Professional Documents
Culture Documents
Prepared by:
KHOR SUE SUE
J43585
January 2015
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CHAPTER 1
OVERVIEW
1.0 Introduction
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in which the language skills are taught separately on different days and lessons. In other
words, the first lesson would allow teachers to teach listening and speaking skills, the
second lesson would be spent on teaching reading skills, teaching writing skills in the
fourth lesson, the teaching of grammar on the fifth day, and language arts is conducted
in the final lesson. However, grammar is taught to the primary school pupils when only
they are in Year 3.
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Brown and Priyanvada (2010) mention that reading comprehension is the most common
and oldest technique used in teaching reading skills. In the Malaysian primary school
context, this type of reading skills is still widely practiced, and has become the most
significant technique to gauge pupils ability in understanding English language.
There are a number of crucial factors that contribute the pupils failure in
acquiring the reading comprehension skill. It is apparent that the most common and
plausible reason for this phenomenon to occur is the pupils lack of vocabulary. Pupils
are not able to answer comprehension questions because they do not have sufficient
vocabulary to assist them in completing the reading task. As suggested by Nesamalar,
Saratha and Teh (2005), reading a text will not be a successful and meaningful
instructional activity if pupils are not able to understand the meaning or message that
the words are intended to carry.
In recent years there has been a resurgence of interest in the role of vocabulary
knowledge on the acquiPupil Con of reading skills.....
In conjunction with the above statement, Brown (2007) also states that the
research on reading ones second language has become the interest of the second
language specialists ever since after the writing of article by Kenneth Goodman in 1970
and other subsequent works. He further claims that there is a strong relationship
between the vocabulary knowledge and the subsequent reading ability.
Pertaining to this issue, pupils in Malaysian primary schools have not acquired
the reading skills, particularly reading comprehension, simply because of the lack of
vocabulary. Channel (1988, as cited in Nesamalar et al., 2005) proposes that learners
will merely acquire a new vocabulary item if they can identify its meaning in both in
and out of context it is being used. Moreover, learners should also be able to use the
vocabulary appropriately and naturally.
Thus, in the pursuit of completing this action research, this aspect of reading has
become significant to be studied. An interesting approach which can be used is the
Interactive Reading Texts. Studies have shown that this method is effective as the
vocabulary will be learned in context and not in isolation.
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1.2 Research Questions
Due to the issue that I have mentioned above, I believe that it was worth
investigating the difficulties faced by Year 3 pupils in reading comprehension and
subsequently, suggested a possible way to overcome it. Therefore, this action research
attempted to answer the following research questions. The questions were:
RQ1: What are the reading comprehension areas that Year 3 Dedikasi pupils have
difficulty in?
RQ2: How can Interactive Reading Text help to enhance the ability of Year 3 Dedikasi
pupils in answering reading comprehension questions?
In conjuction with the research questions posed, this action research also
intended to fulfil the following objectives:
RO1: To find out the reading comprehension areas that Year 3 Dedikasi pupils have
difficulty in.
RO2: To determine whether Interactive Reading Text can help to enhance the ability of
Year 3 Dedikasi pupils in answering reading comprehension questions.
This study would mainly benefit the English language teachers who are teaching,
particularly Year 3 pupils and generally, Level 1 pupils in primary schools. The
intervention planned to overcome problems in reading comprehension might spark and
initiate the idea to invent and produce more interesting teaching aids to assist pupils.
Further, the Year 3 pupils would also enjoy the benefit of acquiring reading
comprehension skills better from the use of interactive reading texts. On top of that,
these pupils were able to overcome problems faced in reading comprehension.
1.5 Scope of the Study
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This action research was conducted in the USJ 20 National Primary School
(Sekolah Kebangsaan USJ 20) with Level 1 pupils, specifically the Year 3 Dedikasi
pupils.
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The research report mainly consists of five different chapters. The first chapter
entails The Introduction which essentially comprises the eight sub-topics. Among them
are the statement of problem, research questions and objectives, significance of the
study, scope, and definitions of some related terminologies.
In addition, Chapter 2 consists of the review of relevant literature in which it
discusses the past researches pertaining to the topic under study, and the theoretical
aspects of the subject matter. Meanwhile Chapter 3 explains how the data are collected
and analysed, sampling, and design. Chapter 4 would provide thorough explanation of
the findings of the study, and Chapter 5 would discuss and elaborate the conclusions and
recommendations for further research.
To enlighten the crucial terminology used in this action research, I will provide
some definitions related to the context of the study.
Reading
Reading is not simply the ability to sound the words printed on a page
(Nesamalar et. al., 2005, p.86). It also involves the ability to make out the reading texts
meaningful and comprehensible. Furthermore, reading would entail the knowledge of
certain conventions, understanding the meaning or message the words carry,
understanding the language in which it is written, utilizing previous knowledge, and
many more.
Reading Comprehension
Nunan (1999, as cited in Parilah, 2004) defines reading comprehension as a
complex process of obtaining information and reconstructing meaning (p.52). He
proposes the two views of reading comprehension, that is, a process of decoding written
symbols, and a process of reconstructing meaning. Thus, it is deemed important for the
teachers to provide comprehensible input to the pupils. Krashen (1987) emphasises on
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the necessity of providing comprehensible input to pupils regardless any teaching
methods utilised by teachers in the second language classrooms.
