamil language as medium
in the Tamil school and English language as the second language. Main principal in teaching
language is integrating the four language skills, listening, speaking, reading and writing in
the subjects learned.
iv. School
According to Sharifah Alwiah (1985), school is an agency that had given the duty by the
society to teach socialization to the younger generation in multiple skills and values. School
also considered as an agency that focusing in all skills, teaching, knowledge and involves in
indoctrination the society values. Getting involves in the school life will reduces the
depending of the teenagers to their family besides building up new relation with the bigger
society around them.
1.8 Summary
Hopefully, this research can helps and contribute to the student increasing in the academic of
SK Pekan Pensiangan. May the outcomes of the research gives better and clear pictures to the
teachers, Nabawan Education Department and the Education Ministry about the sources of
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the reading skill weakness at SK Pekan Pensiangan. May the outcomes of this research can
be the guides among the teachers to improves and increase the reading skills at SK Pekan
Pensiangan.
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CHAPTER 2
LITERATURE REVIEW
2.1 Introduction
In order to enhance more knowledge, ones must read a lot of reading materials. Smith
(1971) states that, reading is a complex cognitive process. Readers are not only read with their
eyes sight but they are also using their mind and brain. An efficient reader getting involvedactively in reading process because he/she attempting to connect the text contents with the
previous knowledge in his/her minds. Previous knowledge also can helps in explaining the ideas
and information in the texts. If the personal previous knowledge is not enough or not related to
the information so he/she will confuse and spoil the comprehending.
Dallman (1982), reading as a process involving meaningful reaction to printed symbols
and Dechant (1974), decide s that reading is a process of language and communication. Reading
is a process where the reader are connected or communicate with the ideas. This is thecommunication between the readers and the author through the graphics symbols. Without the
readers, the communication through the printed materials will never happen. Reading seem as an
interaction between the author and readers. Reading needs impartation or message
communication and language system is a signals system to conveying the messages.
2.2 Related Literature
This chapter also known as observing literature because as we know, most of the
researchers studying the researches that done by the earlier researchers. Most of the researches
involved the process of identifying, searching and analyzing documents that contents the
information of research problems systematically. The example of the used documents is articles,
journals, dissertation, book, research report and electronic media. This chapter also divided into
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several sub-topics and there are 7 sub-topics that been presented and among it is introduction,
concept definition, theory, model, previous research, concept/theory draft and summary.
Concept means the foundation of a model and theory. Concept also a part of the research
problems. It s refers to the research problems, several concepts or key words had been chosen
that considered important for the research. Concept or keywords has been definite is to getting
further information and choosing the suitable model and theories. Definitions that being used
also can shows the concept being chosen are suitable.
Theory is an idea of phenomena that related to each another. Theory also can be used toelaborating phenomena that are difficult. Theory also is an idea on how an event can be related to
another event and how it works between the relations. Theory usually been used to elaborate an
event that related to each other whether from the causes or consequences of the event. Theory
also is a inductive method for scientific research.
Model used in a research based on the concept or key words that been definite. Based on
the definition, suitable model will be chosen to elaborate the research problems further. The
model that has being chosen usually taken and referred from the researches done by the previousresearchers.
Previous research was the researches that referred by the researchers to understanding the
history process that related to their research issues. With referring to the previous knowledge,
researcher also can evaluate and compare the opinions and ideas of the researchers of the same
topics. Sometimes the differences ideas between the previous researchers about the same topic
also can give the different perspectives to the new researchers.
Research drafts or research theory is a map to the research. Research drafts can make the
research much easier to be done. Through the drafts, readers can understand the connection
between a concept to another concept and the related theories to the concept that being studied.
Concept drafts is a phase where the concept changed from bigger scope of concept into more
specific and focusing to the concept.
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2.2.1 Cognitive Theory
In this research, cognitive theory has been used based on the three main perspectives
which is science cognitive, psychology cognitive and constructivism. Cognitive theory or
information/data processing theory are a theory that focusing to the process of the shown
behavior. The observed behavior changes will become as signs to what will be happen in the
student minds. This theory also explained that learning as a process that involves attainment and
reconstruction of the cognitive structures.
