5.

0 LAPORAN AKTIVITI PEMENTORAN

5.2 Laporan Kajian Tindakan

Researcher : Syukriyah Hafizah Binti Mohamad
Title : Problems in reading text comprehension among primary school
Students

1.0 Problems statement
From my observation, many students in primary school especially school that located in
rural area are having difficulties in comprehending English text. During my experience
as a part time teacher last year, I notice that many English teachers complain about the
comprehension problems among pupils. Students with this problems usually have
limited ability to translate and decode words in sentences. When they are unable to
understand the meaning of words in text, they will definitely facing difficulties to
understand the meaning of the whole passage. Among the obvious reasons that
causes the problems to happen are lacking in background knowledge and lack of
vocabulary. Besides, students who learn English as their second language are having
more challenges in comprehending the text because they have to interact with more
than one language.
1.1 Meaning of Reading
Reading is a complex activity. Reading, whether in a first or second language context,
involves the reader, the text, and the interaction between the reader and text
(Rumelhart, 1977). If the reader is able to derive or construct the meaning of words and
sentences printed on the page, the interaction is considered successful. Reading is
also a meaning-making process involving an interaction between the reader and the text
(Singhal, 1998). Thus, reading can be describes as the ability of readers to bring
meaning to the text.

2.0 Focus of research
Reading comprehension involves the ability of understanding the intended messages of
a text (Iwai, 2010). Readers use mental activities in order to construct meaning from the
text. This process involves the passages, the reader and the context. Goodman (1996)
and Smith (1986) suggest that readers go through an ongoing process while reading
which involves the continuous process of sampling from the input text, predicting what
will come next, testing and confirming predictions, and so on. Readers do not read word
for word, but rather use their background knowledge, and various strategies such as
predicting and confirming to comprehend text. As being mention before two major
factors that causes problems in reading comprehension are lack of vocabulary and
background knowledge which are going to be stressed in this study.
2.1 Lack of Vocabulary
One of the major issue students have to struggling with in reading comprehension is the
insufficient vocabulary knowledge. Some students could not even get the message or
what is the text is all about because of poor vocabulary. Having rich vocabulary
knowledge is another key element to better reading comprehension (Hudson, 2007).
According to Iwai (2007), The more frequently ESL/EFL learners come across
unknown words, the more likely they are to get confused about comprehending what
message or messages a text carries. While reading the text student will totally be lost
and could not comprehend the text at all if they continually having difficulties in
understanding the meaning of words in the text. Thus, students need to develop their
English vocabulary capacity in depth and width to encounter the problems.
In reading a text, misunderstanding about the exact meaning of some words also
can occur. Certain words in the English language can have more than one meaning
and confuse English-language learners because they do not consider the meaning of
the word in the contexts (Iwai, 2010). So, this matter can make students confuse and
get wrong meaning of the words. Perhaps they could not understand the whole
messages of the text that the writer want to deliver to the readers. One example of
words with more than one meaning is table. The meaning can be a piece of furniture
or schedule.
Student interest will definitely be decrease when they could not comprehend the
text regarding the poor vocabulary. Hui-fang Shang (2006), suggest that teachers must
choose reading texts at an appropriate level of complexity and reach the standard of
their vocabulary. The topic has to hold students interest to increase their motivation for
learning. Family background also can influence the ability of pupils in mastering English
language. For children that have been exposed to reading habits since they are small
will definitely have better vocabulary and can comprehend text easier. Parents and the
family environment play a significant role in preparing children to read. Parents are the
first teachers and spend the longest time with them (Morrow, 1995). According to Irwin,
(1967), They (parents) provide the intellectual stimulation and the emotional
atmosphere essential to reading achievement.