Vocabulary
Nesamalar et al. (2005) connote vocabulary as the words which make up a
language. Similarly, vocabulary is defined as a store of words which is to be possessed
and treasured by every civilised race and culture. Nesamalar et al. (2005) also categorise
words into main groups, that is, content words and function words. Content words are
words that normally describe nouns, verbs, adjectives and adverbs. While, function
words are words such as articles, conjunctions and prepositions.
Interactive Reading
According to Walker (1989), interactive reading covers four aspects that define
reading as an active thinking process: reader-based inferencing and text-based
inferencing, elaborating what and how readers read, monitoring the understanding to see
if it makes sense, and using situational context to focus purposes and attitude towards
the literary event. At this juncture, interactive reading can be seen as readers using the
textual information to construct meaning (Walker, 1989). Thus, readers are encouraged
to make sense the reading texts by obtaining assistance from the reading source, which
is the computer as the medium.
CHAPTER 2
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LITERATURE REVIEW
2.0 Introduction
This chapter is a review of research and literature regarding how effective using the
interactive reading texts to improve pupils reading comprehension skills. This chapter
begins with the explanation of concept and theory of reading in the classroom. Then, it
discusses the previous studies conducted by some researchers in the field.
Rigg (1981, as cited in Carell and Eisterhold, 1983) asserts that the Language
Experience Approach (LEA) is an excellent way to control vocabulary in any reading
texts to enhance reading comprehension skills among the second language learners.
Krashen (1981, as cited in Carell and Eisterhold, 1983) argues that narrow reading can
also be practiced by teachers to help pupils understand the texts better. Krashen then
defines narrow reading as reading material that is confined to a single topic or to the
texts written by a single author.
However, as far as this action research is concerned, the focus is solely made on
the pupils knowledge in vocabulary and its role to enable pupils to acquire reading
skills. Similarly, these findings are somehow interrelated as they provide some insights
into the acquisition of reading skills among the pupils as the second language learners.
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Horn and Feng (2012) claim that vocabulary instruction is critical for pupils to develop
and master reading comprehension.
Toriyama (1993, as cited in Parilah, 2004) argues that reading comprehension
encompasses various strategies, such as inferring, keyword method, grouping,
resourcing, transfer, elaboration, imagery and deduction. These strategies would help
pupils to acquire reading comprehension if teachers know how to adopt, and use them
skillfully. For an example, if the teacher has adopted the Grammar-translation method in
the teaching of reading, the keyword method can simply be used in a way that the
vocabulary or words introduced are presented in the form of a bilingual list (Krashen,
1987). This means that translation is always being an option to teaching reading
comprehension.
Nesamalar et al. (2005) elaborate on the use of visual techniques in helping
pupils to enhance their reading comprehension. Concrete items of vocabulary such as
objects, animals, plants, and any other areas of vocabulary including festivals and
occupations can be the effective teaching aids. These items can be in the forms of
drawings, pictures, charts, diagrams, and even relia. Generally, visuals are profoundly
effective in conveying meaning. They are also the interesting stimuli for various
language instructional activities.
Recently, many studies have been conducted to investigate the problems faced
by second language learners of English in reading comprehension. Tariq (2013)
conducted a one-year long study to investigate and find out which two methods of
teaching reading comprehension skills, an instructor-led class or Computer Assisted
Language Learning (CALL), helped pupils to enhance their reading skills. By adopting
an experimental research method, he randomly divided the pupils into two different
groups, that is, the control group and the experimental group. Both groups received the
total of 24 reading lessons using the assigned methods respectively. His findings of the
study proved that CALL was 35% more effective than the traditional instructor-led
class.
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Mott, Benus and Neal (2005) examined the use of visual elements, such as
pictures, graphic organisers, and digital audio-video, to supplement the reading texts in
enhancing pupils understanding of reading texts. These visual elements were
intertwined with the Touch-User-Interface (TUI) paper-to-digital content books. Armed
with the belief that these visual elements assisted pupils in reading comprehension
skills, they proved that the TUI gadget managed to improve further pupils ability to
understand the reading texts.
According to Zugel (2009), the pupils diverse reading levels have created a
challenge to teachers. Thus, teachers need to deal with the disparities in pupils reading
abilities by searching for the most effective and efficient strategies to ensure that the
majority of pupils in a classroom are at par in terms of their reading fluency on
comprehension. He also suggests that the goal of reading is comprehension, or
understanding the reading materials. Zugel (2009) conducted a survey on the
effectiveness of repeated readings in enhancing pupils reading fluency. Repeated
reading is to allow pupils to practice reading for the aim of improving reading fluency
among them. It is also increasing the reading speed.
Horn and Feng (2012) investigated the effect of directed vocabulary on
improving pupils vocabulary acquisition and reading comprehension. For this research,
a quasi-experimental design was used. The research attempted to identify if there was a
benefit to teaching content vocabulary related to the reading of a text selection to
enhance reading comprehension in pupils. One group of pupils used vocabulary
acquisition strategies before, during, and after reading and a second group was given the
reading without any focus on any content specific words. However, the researchers
found out that there was no significant differences between the two groups.
