Action research presentation on Reading comprehension

1. 1. ACTION RESEARCH Presentation on Reading comprehension Student:

MR. SMOEURN Pong
2. 2. CONTENT • Chapter 1: Background •Chapter 2: Objective •Chapter 3:
Methodology •Chapter 4: Research Finding •Chapter 5: Discussion
•Chapter6: Conclusion
3. 3. CH1: BACKGROUND N. Anderson, reading skill plays an important role in
teaching English as a second language. For those who study English as a
second language, ability in English reading comprehension is a must.
Learners need reading comprehension to be able to continually increase
their knowledge [M. Finocchiaro]. According to [1] Comprehension
strategies are conscious plans — sets of steps that good readers use to
make sense of text. 1. http://www.readingrockets.org/article/seven-
strategies-teach- students-text-comprehension.
4. 4. N. Anderson, Research shows that instruction, even in the early grades,
can help students become better at monitoring their comprehension.
Students who are good at monitoring their comprehension know when they
understand what they read and when they do not.
5. 5. CH2: OBJECTIVE • To study and compare the English reading
comprehension abilities of Grade 11 students before and after teacher’s
explanation or instruction • To find out if teacher’s explanation or
instruction before the actual reading will affect the result or not.
6. 6. CH3: MEOTHDOLOGY a. SCOPE OF THE STUDY—5 respondents among
110 of grade 11 students at Hun Sen Klakorn High School, Banteay
Meanchey Province b.INSTRUMENT—five reading comprehension test
which consist of 5 questions including within the line question, vocabulary
in context, part of speech and inferring meaning. Most are designed in
multiple choice questions. The mark is given 10 for each. 30 minutes time
allowed. Source: http://www.readingrockets.org/article/seven-strategies-
teach-students-text- comprehension.
7. 7. C. DATA COLLECTION D. DATA ANALYSIS Data from the English reading
comprehension ability test is gotten from the five stages of reading
comprehension assessment in the cycle of without instructional and with
instructional. The result is analyzed for mean and percentage in each time.
8. 8. CH4: RESEARCH FINDING • Result before explanation is 64% • The
Result after explanation is 94.8 %, 97.2%, 98%, and 98 % respectively.
9. 9. CH5: DISCUSSION Teacher’s explanation or instruction is an important
part of helping student reading improvement. According to the NRP—
National Reading Panel (US Department of Education) (2000)—found that
direct instruction of vocabulary improved reading comprehension. Based
on the finding, ability of the student was increased after explanation in the
mean of 33 % and the students’ view is a lot easier than without
explanation.
10. 10. Therefore, all teachers play either a primary or secondary role in
teaching students to read. All classroom teachers who expect students to
learn the content of specific subjects need to be teaching reading.
11. 11. CH6: CONCLUSION In order to develop English reading comprehension
abilities, explanation is valuable. These research findings provide practical
information about developing English reading comprehension abilities
through instructional method. The limitation of this study is its small
sample size. This should be extended to other contexts. It should be
compared with other reading strategies to seek a set of best practices for
effectively improving students’ English language comprehension.
12. 12. Thank you!