2.2 Background Knowledge
Another problems regarding reading comprehension is lacking in background
knowledge among students. According to Nigel Stott (2001), some students' apparent
reading problems may be problems of insufficient background knowledge. Widdowson
& Cook both emphasize the cognitive characteristics of schema which allow us to
related incoming information to already known information. This covers the knowledge
of the world, from everyday knowledge to very specialized knowledge, knowledge of
language structures, and knowledge of texts and forms they take in terms of genre, and
organization. Thus, in reading process, schema or background knowledge which are
obtain from our everyday daily life experience, help the student to connect their previous
knowledge with the new information in the text so that they can have better
understanding about the messages of the text.
Readers rely on their prior experiences to understand what they read. They can
relate the passage with their existing experiences to get a better picture of the content
of the passages. As stated by Iwai (2010), research shows that having rich schemata
(background information) on a subject matter is related to better reading
comprehension. For example, if the readers read a title such as Mountain Hiking, and
if they already know what Mountain Hiking is all about, definitely it will be easier for
them to comprehend the text better than students without background knowledge on the
topic. To guarantee successful reading, Nigel Stott (2001) suggest that schemata play
an important role in constructing meaning from text. As a result, reading instructors
need to relate to the EFL students background knowledge for better reading
performance. Hence, according to Singal 1998 It is therefore important that teachers
know as much as possible about the cultural, linguistic, and educational backgrounds of
their readers since many of this factors that influence reading. Teacher plays a very
important role in helping pupils to activate their previous knowledge about the specific
topic that they want to teach.
Due to cultural differences students might have a hard time to understand
a text that is not culturally familiar to them. Singhal (1998) points out that readers who
do not possess cultural background knowledge on an English text, are limited in
comprehending the text messages. Student can comprehend the text better if they are
already being exposed to the content of the text through their daily cultural life
experiences. Although all the variables and factors surrounding the issues of how
culture shapes background knowledge and influences reading are not fully understood,
there is agreement that background knowledge is important, and that content schema
plays an integral role in reading comprehension. Overall, readers appeared to have a
higher level of comprehension when the content was familiar to them (Singhal, 1998).
According to Sharmini Ghanaguru et al, the method to increase the ability of
reading comprehension is by activating appropriate prior knowledge or schemata
related to the text. Teacher may selects a word, phrase or picture about the main idea
or concept in the text or topic. Then, the teacher begins to discuss with the students
about the subject so that students can generate and see more ideas related to the topic
being discussed. Next, teacher ask the students to look at the text, the title and picture
and ask questions that may evoke relevant thoughts and memories related to those
items. In this process, background information are build by the activation of appropriate
prior knowledge through self-questioning about what is known of the topic. Teacher also
may ask about the vocabulary and the format of presentation. When their schemata
related to the text are activated, definitely the interest and motivation to read and know
more about the topic will be increase (Sharmini Ghanaguru et al).

3.0 Objectives and conclusions

There are few strategies can be apply to help students to cope with reading
comprehension problem. The approaches used by teachers also play a very significant
role to decrease text comprehension difficulties among students.

The first strategies that can be used by teachers is semantic mapping as
suggested by Kemba A. NNamdi (2005) . Teachers may choose the topic and present it
to the students by putting the key word or phrase on the board. Then, teacher will
discuss together with students about the topic before they go through the text. Together,
teacher and students will develop categories and subcategories of related word or topic
on the board. The categories or subcategories must answer the WH-questions related
to the topic so that students can create earlier images of the topic that they are going to
read. Teacher can lead student to predict the information that they believe will be in the
text. After that, they read the text and compare their earlier predictions with the content
in information actually contained in the text. They may add the information from the text
as they read it. This is an active process that can enhances the development of
effective comprehension strategies.

Kemba A. NNamdi (2005) also stated that suitable reading materials according
to the level of students also can generate the interest of students to read. Students also
must be exposed to read English material since young so that their vocabulary and
thinking skills can be developed. Text comprehension will be easier for them to
accomplish when they are already familiar with English language. Pupils can also
participate in the creation of classroom materials. A lesson in writing stories or poetry
writing, after editing, can become a part of the permanent collection of materials of the
classroom. There can even be an exchange of materials between classrooms. For
example, pupils in higher grades could write stories for the younger pupils, or children in
the same grades or pupils at the same level of reading comprehension can exchange
texts by class. This enables the teacher to develop a library without the burden of
having to create all the classroom texts and at the same time gives the pupils a chance
to feel responsible for their learning, help others, contribute to the classroom
environment and develop a positive attitude towards learning.
































1. Mereflek

1.1 Saya mengajar di Kelas 1 Fatonah bagi mata pelajaran Dunia Seni Visual.
1.2 Masalah yang saya hadapi bagi kelas ini adalah murid-murid menganggap
hasilan seni yang dibuat adalah tidak penting dan gagal untuk mengapresiasikan
hasil kerja mereka. Ini adalah kerana mereka tidak diberikan pendedahan
mengenai sesi apresisi yang perlu dijalankan disetiap akhir sesi pengeajaran
sebelum ini.
1.3 Ini terbukti apabila murid-murid gagal menerangkan hasilan kerja mereka apabila
diminta dan membuangnya apabila tamat waktu Dunia Seni Visual.Hanya
beberapa orang murid yang menyimpan setiap hasilan yang dibuat.
1.4 Saya juga mengadakan temubual dengan guru yang mengajar kelas berkenaan
sebelum ini.