CHAPTER 3
RESEARCH METHODOLOGY
3.0 Introduction
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Chapter 3 essentially discusses the research methodology. It comprises the research
design, the selected population and sampling, instrumentation, and the research
procedure. These items are going to be elaborated and explained respectively. These
enlighten on how the research is conducted.
This study employed an action research model. Particularly, the Kemmis &
McTaggarts spiral model proposed in 2005 (Kemmis & McTaggart, 2005) was going to
be used. Kemmis and McTaggart suggest a spiral model comprising four steps:
planning, acting, observing and reflecting (Figure 3.1). They also assert that these four
steps are overlapping, responsive and flexible in which researchers may initially begin
with reflecting instead of planning, and vice versa.
Since the action research is one common of the types of qualitative research, the
sampling procedure is essentially purposeful sampling (Lodico, Spaulding and Voegtle,
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2006). This purposeful sampling is simply adopted as it yields the data on the central
issue of this action research (Patto, 1990, as cited in Lodico et. al., 2006). Moreover, the
purposeful sampling allows the researchers to have information-rich cases for the
purpose of study in depth (Lodico et. al. 2006).
Therefore, to carry out the study, the non-random sampling was adopted where
the purposive sampling was specifically employed. Thus, a class of Year 3 was selected.
This was done because it was convenient for the researcher as the researcher was
teaching the English language subject to the Year 3 Dedikasi pupils. Table 3.1 shows
the enrolment of the Year 3 Dedikasi pupils according to the gender:
The purposive sampling was used as the researcher had to identify the pupils
who were having problems in reading comprehension. In other words, these pupils were
identified with having difficulties in acquiring reading comprehension skills through the
use of several well-designed instruments. These instruments provided evidence for the
selection.
3.3.1 Tasksheet 1
Tasksheet 1 (APPENDIX I) was distributed to Year 3 Dedikasi pupils to
obtain the preliminary data. The task was to answer five comprehension questions
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based on a reading text. The tasksheet consisted of the reading text entitled
Frogs. Following the text, the researcher intentionally asked the pupils to answer
five reading comprehension questions as stated in the learning outcomes. After
marking the tasksheet, the researcher chose the Year 3 Dedikasi pupils who did
not perform well in the task assigned. Tasksheet 1 completed by these selected
pupils were further looked into to find out the actual reading comprehension
problems faced by them.
3.3.2 Tasksheet 2
To triangulate the preliminary data, Tasksheet 2 (APPENDIX II) was
distributed to the chosen participants. Likewise, Tasksheet 2 consisted of the
similar task assigned in Tasksheet 1, but this time, the participants had to read a
text about an octopus. Following the text were five reading comprehension
questions to be answered. The similarity of both tasksheets was to ensure that the
problems faced by the participants were genuine.
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overcome reading comprehension difficulties. Table 3.2 below is the descriptions
of the Interactive Reading Texts:
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3.3.6 Observation
While conducting the intervention to each participant, the researcher
employed an observation instrument (APPENDIX VI) to observe the
participants instructional behaviour, and how they reacted to the intervention
instruments. This was really important to foresee the improvement made, if any,
by the participants in overcoming the reading comprehension, specifically the
vocabulary problems. As suggested by Lodico et. al. (2006), the observation
would produce accurate, unbiased, and richly detailed information (p. 117) of
the study.
3.3.7 Checklist
A checklist (APPENDIX VII) was used to calculate the frequency of
mistakes made by the participants in answering all the tasksheets given to them,
beginning from obtaining the preliminary data to the intervention session. Using
the checklist, the number of mistakes was compared to determine the progress
made by the participants. By doing so, another triangulation of data was relatively
made.
To obtain the post data, Tasksheet 4 (APPENDIX VIII) was used and this
tasksheet was similar to the previous tasksheets given to the pupils throughout the
previous stages of this action research. Tasksheet 4 contained a reading text,
followed by five comprehension questions. It was also prepared in the MO Excel
2007 format.
3.3.9 Observation
Another instrument used was the observation (APPENDIX IX). This
observation instrument was designed to basically find out the improvements made
by the participants while they were attempting to the given task. The areas that the
researcher looked into were the time taken to complete the reading
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comprehension task, the difficulties, if any, they would encounter, the
instructional behaviour of the participants, and other relevant issues.
This action research was adopting the Kemmis & McTaggarts model in which
the study began with the reflection done by the teacher. The reflection was done based
on the lesson conducted to the Year 3 Dedikasi pupils on the theme of animals. Then,
the similar task sheet given to the pupils to assess them was analysed to find out their
weaknesses in reading comprehension skills.
The second step was to plan the suitable intervention to overcome the pupils
problems in that particular area. The instruments were devised to help the pupils to
solve their learning difficulty. The researcher carried out the devised plan and then,
observed whether the intervention managed to assist the pupils or not.
This model allowed the researcher to repeat the cycle by revising the plan,
taking action and observing the result, and finally doing the reflection, if necessary.