The cognitive sects believes that learning is an internal learning process that happensinside our minds and cannot being seen or predicted from only observing to our behaviors.
Cognitive psychologists such as Bruner and Piaget focusing their studies on miscellaneous kinds
of learning in problem solving process and literate according to the variety of ages and students
abilities. Their learning theories convergent on the learning methods such as literate thinking,
problem solving methods, discovering and categorizing. According to the theory, human have
cognitive structure and during the learning process, the brain will constructing all the information
gained inside the mind.
Intellect mature (mental), mental abilities define as evaluating senses abilities
(perception), ability constructing substances by not using the senses (imagination), ability to
remember things that happened/experienced (memory), and ability to summarize the experiences
gained or abstract. Intellect mature do esn t have their limits. I ts shows how the mental activities
developing, starts from the easy to the more complex mental process. Individual intellects
growing developments measured on the level of the mental developing progress. In the relation
of studying wills, any developing changes in the intellect efforts should be taken attentions. Even
though the intellect development is a continuous and stage by stage process but the processes
aren t the same to every student. Of course there is similar inclination among the students in
maturing process but the growing stages are always differentiating them. That s why those whom
are responsible doing the learning and teaching must takes attentions of the differences and think
carefully of this fact before planning and carrying out their teaching lesson. According to Gagne,
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information inside the mind will always being process and adapted when receiving new
information and this process named as learning process. Ausbel (1978), agreed with the theory
through his research and finds that if the learning gives effects to the learner so it will be easier
to be learned, memorized and connecting it with the existing schemas and more memorable
inside the mind. This is known as Science Cognitive.
2.2.2 Model
A model is a mental picture that helps us to understand something that cannot be seen or
facing it directly (Dorin, Demmin & Gabel, 1990).
Resources: Stufflebeam (1983)
Context
InputProcess
Product
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The model shown is the CIPP model and known as the Public Speaking by Stufflebeam. It
used in this research to identify the important matters that causing the weakness of reading skills
among the students.
In the first stage of the model is context assessment. This stage is focusing on identifying
the strengths and weakness of a matter (as a program or a human) for the improvement. In this
stage, the contexts will evaluating the needs, problems, assets and opportunities to helps
someone to achieve their purposes and missions of a program.
Second stage is input assessment. The main purpose of the second stage is to helpteachers to evaluate changes needed in a program. Different from the context assessment that
identifying changes that should be done, input assessment is to decide the best approaches that
should be taken. For example, the perceptions between the teachers and students about the
reading skills. Input assessment also important in constructing plans for a program. Besides that,
input assessment important for comparing the future programs with the previous programs that
been done before.
Assessment process is to evaluate the feedback of a program and planning and draftingthe program to ensure the program carry out in the exactly ways that we want it happens.
Assessment process needs an assessor to gets all the information to ensure the program goes on
as in the planning. The process that involving such as observing the student activities and
attending the meeting. This approach stage allows changes to be done on the middle of the
program progress to ensure the objectives and mission of the program accomplished.
The last stage in this model is the product assessment. The purpose is to measure,
interpret and ensure the effectiveness of the program. The important thing about the productassessment is its evaluating the effectiveness of the program and achieving the outcomes or
purposes of the program. In this research, the product assessment is the effectiveness of the
program that been prepared by the researchers especially to observe the perception of the
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students and teachers towards the execution of the reading program that already been prepared to
mastered the reading skills.
2.3 Related Research
Zainora Binti Mohd @ Man (2005), in her research title Increasing Year 5 Pupils
Reading Skills Through Reading Drillings With Using Word Cards at SK Merting, Jerantut,
Pahang Darul Makmur. The reflections of her research issues at SK Merting, Jerantut shows that
the results of the Bahasa Melayu examination paper wasn t at the satisfied level. Majority of the
class of Year 5 didn t reach the scho ol targets which was 80%. Moreover there are around 5% of
the pupil marks for the Bahasa Melayu examination paper is below 20 marks. The observation
result shows that most of the pupils aren t masters the read ing skills. This problem causes them
to unable to understand the questions needs and also causing them to answer the questions
without reading the questions. Based on her discussions with her colleagues, she found a lot of
weakness causes that been identified such as lack of reading, no encouragement to read from
their parents and lacks of internal motivation. Her research focus is to overcome her pupilweakness in reading skills.
