Javed, Muhammad
(2016)
The Development Of Reading Modules And Usage Of Reading Strategies In Esl Classroom.
PhD thesis, Universiti Sains Malaysia.
Abstract
Kajian ini memberi tumpuan kepada pembangunan modul pemahaman
bacaan untuk guru Bahasa Inggeris sekolah menengah bagi membantu pemahaman
bacaan di kalangan murid sekolah menengah dalam Malaysia. Strategi kefahaman
bacaan yang digunakan oleh guru Bahasa Inggeris untuk mengajar literal,
pengolahan semula dan soalan kefahaman inferensi dengan menggunakan modul
bacaan yang dibangunkan oleh penyelidik juga telah dikenalpasti. Satu set modul
pemahaman bacaan telah dibangunkan dan setiap modul dibahagikan kepada tiga
bahagian seperti Bahagian A (pemahaman ‘literal’), Bahagian B (pemahaman
‘pengolahan semula’) dan Bahagian C (pemahaman ‘inferensi’). Setiap bahagian
modul mengandungi 5 teks pelbagai genre dan tema yang telah dipilih dan diadaptasi
daripada pelbagai sumber sahih. Tahap kesukaran dan panjang teks meningkat secara
beransur-ansur daripada modul 1 ke modul 6 sejajar dengan keupayaan membaca
murid (aras 1 hingga aras 6). Di samping itu, lima soalan pemahaman telah dibina
bagi setiap teks dalam setiap modul bacaan. Data kualitatif dikumpulkan
menggunakan pemerhatian yang melibatkan 12 guru Bahasa Inggeris sekolah
menengah dan 240 murid Tingkatan Empat yang telah dipilih melalui persampelan
purposive daripada dua sekolah menengah di Pulau Pinang, Malaysia.
The current study focused on the development of reading comprehension
modules for secondary school ESL teachers to facilitate reading comprehension
abilities among secondary school ESL students in Malaysia. Besides, the reading
comprehension strategies used by ESL teachers to teach literal, reorganisation and
inferential comprehension questions using the reading modules developed by the
researcher were also identified. A set of six reading comprehension modules was
developed and each module was divided into three parts namely; Part A (literal
comprehension), Part B (reorganisation comprehension) and Part C (inferential
comprehension). Each part of the modules consists of 5 texts with diverse genres and
themes that were selected and adapted from various authentic sources. The difficulty
level and length of the texts increased gradually from module 1 to module 6 in line
with students’ reading abilities (band 1 to band 6). In addition, five comprehension
questions were also constructed under each text in each reading module. The
qualitative data were collected through observation that involved 12 secondary
school ESL teachers and 240 Form Four students that were selected through
purposive sampling from two secondary schools from Penang, Malaysia.
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