CHAPTER 4
DISCUSSION AND CONCLUSION
4.0 Introduction
In this chapter, the data yielded are explained in the pursuit of providing answers to the
issues under investigation. Therefore, the two respective research questions are
purposely answered and explained. At this point, it is believed that the findings of the
action research would render some implications on the interest of the educational
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phenomenon identified, that is, the problems faced by Year 3 pupils in reading
comprehension. On top of that, Chapter 4 is written to provide understanding of the
phenomenon and some conclusions can possibly be retrieved to shed light on the matter.
Basically, I have indicated that the mistakes made on items a), b), d) and f)
showed that the pupils were careless in answering the reading comprehension
questions. In contrast, if the pupils committed items other than the mentioned
above, it was proven that the pupils did not have the understanding of what they
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were supposed to answer. Similarly, they did not acquire the necessary skills in
answering reading comprehension questions. The former mistakes were not
extremely serious as compared to the latter because the mistakes made on items
a), b) , d) and f) indicates the pupils carelessness when they were copying the
words or phrases in answering the reading comprehension questions given to
them. On the other hand, the mistakes made on items other than the ones
mentioned previously clearly showed that the pupils did not comprehend the
questions asked or they did not know the answers.
4.1.2 The Findings for the Preliminary, Intervention and Post Data
As mentioned previously, there were five pupils chosen to participate in
this study. These pupils were labeled as Pupil A, Pupil B, Pupil C, Pupil D
and Pupil E. To provide better picture of these participants problems and
achievements in enhancing their ability to answer the reading comprehension
questions, the findings of the study are discussed individually:
a) Pupil A
Table 4.1 The tally sheet to show the mistakes made by Pupil A
Aspect of Tasksheet Tasksheet
Tasksheet 1 Tasksheet 2 Tasksheet 4
English 3a 3b
Lower &
I I I
upper case
Spelling I II
Pronoun
Singular /
plural verbs
Lifting I I
Omission I
Sentence I
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structure
Incomprehe
nsible I I I
answer
Not
understand III IIII
the question
Table 4.1 shows that Pupil A initially made mistakes in two aspects or
areas of English in Tasksheet 1 given to all Year 3 Dedikasi pupils. Based on the
document analysis done on the tasksheet, the areas were the sentence structure
and not understanding the questions. One mistake was done in the sentence
structure, and three mistakes were made due to lack of understanding the
questions. Similarly, four mistakes were made in the same area, that is, not
understanding the questions given after Pupil A attempted Tasksheet 2, and this
strongly suggests that the participant failed to understand the questions given.
When asked in the interview, Pupil A agreed that he did not know to answer the
questions in both Tasksheets 1 and 2:
Teacher: Ok, adakah Pupil A tahu bagaimana nak menjawab soalan yang
diberikan dalam lembaran kerja ini?
(Ok, did you know how to answer the questions given in these
tasksheets?)
Pupil A Tahu.
(Yes.)
Teacher: Tahu semua? Ke tahu sesetengah je?
(Did you know all? Or only half of them?)
Pupil A Em... (Nodding his head)
Teacher: Tak. Tahu ke tak nak menjawab soalan ini? Ya atau tidak?
(No. Did you know how to answer these questions? Yes or no?)
Pupil A Er... tak.
(Er... no.)
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proved that the frequency of mistakes made was relatively numerous. Based on
the observation done during the intervention, Pupil A showed some progress while
undergoing the intervention session. Besides he managed to reduced the mistakes
made when completing the tasksheets given, Pupil A was quite interested in
completing Tasksheets 3a and 3b when reading the Interactive Reading Texts
(IRT) on the computer screen. Pupil A also did not take much time (one to three
minutes) to attempt to the questions given in the intervention.
When I administered Tasksheet 4 to Pupil A, and analysed the tasksheet
for the post data, he managed to overcome the problems faced in answering
reading comprehension questions in four particular areas of English, namely
lifting, omission, sentence structure and not understanding the questions. Besides,
Pupil A did not have problems in using pronoun and singular / plural verbs. Thus,
out of nine areas categorised as the problems in answering reading comprehension
questions, he generally succeeded in getting over his difficulties in six specific
aspects of English, which were pronoun, singular / plural verbs, lifting, omission,
sentence structure, and not understanding the questions. Moreover, in the intervew
session done with Pupil A, he admitted that he was able to understand the
Interactive Reading Texts given in the computer. This means that the IRT did help
him to overcome the reading comprehension problems:
Teacher: Ok. Pupil A, boleh tak beritahu teacher awak faham tak petikan-
petikan berkenaan?
(Okay. Pupil A, did you understand the reading texts?)
Pupil A Faham.
(Understand)
Teacher: Faham? Ok. Adakah awak faham soalan-soalan yang diberikan?
(Understand? Okay. Did you understand the given questions?)
Pupil A (Nodding his head)
Teacher: Soalan tu, cuba tengok. Awak faham tak soalan-soalan yang
diberikan? Sini sikit, sini sikit. (Asking the participant to get
closer to the teacher) Awak faham tak soalan yang diberikan?
(That question, just look. Did you understand the given
questions? Come here a little bit. Did you understand the
questions?)
Pupil A Faham.