2. Fokus Kajian

2.1 Daripada refleksi di atas, di dapati murid
2.1.1 Menganggap apresiasi hasilan kerja adalah suatu perkara yang tidak
penting bagi mereka. Apa yang penting adalah hasilan seni mereka
disiapkan mengikut arahan guru dan dibuat kerana mereka disuruh
2.1.2 Tidak diberikan pendedahan mengenai sesi apresiasi yang perlu
dijalankan setiap akhir sesi pengajaran.
2.1.3 Murid tidak mengetahui pengertian apresiasi yang sebenar kerana
mereka dianggap terlalu kecil untuk diberi penerangan.

2.2 Jika perkara ini tidak ditangani dengan segera, ianya akan menjadi lebih teruk.
Mereka akan terus tidak menghargai hasilan kerja mereka dan Pendidikan Seni
akan terus menjadi subjek yang terpinggir.
2.3 Bagi mengatasi masalah ini, saya akan cuba mengaplikasikan teknik lakonan
dan kaedah Kotak Muzik Pendidikan Seni Visual (PSV) dalam membantu
mereka memahami sesi apresiasi yang akan dijalankan.

3. Objektif Kajian

3.1 Secara amnya murid akan dapat memahami dan menghargai hasilan kerja seni
mereka.

3.2 Secara khususnya:-

3.2.1 Meninjau kefahaman dan pengetahuan murid-murid Tahun 1 di Sekolah
Kebangsaan Padang Setebu tentang bidang membentuk dan membuat
binaan.
3.2.2 Mengenal pasti keberkesanan sesi apresiasi dalam bidang membentuk
dan membuat binaan bagi murid-murid Tahun 1 di Sekolah Kebangsaan
Padang Setebu.

3.3 Kajian ini akan melibatkan 21 org murid dari Tahun 1 Fatonah iaitu yang terdiri
daripada 11 orang murid lelaki dan 10 orang murid perempuan.



4. Merancang
Saya merancang akan mendapatkan data bagi tinjauan masalah menggunakan
kaedah:

i) Pemerhatian
Kaedah pemerhatian akan dilakukan sepanjang aktiviti pengajaran
dilaksanakan dan segala butiran pemerhatian akan dicatatkan selepas aktiviti
dilakukan.

ii) Analisis data

Analisis terhadap hasil pemerhatian akan dilakukan untuk melihat dan menilai
pemahaman murid tentang aspek yang dikaji iaitu mengenai apresiasi.

4.2 Perlaksanaan tindakan yang akan dijalankan ialah:

Bil Aktiviti Langkah Perlaksanaan

1


Kaedah G J- R- B- W- R
Langkah 1 :
Kaedah ini adalah menggunakan
akronim untuk memudahkan murid
menguasai unsur- unsur seni. Maksud
akronim ini adalah Garisan, Jalinan,
Rupa, Bentuk, Warna dan Ruang.

Langkah 2 :
Cara ini adalah guru menyediakan nota
ringkas bagi setiap unsur seni yang
diedarkan kepada murid 10 minit
sebelum tamat waktu pembelajaran
untuk murid-murid membacanya.


Setelah murid mahir tentang unsur seni
tersebut, murid perlu membaca serta
menerangkan tentang hasilan bidang
membentuk dan membuat binaan yang
telah dibuat.
2



Kotak muzik Pendidikan Seni Visual
(PSV)

Langkah 1:
Guru akan mengedarkan kotak yang
diiringi dengan muzik(lagu) kanak-
kanak. Guru yang menentukan di mana
kotak muzik dimulakan dan kotak
tersebut bergerak daripada setiap
murid. Apabila lagu dihentikan, murid
yang memegang kotak ketika itu
haruslah menjalankan sesi apresiasi
pada masa itu. Murid tersebut akan ke
hadapan kelas kemudian mendengar
arahan yang guru berikan.


Langkah 2
Murid tersebut kemudiannya membuka
kotak dan memilih dua kata kunci
seperti WARNA dan RUANG dan
membuat apresiasi mengikut kata kunci
itu. Murid lain yang memberikan komen
turut menggunakan kata kunci yang
sama. Hasilan murid akan dipamerkan
di dalam kelas.


3





Langkah 1

Murid diminta dan ditunjukkan cara-cara
Lakonan Watak membuat topeng mengikut watak
karektor yang mereka minati.

Langkah 2

Murid akan melakonkan watak
berdasarkan karektor topeng yang telah
dibuat menggunakan dialog dan
geraklaku yang sesuai. Murid lain
diminta meneka watak berkenaan dan
memberikan komen tentang lakonan
watak tersebut.

