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HBEF2503 KAEDAH PENYELIDIKANDALAM PENDIDIKAN

Clint Malcolm De Souza PAGE 1

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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REFERENCES

Awang Sariyan. (2004). Teras pendidikan bahasa Melayu: Asas pegangan guru. Bentong,

Pahang: PTS Publications Sdn. Bhd.

Kementerian Pelajaran Malaysia.Bahagian Perancangan dan Penyelidikan Dasar

Pendidikan.(2001). Kajian Pelaksanaan Program Pemulihan Khas Di Sekolah Rendah .Kuala

Lumpur:BPPDP

Pusat Perkembangan Kurikulum. (2000). Huraian Sukatan Pelajaran KBSR Bahasa Melayu

SK/SRK Tahun 1-6 . Kuala Lumpur: Kementerian Pendidikan Malaysia.

Rahmah Jantan, & Mahani Razali. (2002). Pelaksanaan pemulihan membaca oleh guru-guru

biasa dibeberapa buah sekolah di daerah Batang Padang. Dalam Prosiding Persidangan

Antarabangsa Bahasa Melayu ( m.s. 1-17). Beijing, China.

Yahya Othman. (2003). Mengajar membaca: Teori dan aplikasi. Bentong, Pahang: PTS

Publications Sdn. Bhd

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