(Understand)
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Furthermore, based on the observation, I found out that Pupil A managed
to enhance his confidence in attempting Tasksheet 4 by not showing hesitation
and doubts when answering the questions. In addition to this, Pupil A took less
time to complete the task given compared to the time taken when he attempted
Tasksheets 1 and 2 before. He also showed interest in completing the task given to
him which was indicated by his behaviour and facial expression. Simultaneously,
he had proven that he enjoyed doing the reading comprehension task. Besides, he
managed to reduce mistakes made when he first attempted the tasksheet given in
the lesson conducted in the classroom.
b) Pupil B
Table 4.2 The tally sheet to show the mistakes made by Pupil B
Aspect of Tasksheet Tasksheet
Tasksheet 1 Tasksheet 2 Tasksheet 4
English 3a 3b
Lower &
I IIIII II IIII
upper case
Spelling I I
Pronoun I
Singular /
plural verbs
Lifting
Omission I I
Sentence
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structure
Incomprehe
nsible
answer
Not
understand I III
the question
Table 4.2 shows that Pupil B initially made mistakes in three aspects or
areas of English in Tasksheet 1 given to all Year 3 Dedikasi pupils. Based on the
document analysis done on the tasksheet, the areas were the lower and upper case,
pronoun, and not understand the question. One mistake was done in the lower and
upper case, one mistake was made on pronoun and another mistake was lack of
understanding the questions. Similarly, three mistakes were made in the same
area, that is, not understanding the questions given after Pupil B attempted
Tasksheet 2, and this strongly suggests that Pupil B failed to understand the
questions given. When asked in the interview, he agreed that he did not know how
to answer the questions in both Tasksheets 1 and 2:
Teacher: Ok... ok... em... sekarang ni cikgu nak tanya Pupil B, adakah
Pupil B tahu macamana nak jawab soalan yang diberikan dalam
lembaran kerja ini?
(Ok, did you know how to answer the questions given in these
tasksheets?)
Pupil B: Tahu.
(Yes.)
Teacher: Tahu. Betul?
(Really?)
Pupil B: Oo...
(Oo..)
Teacher: Sebab cikgu tengok banyak salah.
(Teacher located many mistakes.)
Pupil B: Em...
(Nodding head)
Teacher: Pupil B tahu tak macamana? Cakap betul. Daim tahu tak
macamana nak menjawab soalan yang cikgu bagi dalam
lembaran kerja ini?
(Pupil B, did you know how to answer the questions given in
Pupil B: these tasksheets? Tell me the truth.)
Tak.
(No.)
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When the intervention was conducted to Pupil B, he managed to overcome
the problems faced in the three areas of English, that are, the spelling, pronoun,
and not understanding the questions. However, Pupil B committed mistakes in the
other two areas; lower and upper case, and omission. To triangulate the data, the
checklist which showed the frequency of mistakes made obviously indicated the
number of mistakes was intentionally used. Based on the observation done during
the intervention, Pupil B showed some progress while undergoing the intervention
session. He managed to reduce the mistakes made in the previously mentioned
areas. The frequency of mistakes was lessened. Further, Pupil B showed some
changes in his facial expression and attitude where he did not ask many questions
when attempting the tasksheets. This participant was quite interested in
completing Tasksheets 3a and 3b when reading the Interactive Reading Texts
(IRT) on the computer screen. He had given full attention in answering the
reading comprehension questions. Pupil B also did not take much time (one to
three minutes) to attempt to the questions given in the intervention.
When I administered Tasksheet 4 to Pupil B, and analysed the tasksheet
for the post data, he managed to overcome the problems faced in answering
reading comprehension questions in two particular areas of English, namely
pronoun and not understanding the questions. Besides, he did not have problems
in using singular / plural verbs, lifting, sentence structure, and incomprehensible
answer. Thus, out of nine areas categorised as the problems in answering reading
comprehension questions, Pupil B generally succeeded in getting over his
difficulties in six specific aspects of English, which were pronoun, singular /
plural verbs, lifting, sentence structure, incomprehensible answer and not
understand the question. Moreover, in the intervew session done with Pupil B, he
admitted that he was able to understand the Interactive Reading Texts given in the
computer. This means that the IRT did help him to overcome his reading
comprehension problems:
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(Understand.)
Teacher: Faham tak? Ok. Adakah kamu faham soalan-soalan yang
diberikan?
Pupil B: (Understand? Okay. Did you understand the questions?)
Faham.
Teacher: (Understand.)
Faham? Semua?
Pupil B: (Understand? Everything?)
Hm...