Langkah 3

Guru catatkan pemerhatian apbila
murid mampu melakonkan watak
kerana ianya adalah salah satu
apresiasi karya.








5. Bertindak

Aktiviti pertama
Aktiviti Langkah Perlaksanaan
Lakonan Watak

Langkah 1
Murid memilih satu watak kartun yang
diminati. Guru seterusnya menunjukkan
cara-cara membuat topeng mengikut
watak karektor yang mereka pilih
menggunakan kad manila, langkah
demi langkah.

Langkah 2
Seorang murid diminta tampil
kehadapan kelas dan melakonkan
watak berdasarkan karektor topeng
yang telah dibuat. Murid lain meneka
watak tersebut.

Langkah 3
Guru mencatatkan hasil pemerhatian.


Refleksi
Hampir keseluruhan murid dapat membuat topeng dan melakonkan watak karektor
topeng yang telah dihasilkan. Walau bagaimanapun, ade beberapa pelajar yang
enggan melakonkan watak topeng mereka kerana malu untuk bercakap dihadapan
kelas didepan rakan-rakan sedarjah. Setelah diberikan galakan dan didorong, mereka
mampu melakonkannya dengan baik. Secara keseluruhannya,objektif kajian adalah
tercapai dimana murid-murid memahami bagaimana untuk melakukan proses apresiasi
dan mula menghargai hasilan seni mereka.














REFLEKSI DAN
PENILAIAN PPGB













6.0 REFLEKSI DAN PENILAIAN PPGB

6.1 Refleksi Umum

Program Pembangunan Guru Baharu (PPGB) merupakan satu program
berstruktur yang komprehensif bagi membentuk, melatih dan menyediakan Guru
Baharu (GB) untuk memasuk alam pekerjaan. Melihat kepada objektif perlaksanaan
PPGB, ia bertujuan untuk membantu GB menyesuaikan diri dengan budaya kerja,
persekitaran dan komuniti sekolah bagi meningkatkan kualiti pengajaran dan
pembelajaran.

Proses PPGB meliputi beberapa peringkat termasuk orentasi, pementoran dan
pemantauan. Proses ini agak sedikit rumit memanangkan ketiadaan maklumat dan
penerangan yang jelas dalam penyediaan PPGB ini kepada GB, guru mentor dan pihak
pentadbir sekolah bagi melaksanakan program ini.

Walau bagaimanapun, terdapat banyak perkara dan input yang berguna untuk
meningkatkan tahap profesionalisme seorang GB. Proses pementoran dan pemantauan
menjadikan seorang GB lebih yakin untuk mengajar dan memahami tugas dan
tanggungjawab yang bukan sahaja melibatkan akitiviti pengajaran dan pembelajaran
tetapi meliputi tugas-tugas pentadbiran.










6.2 Kekuatan dan Kelemahan

PPGB merupakan satu program yang telah banyak membantu GB dalam
penyediaan untuk menjadi seorang guru yang lebih yakin melalui proses pementoran.
Tunjuk ajar daripada guru mentor membolehkan GB menyiapkan diri dan menjalankan
proses pengajaran dan pentadbiran dengan lebih baik. Meskipun GB telah diajar dan
dilatih di Institusi Pendididkan Guru, namun tugas-tugas pentadbiran adalah sesuatu
yang asing. Oleh itu, proses pementoran telah banyak membantu dalam memastikan
GB lebih bersedia untuk menjalankan tugas.

Walau bagaimanapun, ketiadaan maklumat dan penerangan yang jelas
berhubung program ini menimbulkan masalah diperingkat awal kepada pihak
pentadbiran untuk melaksanakan program. Memandangkan program ini masih baru
dilaksanakan, kebanyakan pihak pentadbiran sekolah tidak mempunyai pengalaman
dan pengetahuan bagaimana untuk melaksanakan program ini.

6.3 Cadangan

Bagi memastikan PPGB ini dapat dilaksanakan dengan lebih efisien, GB
seharusnya dibekalkan dengan maklumat lengkap dan diberikan taklimat yang jelas.
Taklimat serentak bersama guru mentor dan pihak pentadbir sekolah juga perlu
dijalankan bagi mengelakkan kekeliruan. Pemantauan secara berterusan oleh PPD juga
perlu dilakukan sepanjang tempoh perlaksanaan program. Ia akan membantu GB, guru
mentor dan pihak pentadbir mendapat maklumat terkini dan memastikan perlaksanaan
program lebih lancar.






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KAJIAN TINDAKAN