Target group or respondents of the research are Year 5 which are 28 pupils but in her
research she involves only 6 pupils as respondents. This was the average students in all subjects
and very weak in reading. The involved instrument for this research was the pre-test and pasca-
test. The pre-test was been held on 10 May 2005 where the students was asked to read the given
words. On 11 May until 13 May 2005 action execution had been done. The pasca-test was held
on 14 May 2005. This instrument was been prepared based on her discussions with her colleagues.
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2.3.1 Action Executions
Based on the information and earlier research data that already carried out, the first action
been done is:-
Day 1 (10 May 2005)
To identify the weakness, pre-test has been distributed to the pupils. In the test, written 12 words
with 2-3 syllables. Pupils asked to read the words loudly and clear, one by one in secured room.
Most of the pupils cannot says the words fluently and only manage to spell one by one the
alphabets without knows the meanings.
Day 2-4 (11-13 May 2005)
Step 1
Teacher prepares syllable word cards that contents such as mem , ber , nya , tan and etc.
teacher shows the words to the pupils. Pupils spell and say the words given. All the pupils was
ensure to spell and say the words on the syllable word cards for 5 times for each of them.
Step 2
For the pupils that have been mastered the syllables, teacher guides the pupils with the second
ways where teacher combines the syllables with other word cards to form words. Pupils asked to
say the words combined loud and clear. This drill repeated 2-3 times until the pupils can say all
the words fluently.
Day 5 (14 May 2005)
Pupils are given pasca-test. This test was the same questions with the pre-test that been held
earlier. Pupils are given the same 12 words given in the earlier tests to evaluate whether the
action had been done before are effective or failure. In this test, all of the pupils can say the
words given fluently and correctly. To make it more fun for the pupils, IT resources also being
used. Teacher shows new words in a slide show and asks pupils try to read the new words. This
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is because the computer was new materials for the pupils and it more attractive with the colourful
words.
2.3.2 Tests Results
Pre-Test
Based on the pre-test that been carried out to identify the pupils weakness, pupils asked to read
the 12 words as in the illustration.
Table 1 : Pre-Test
Based on the table above shows that the pupils cannot says the words fluently.
Pasca-Test
This test being executions after all the pupils were guided by the teacher 3 days on the rows
drilling the pre-test words. Below are the results.
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Table 2 : Pasca-Test
Based on the pre and pasca tests the teacher knows that in the earlier her pupils cannot read all
the words given. After given drill exercises reading the syllable words, almost all the pupils can
says all the given words fluently especially the words in the two syllables only. This shows us
that the actions that been carried out are successfully done and achieving its goals.
Table 3 : Tests Results
In table 3 summarizes the results from the table 1 and table 2. According to the information, in
the earlier pre-test Arman Bin Sazali has scored 0% which he unable to say the 12 words given
fluently. However, after being taught and guided, drilling the 12 words using the syllable word
cards, he manages to say all the words given fluently 100% correct. For overall, 91.6% of the
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words are already mastered by the 6 pupils. This proves that this action research helps to
overcome the problems faced by the teachers.
Even though in the earlier pre-test pupils unable to read all the words given fluently but
its changes after the pupils are given supports and guides. This action proves that with the
continuous guides even the weakest pupils can develops successfully changing the reading level.
Pupils also will getting more fun and enjoy the lesson if the teacher gives attentions and focus to
them. Even though the teaching repeatedly continuously but the pupils will never lost their
interests because their fellow friends also are helping them.
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HBEF2503 KAEDAH PENYELIDIKANDALAM PENDIDIKAN
Clint Malcolm De Souza PAGE 23
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