(Nodding his head)
c) Pupil C
Table 4.3 The tally sheet to show the mistakes made by Pupil C
Aspect of Tasksheet Tasksheet
Tasksheet 1 Tasksheet 2 Tasksheet 4
English 3 3b
Lower &
I IIII III IIII IIII
upper case
Spelling I I II I
Pronoun
Singular /
I
plural verbs
Lifting III
Omission I I III
Sentence I II
24
structure
Incomprehe
nsible I
answer
Not
understand III
the question
Table 4.3 shows that Pupil C initially made mistakes in four aspects or
areas of English in Tasksheet 1 given to all Year 3 Dedikasi pupils. Based on the
document analysis done on the tasksheet, the areas were the lower and upper case,
lifting, ommision, and sentence structure. One mistake was done in the lower and
upper case, three mistakes were made on lifting, one mistake on omission, and
finally, one mistake was on sentence structure. However, three mistakes were
made in the aspect of not understanding the question, after Pupil C attempted
Tasksheet 2, and this strongly suggests that she failed to understand the questions
given. When asked in the interview, Pupil C agreed that she did not know how to
answer the questions in both Tasksheets 1 and 2:
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some progress while undergoing the intervention session. Out of eight aspects that
she previously had problems with, she managed to reduced into only four. Pupil C
still got problems in lower / upper case, spelling, omission, and incomprehensible
answer. On the other hand, she had remained her acquiPupil Con in using
pronoun. Pupil C was so interested in completing Tasksheets 3a and 3b when
reading the Interactive Reading Texts (IRT) on the computer screen. This was
proven when she had paid full attention when using the computer, and always
asked questions when she did not know how to operate the programme.
Moreover, Pupil C did not take much time (one to three minutes) to attempt to the
questions given in the intervention.
When I administered Tasksheet 4 to Pupil C, and analysed the tasksheet
for the post data, she managed to overcome the problems faced in answering
reading comprehension questions in five particular areas of English, namely
singular / plural verbs, lifting, sentence structure, incomprehensible answer, and
not understand the question. Besides, Pupil C did not have problems in using
pronoun. Thus, out of nine areas categorised as the problems in answering reading
comprehension questions, Pupil C generally succeeded in getting over her
difficulties in six specific aspects of English, which were pronoun, singular /
plural verbs, lifting, sentence structure, incomprehensible answer, and not
understanding the questions. Moreover, in the intervew session done with Pupil C,
she admitted that she was able to understand some of the Interactive Reading
Texts given in the computer. This means that the IRT did help her to overcome the
reading comprehension problems:
Teacher: Ok, eh... Eh... syhh... Ok. Er... Pupil C, teacher nak tanya eh?
Pupil C faham tak petikan-petikan di atas?
(Okay. Pupil C, did you understand the reading texts?)
Pupil C: Ada hok faham. ada hok tak faham.
(Some yes, some no.)
Teacher: Hah? Apa dia?
(Pardon?)
Pupil C: Faham sikit-sikit.
(Understand a little.)
Teacher: Faham?
(Understand?)
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Pupil C: Ada yang faham, ada tak faham.
(Some yes, some no.)
Teacher: Ada yang faham, ada yang...?
(Some yes, some?)
Pupil C: Tak faham.
(No.)
Teacher: Ok. Er... Pupil C faham tak soalan-soalan yang diberikan?
Tengok pada soalan tu. Faham tak soalan-soalan yang
diberikan?
(Okay. Pupil C, Did you understand the given questions? Look at
Pupil C: the questions. Did you understand the questions given?)
Dok.
Teacher: (No.)
Hah?
Pupil C: (Hah?)
Ada dok.
Teacher: (Some no.)
Ada yang?
Pupil C: (Some what?)
Tidak...
Teacher: (No.)
Ada yang tidak...
Pupil C: (Some no)
Ada yang ada.
(Some yes.)
d) Pupil D
Table 4.4 The tally sheet to show the mistakes made by Pupil D
Aspect of Tasksheet Tasksheet
Tasksheet 1 Tasksheet 2 Tasksheet 4
English 3a 3b
Lower &
I I
upper case
27
Spelling I
Pronoun III
Singular /
I
plural verbs
Lifting
Omission I I
Sentence
structure
Incomprehe
nsible I
answer
Not
understand IIII II
the question
Table 4.4 shows that Pupil D initially made mistakes in three aspects or
areas of English in Tasksheet 1 given to all Year 3 Dedikasi pupils. Based on the
document analysis done on the tasksheet, the areas were the pronoun, singular /
plural verbs, and incomprehensible answer. Three mistakes were done in pronoun,
one mistake was made on singular / plural verbs, and one mistake was made on
incomprehensible answer. However, four mistakes were made in the aspect of not
understanding the question, after Pupil D attempted Tasksheet 2, and this strongly
suggests that she failed to understand the questions given. When asked in the
interview, Pupil D agreed that she did not know how to answer the questions in
both Tasksheets 1 and 2:
Teacher: Tu aje? Ok, er... adakah Pupil D tahu bagaimana nak menjawab
soalan yang diberikan dalam lembaran kerja ini? Tahu tak nak
menjawab?
(Ok, did you know how to answer the questions given in these
Pupil D: tasksheets? Yes or no?)
Tak tahu.
Teacher: (No.)
Tahu ke tak tahu?
Pupil D: (Understand or not?)
Tak tahu.
Teacher: (No.)
Tak tahu? Ok. Ok, semua ke, ke sesetengah je yang tak tahu?
Pupil D: (No? Okay. Everything or partially?)
Sesetengah.
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(Partially.)
