Professional Documents
Culture Documents
Correspondence: Sharifah Binti Che Hassan, MUET Department, SMK Desa Murni 13800
Abstract
This action research was conducted with the aim of helping to improve English reading skills
among form Sixth students. A total of 21 6BPS students participated in this survey.
Preliminary surveys were conducted through observation, interviews and student background
surveys. Survey results showed that almost all of these students did not respond well to
English reading materials. This shows that the most student of this school is facing this
problem. This is due to the socioeconomic situation and the background of students
comprising those who are not exposed to English Language, support and assistance in
implemented to minimize this problem. This periodic program can at least attract students to
read even if the reading has been determined by a particular topic or themes to be followed.
The titles given are closely related to the everyday life of the students and at least the students
can respond to same issues even after they have left school or at least helped in their 800/3
Reading Paper later. The conclusions from the surveys and the monitoring showed a positive
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1.0 Introduction
The action research is conducted among 6 BPS students in improving the students' reading
skills using a method to understand and obtain information when reading. The SQ3R is based
on an approach that has been implemented since 1961 where this approach is appropriate as
the average students in this school have problems understanding reading in English (nearly
The chosen approach is to improve the ability of students to read. Students are stimulated by
the SQ3R approach. They are stimulated to read in English in real situations through a series
The entire approach consists of three test phases: Phase One, Phase Two and Third Phase. In
Phase One, students will be interviewed to understand their level of reading ability. In the
Second Phase they will be taught using the SQ3R approach as a stimulus for reading. Finally,
in Phase Three, students will be required to answer 45 questions from Paper 800/3.
Most of the 6 BPS students are with moderate level of intelligence. The lack skill of mastering
reading ability makes them not interested in MUET. As such, they were found to be less
knowledgeable about current issues and vocabulary related issues in English. Some students
failed to score in paper 800/3 (Reading). The inability to find the suitable answer in the
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comprehension question should be corrected and the student should be fully guided to be
Based on the result of the pre-trial exam in 2017 and observation of student attitudes, it was
found that most of the students were found to have shown no seriousness and enthusiasm to
cause unsatisfactory test results. One of the reasons is that students cannot understand what is
read and confused when choosing an answer in the 800/3 paper (Reading). The above
constraints are a new challenge in an effort to improve the 800/3 (Reading) decision to better
results. It is hoped that the SQ3R approach can help students to realize their ability and
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2.0 Purpose of this Research
In the early stages of the study, the data collection showed that students did not show interest
in MUET subject especially 800/3 (Reading) papers. Therefore, due to non-interest, the
The major purpose of the action research is to find out whether the use of the SQ3R approach
can increase the students' ability to understand the reading material, their interest in reading
and the results of the 800/3 (Reading) paper among 6 BPS students.
General Objective:to increase the scoring percentages at 70% for 800/3 (Reading) papers
Specific objective:
i. Pre-Trial Test (7 essays and 45 objective questions) to identify the level of readiness of paper
i. Mastery of reading skills in English through the SQ3R Approach among 6 BPS
students
Activity
1. The student answers the questions spoken by the teacher verbally to identify the existing
4. Teachers give correct answers and students make corrections for questions in activity 2.
5. Students answer 1 essay and 7 questions given by the teacher (questions are from the same
theme as in activity 2)
6. Students record what they read or seen when looking for answers to the questions.
After 1 to 7 activities are conducted 2 times, the assessment below will be carried out:
i. Assessment is based on test score of 800/3 (Reading) STPM Pre-Experiment Exam and
Some steps have been taken to obtain a clearer perception of the issues that is being studied.
A) Pre-Test Analysis
An overview is made through the August Pre-Trial Exam to identify students' abilities. A total
of 21 students took the test, 10 students enrolled in the test. Meanwhile, 11 students failed in
Pre-Trial Examination.
B) Post-Test Analysis
Another set of test is given through Trial Exam to identify the students’ achievement. The
After analyzing the results and evaluation of learning reflection, the SQ3R Approach is
introduced to the students. The focus of the guidance is on reading skills that require students
to question the suitability of the information contained in the material that is read with the task
that needs to be resolved. This method is carried out upon completion of a topic where
teachers provide reading material and questions that need to be answered based on the given
6.0 Observation
Students are increasingly keen to answer 800/3 (Reading) papers. They asked one another
about the fact of the answer or the important term. Some are racing to get answers first. Based
on SQ3R findings, students are found to have extensive knowledge available to choose the
most appropriate answers based on choices given in the questions. They can link the examples,
characters, events, sequences of events and important terms in order to get the correct answers.
A clear observation is even the timid and quiet students will take the opportunity to chat and
7.0 Findings
We found that students showed great interest in answering questions. This achievement is a
sign to us that this approach helps them to answer the questions well and the ability to answer
800/3 (Reading) papers is needed because it carries 40% of MUET papers. We do not set the
time in other words, not forcing them to answer within the stipulated time. This gives them a
better understanding of the questions in reading 800/3 (reading). Previously, students who
were not interested in MUET would be quiet, not giving attention but now they are able to ask
questions and trying hard to answer. The result of a brief interview with some students, they
agreed that the SQ3R approach could provide an opportunity for them to improve their self-
confidence when answering questions during the Post Test (2017 STPM Trial Examination).
There are students who say that it is hard to understand but is able to solve the problem of
confusion when choosing the best answer in the 800/3 (Reading) paper.
The results of the post-test (2017 STPM Trial Examination), we find that many got better
marks. The exercises using the SQ3R approach have had positive effects on students to
o.
1. Pass 4 17
2. Fail 11 4
8.0 Reflection
It was found that only 4 students failed in Post Test (2017 STPM Trial Examination) and 17
students passed compared to pre-test (2017 STPM Pre-Trial Examination) test showed that 11
failed. The SQ3R method is found to have jumped student marks in post-test.
Assessment of students' achievement is also done by comparing pre-test results, post-test and
pre-trial 2018. The result of pre-trial STPM 2018 shows a vast improvement. The students
Table 4: The results of Pre Test, Post Test and Pre-Test 2018
20
18
16
14
Tab
12
Pass
10
Fail
8
6
4
2
0
Pre Post Pre-Trial 2018
Bibliography
Darolyn "Lyn" Jones, E. (2015). Painless Reading Comprehension, 3rd edition. Hauppauge,
Rief, S. F. (2015). The ADHD Book of Lists: A Practical Guide for Helping Children and