TAJUK:
The Effects of SW set on Preschool SJKC Khai Tee Students’ reading abilities of Sight Words
Abstrak
- Kenyataan umum
berkaitan tajuk dan
konteks kajian
- Objektif kajian
- Metodologi kajian
(rekabentuk, sampel
kajian, instrumen kajian,
analisis data)
- Dapatan utama
- Implikasi / sumbangan
kajian
Kata kunci
- Kata kunci yang
berkaitan dengan bidang
kajian
Pengenalan
- Kenyataan umum
merujuk kepada tajuk
dan konteks kajian
- Dari umum kepada lebih
khusus
- Pernyataan masalah
kajian
- Gap atau lompang kajian
(apa yang telah dikaji
dan apa yang belum)
- Di akhir pengenalan
masukkan objektif kajian
/ persoalan kajian
Sorotan literatur
- Biasa menggunakan
Nama Pengarang:
YEOW YI SHAN
Many sight words are difficult to learn because they do not follow
the grapheme-phoneme correspondence pattern and cannot be
sounded out. Even if students are receiving phonics instruction,
they may still have difficulty learning high frequency, or sight words.
The purpose of this study was to determine the impact of using SW
set on Preschool SJKC Khai Tee students’ reading abilities of sight
words. The participants in this study consisted of twenty-five
preschool students enrolled at SJKC Khai Tee, Kuala Selangor.
The participants were provided with a set of sight word cards (index
cards with the sight word written on them), and ten online activities
for practicing sight words at home. The analysis of data revealed
the interventions had a positive impact on the reading ability of sight
words. The number of sight words read fluently increased when the
pre-and post-test data were compared. This study will contribute
another teaching way for preschool teachers in teaching sight
words.
sight words, preschool, online learning
Sight words are commonly used words that are often also called
high frequency words. Sight words occur more times than other
words in the spoken or written language. Many sight words are
chosen from a word list called the Dolce List of 220 Basic Sight
Words. Examples of sight words are “and'', ''to” and''me.” Primary
age students are encouraged to memorize these words by sight, or
automatically, in print so that they do not have to use decoding
strategies, and can better make meaning of the text (Jasmine &
Schiesl, 2009, p. 301).
Many sight words are difficult to learn because they do not follow
the grapheme-phoneme correspondence pattern and cannot be
sounded out. Even if students are receiving phonics instruction,
they may still have difficulty learning high frequency, or sight words.
Most studies in Malaysia on this topic are research for special
education students. So with it, a suggestion to identify the reading
ability among preschool students appeared. The aim of this study
is to determine the effect of SW sets on SJKC Khai Tee preschool
students’ reading abilities of sight words.
 heading yang merujuk - Early reading
terus kepada literatur - Importance of reading sight words
yang dibincangkan - Kurikulum Standard Prasekolah Kebangsaan
- Pecahkan kepada - Level of Malaysia preschool students in English language
subheading yang learning
bersesuaian
- Gunakan teknik
penulisan sintesis
- Kaitkan dapatan kajian
liepas dengan konteks
kajian dalam artikel yang
ditulis

Metodologi
- Huraian lengkap tentang
aspek dalam metodologi
- Rekabentuk kajian
- sampel kajian
- instrumen kajian
- teknik analisis data
(termasuk perisian yang
digunakan untuk analisis
data, analisis statistik
yang digunakan dll)
- Penerangan tentang
bagaimana, bila, tempoh
kajian dijalankan
- Prosedur yang terlibat
dalam melaksanakan
kajian/pengumpulan
data
- Jadual ringkasan yang
mengandungi RO,
instrumen, responden,
analisis data

Dapatan
- Terangkan demografi
responden
- Huraian dapatan
berdasarkan objektif /
persoalan kajian.
Hipotesis
- Bagi data kuantitatif,
nyatakan analisis
deskriptif terlebih dahulu
sebelum data inferensi.
- Bagi data kualitatif,
terangkan tema-tema
utama yang muncul,
diikuti dengan
penerangan bagi setiap
dapatan bersama bukti
dapatan.
Perbincangan
- Nyatakan dapatan
utama kajina
- Bincangkan dapatan
dengan merujuk kepada
dapatan kajian lepas
samada persama atau
perbezaan
- Terangkan kenapa
dapatan tersebut
sama/berbeza dengan
melihat kepada faktor
yang ada
- Fokus kepada ‘makna’
daripada dapatan kajian
anda - apa yang penting
untuk ditonjolkan?
Bagaimana ia dikaitkan
dengan penyataan
masalah kajian? Apa
kesan kepada aspek
praktis, pelaksanaan,
polisi dll?
- Cadangkan skop kajian
akan datang

Kesimpulan
- Ringkasan pernyataan
masalah / isu kajian
- Ringkasan keseluruhan
dapatan utama
- Tonjolkan the main
takeaways daripada
dapatan kajian anda
- Closing sentence