When the IRT was conducted to Pupil D, she managed to overcome the
problems faced in the thre areas of English, that are, the pronoun, singular / plural
verbs, and incomprehensible answer. However, Pupil D still committed mistakes
in the other three areas; lower and upper case, omission, and not understand the
question. The checklist was essentially used to triangulate the document analysis
made on Tasksheet 3a and Tasksheet 3b. This checklist showed the frequency of
mistakes reduced when Pupil D attempted the given task. Based on the
observation done during the intervention, Pupil D showed some progress while
undergoing the intervention session. Pupil D no longer made any mistakes in the
areas of singular / plural verbs, omission, and not understand the questions. In
addition, she was quite interested in completing Tasksheets 3a and 3b when
reading the Interactive Reading Texts (IRT) on the computer screen. Similarly, she
was so focused in completing the IRT and the taskheets that were administered.
Pupil D did not take much time (one to three minutes) to attempt to each question
given in the intervention respectively.
When I administered Tasksheet 4 to Pupil D, and analysed the tasksheet
for the post data, she managed to overcome the problems faced in answering
reading comprehension questions in four particular areas of English, namely
pronoun, singular / plural verbs, incomprehensible answer, and not understand the
questions. Besides, Pupil D did not have problems in lifting and sentence
structure. Thus, out of nine areas categorised as the problems in answering
reading comprehension questions, she generally succeeded in getting over her
difficulties in six specific aspects of English, which were pronoun, singular /
plural verbs, lifting, sentence structure, incomprehensible answer, and not
understand the questions. Moreover, in the intervew session done with Pupil D,
she admitted that she was able to understand some of the Interactive Reading
Texts given in the computer. This means that the IRT did help her to overcome the
reading comprehension problems:
Teacher: Ok. Sekarang ni kan teacher nak tanya ya, adakah kamu faham
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petikan-petikan er... berkenaan? Faham tak?
(Okay. Now I want to ask whether you understand the reading
texts. Understand or not?)
Pupil D: Sikit-sikit.
(A little.)
Teacher: Hah?
(Hah?)
Pupil D: Sikit-sikit.
(A little.)
Teacher: Kuat sikit, teacher tak dengar. Ok, adakah kamu faham soalan-
soalan yang diberikan? Faham tak?
(Louder please, teacher cannot hear you. Ok, can you understand
the questions given? Understand or not?)
Pupil D: Sikit-sikit.
(A little.)
Teacher: Hah?
(Hah?)
Pupil D: Sikit-sikit.
(A little.)
Teacher: Kuat sikit.
(Louder please.)
Pupil D: Sikit-sikit.
(A little.)
e) Pupil E
Table 4.5 The tally sheet to show the mistakes made by Pupil E
Aspect of Tasksheet Tasksheet
Tasksheet 1 Tasksheet 2 Tasksheet 4
English 3a 3b
Lower &
I I III I III
upper case
30
Spelling III I
Pronoun I
Singular /
I
plural verbs
Lifting IIII
Omission I I I
Sentence
structure
Incomprehe
nsible I
answer
Not
understand I I I
the question
Table 4.5 shows that Pupil E initially made mistakes in five aspects or
areas of English in Tasksheet 1. Based on the document analysis done on the
tasksheet, the areas were the lower and upper case, spelling, pronoun, singular /
plural verbs, and incomprehensible answer. One mistake was done in the lower
and upper case, three mistakes were made on spelling, one mistake was on
pronoun and singular / plural verbs respectively, and finally, one mistake was
made on incomprehensible answer. However, one mistake was made in the aspect
of not understand the questions, after she attempted Tasksheet 2, and this strongly
suggests that Pupil E failed to understand the questions given. When asked in the
interview, Pupil E agreed that she was not sure and did not know how to answer
the questions in both Tasksheets 1 and 2:
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When the intervention was conducted to Pupil E, she managed to
overcome the problems faced in the five areas of English, that are, the spelling,
pronoun, singular /plural verbs, lifting, and incomprehensible answer. However,
the participant committed mistakes in the other three areas; lower and upper case,
omission, and not understand the question. The checklist which shows the
frequency of mistakes, obviously indicated the number of mistakes made by Pupil
E. Based on the observation done during the intervention, Pupil E showed some
progress while undergoing the intervention session in terms of the number of
mistakes made. Further, she was quite interested in completing Tasksheets 3a and
3b when reading the Interactive Reading Texts (IRT) on the computer screen.
Pupil E was so determined in completing the tasks given while using the IRT. She
asked a number of questions to me when I was accompanying and guiding her to
complete the IRT. Like other participants, Pupil E did not take much time to
attempt to the questions given in the intervention. Each of the questions were
answered in two minutes by Pupil E.
When I administered Tasksheet 4 to Pupil E, and analysed the tasksheet
for the post data, she managed to overcome the problems faced in answering
reading comprehension questions in six particular areas of English, namely
spelling, pronoun, singular / plural verbs, lifting, incomprehensible answer, and
not understand the questions. Besides, she did not have problems in using
sentence structure. Thus, out of nine areas categorised as the problems in
answering reading comprehension questions, Pupil E generally succeeded in
getting over her difficulties in seven specific aspects of English, which were
spelling, pronoun, singular / plural verbs, lifting, sentence structure,
incomprehensible answer, and not understand the questions. Moreover, in the
interview session done with her, she admitted that she was able to understand
some of the Interactive Reading Texts given in the computer. This means that the
IRT did help her to overcome the reading comprehension problems:
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Pupil E: (Pupil E, did you understand the reading texts?)
(Nodding her head) Faham.
