The Development Of Reading Modules And Usage Of Reading Strategies In Esl Classroom

摘要

Kajian ini memberi tumpuan kepada pembangunan modul pemahamanudbacaan untuk guru Bahasa Inggeris sekolah menengah bagi membantu pemahamanudbacaan di kalangan murid sekolah menengah dalam Malaysia. Strategi kefahamanudbacaan yang digunakan oleh guru Bahasa Inggeris untuk mengajar literal,udpengolahan semula dan soalan kefahaman inferensi dengan menggunakan moduludbacaan yang dibangunkan oleh penyelidik juga telah dikenalpasti. Satu set moduludpemahaman bacaan telah dibangunkan dan setiap modul dibahagikan kepada tigaudbahagian seperti Bahagian A (pemahaman ‘literal’), Bahagian B (pemahamanud‘pengolahan semula’) dan Bahagian C (pemahaman ‘inferensi’). Setiap bahagianudmodul mengandungi 5 teks pelbagai genre dan tema yang telah dipilih dan diadaptasiuddaripada pelbagai sumber sahih. Tahap kesukaran dan panjang teks meningkat secaraudberansur-ansur daripada modul 1 ke modul 6 sejajar dengan keupayaan membacaudmurid (aras 1 hingga aras 6). Di samping itu, lima soalan pemahaman telah dibinaudbagi setiap teks dalam setiap modul bacaan. Data kualitatif dikumpulkanudmenggunakan pemerhatian yang melibatkan 12 guru Bahasa Inggeris sekolahudmenengah dan 240 murid Tingkatan Empat yang telah dipilih melalui persampelanudpurposive daripada dua sekolah menengah di Pulau Pinang, Malaysia.ududThe current study focused on the development of reading comprehensionudmodules for secondary school ESL teachers to facilitate reading comprehensionudabilities among secondary school ESL students in Malaysia. Besides, the readingudcomprehension strategies used by ESL teachers to teach literal, reorganisation andudinferential comprehension questions using the reading modules developed by theudresearcher were also identified. A set of six reading comprehension modules wasuddeveloped and each module was divided into three parts namely; Part A (literaludcomprehension), Part B (reorganisation comprehension) and Part C (inferentialudcomprehension). Each part of the modules consists of 5 texts with diverse genres andudthemes that were selected and adapted from various authentic sources. The difficultyudlevel and length of the texts increased gradually from module 1 to module 6 in lineudwith students’ reading abilities (band 1 to band 6). In addition, five comprehensionudquestions were also constructed under each text in each reading module. Theudqualitative data were collected through observation that involved 12 secondaryudschool ESL teachers and 240 Form Four students that were selected throughudpurposive sampling from two secondary schools from Penang, Malaysia.ud