Teacher: (Understand.)
Faham? Ok. Adakah kamu faham soalan-soalan yang diberikan?
Pupil E: (Understand? Okay. Did you understand the questions given?)
Faham sikit-sikit.
Teacher: (Understand a little.)
Faham?
Pupil E: (Understand?)
Sikit-sikit.
(A little.)
5.0 Introduction
To conclude the findings of this study, this section is meant to discuss and hence,
generalise the action research based on the findings mentioned above. It intends to
provide the overall view of what have been obtained in the findings of this action
research. So, the discussion is written in a way to answer the research question posed in
conjunction to the problems faced by the research participants.
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The IRT has become one of the efficient interventions for teachers to help pupils
in primary schools to acquire reading comprehension skills. The findings obtained in this
action research have proven the fact that pupils are able to overcome reading
comprehension problems, particularly answering reading comprehension questions.
Many studies have proven that the use of ICT is capable to improve learners ability in
learning a second language (see Mott, Benus and Neal (2005), Tariq (2013)).
5.2 Discussion
As far as this research is concerned, the participants of this study had faced
problems in answering reading comprehension questions based on the text read. Thus,
Interactive Reading Texts (IRT) was created using the Microsoft Office Excel to help the
participants to overcome their problems, and hence, enhance their ability in answering
reading comprehension questions.
Using the facilities provided in Information Communication Technology (ICT)
has always become an option to enhance pupils English language learning. Ambigapathy
(2007) believes that recently, the need for pupils to master the language is critical in order
to allow them to cope with the era of ICT and globalisation. Therefore, pupils need to
equip themselves with the knowledge and skills in using ICT. Similarly, teachers should
encourage the pupils, even at the primary level, to widely use computer in learning the
language. By exposing the pupils with ICT, these children can possibly gain both skills,
that are, the skills in using English, and ICT at the same time.
The IRT intervention conducted to the pupils has successfully solved reading
comprehension problems. This intervention has also managed to enhance pupils ability
in reading comprehension skills. In other words, CALL or Computer Assisted Language
Learning is efficient in improving pupils basic skills not only in reading, but also, in
other English language skills. According to Rosseni et al. (2004), the use of ICT or CALL
in learning English language has always given great and successful impact to the
learners acquisition of the language. In fact, the ICT application would provide better
alternative for teachers to escape from their traditional roles in the classrooms. The
Chalk and Talk method, for instance should no longer be practiced by the teachers
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because pupils would not be able to participate themselves actively in instructional
activities. This would hinder pupils development in the language learned as they might
not have interests in learning.
Likewise, Amir (2010) asserts that the use of computer educational techniques can
improve students reading comprehension. With the feature of colourful pictorial clues,
computer would provide better assistance to pupils in understanding the non-linear texts
in English. Mayer (2010, as cited in Alkhasawneh, Abd. Rahman, M. Ayub and M. Daud,
2012) claims that meaningful learning occurs when students engage in active processing
within the suitable visual-pictorial channel. It means that pictorial clues can enhance
pupils understanding of the texts read.
In conjunction with the intervention introduced in this study, there are some
strong and weak points as well that I need to highlight. First and foremost, the main
strength of using IRT is it is capable of attracting pupils attention. Pupils are easily
attracted to the use of CALL in learning. With some of the features portrayed in IRT, such
as colourful and pictorial clues, pupils will enjoy using IRT as a means of learning.
Second, IRT manages to provide an interesting and interactive learning environment.
Pupils of a new generation are largely exposed to ICT and they need an interactive
programme in computers to avoid them from easily getting bored. The third strength is
IRT is meant to enhance pupils vocabulary skills. Pupils will learn new words by merely
clicking the mouse button. Besides, IRT is a user friendly programme, taking into
consideration of the pupils young age.
In contrast, there are two major weaknesses found in the use of IRT. The first one
is the cost effectiveness. Not many pupils can afford to have computers at home because
the price of a computer is relatively expensive in this country. Even if they have
computers, it is quite difficult to get suitable programme to help them acquire reading
comprehension skills. Even if there is any, the software might be quite expensive, and the
content might not be appropriate for the pupils in remote areas. Majority of pupils in
remote areas are quite weak in English language subject.
5.3 Conclusion
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This action research has managed to provide useful insights into overcoming
pupils reading comprehension problems. As reading is one of the crucial English
language skills, pupils are expected to master the skill in order for them to enhance their
ability in other language skills, namely listening, speaking, and writing. As a teacher
trainee, I have gained some important knowledge, skill and exprience in my teaching
practice, specifically in helping pupils to solve their learning problems. Conducting this
action research has made me alert that innovation in teaching and learning activities is
mandatory. This is to ensure that pupils will always be motivated to learn and acquire the
compulsory skills in English.
5.4 Recommendations
I would suggest that this action research can be expanded to other English
language skills, such as listening, speaking, and writing. Further, other electronic gadgets
can also be used instead of the laptop or the deskstop. Mobile phones, tablets, and I-Pads
are some of the examples. These gadgets are lighter, and can easily be carried by pupils.
In addition, other features like sound and moving pictures, can also be included in IRT.
This will make it more interesting, and attractive since pupils are generally brought up in
the era of ICT.
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