Ar Paling Paling Latessstttttttttttt

Embed Size (px)

Citation preview

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    1/55

    CONTENT

    1.0 INTRODUCTION

    1.1 Introduction

    1.2 Reflection on teaching experience

    1.3 Reflection based on related literature/ theory/assumptions/beliefs

    2.0 FOCUS OF INVESTIGATION / ISSUE OF CONCERN

    2.1 Preliminary Investigation of the Issue

    2.2 Focus of Investigation

    2.3 Problem tatement

    2.! "nalysis of Preliminary Investigation of the Issue

    2.!.1 #riteria of election

    a$ %or&ability

    b$ ignificance

    c$ Practicality

    d$ #ontrol

    e$ #ollaboration

    f$ Relevance to school

    2.' (efinitions of terms )optional$

    3.0 RESEARCH OBJECTIVES/ RESEARCH QUESTIONS

    3.1 Research *b+ectives

    3.2 Research ,uestions

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    2/55

    4.0 TARGET GROUP/PARTICIPANTS

    5 .0 ACTION

    '.1 Procedure of "ction

    '.2 (ata -athering ethods

    6.0 DATA ANALYSIS AND INTERPRETATION

    .0 FINDINGS

    !.0 SUGGESTIONS FOR FURTHER RESEARCH

    I0 *F RFR#

    "PP(I#

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    3/55

    Using Mental Imagery Construction Booklet to Enhance Year 3 Pupils Reading

    Comprehension

    1! I"#R$%UC#I$"

    11 #he Conte&t o' the Research

    In this action research, I had chosen a suburb-area school in Pasir Gudang area in

    Johor Bahru. Even though the school is classified in suburb area, it was surrounded by

    urban development. he school is near several hypermar!ets and surrounded my housing

    area. here were about "#$$ over pupils in this school with every standard having eight

    classes, separating the high and the low achiever. he school%s facilities are ade&uately

    provided for the convenience of the teachers and pupils li!e canteen, I' center, school

    hall and meeting room. (n English classroom was created few years bac!, and managed

    by the head of the sub)ect. It provides a place for English teacher to carry out more

    activities that re&uires more movement such as group sessions and language games. he

    school%s English society also support the classroom with boo!s, e&uipment, tools, and

    language games to encourage interesting and fun-learning process to promote English.

    he school emphasi*es on English language, there even a short five minutes

    session for English language after recess twice a wee!. hey either gather pupils and

    teach new vocabulary, or put on English learning rhyme and songs. +atest effort to

    encourage the pupils to involve more in English language is the English wee! event.

    here was this campaign where every pupil was made mandatory to wear a tag which

    displays a word in English every day in school. hey echange the tag with their friends

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    4/55

    every wee!. eachers% role is to randomly as! pupils what is the word%s meaning or how

    it is pronounced.

    he school%s session starts from .$$ a.m until ./$ p.m. I was automatically

    signed for year / class after the school%s headmaster being told that I am going to do an

    action research on the. But specifically, I had chosen lower achiever classroom to carry

    out the action research which is the fourth class of year /. 0ost of the pupils live nearby

    within Pasir Gudang area. here were "1 female pupils and " male pupils in the

    classroom. 2emale pupils observed more active than male pupils. he pros of this class is

    they were well-eposed with English language but the con is they can )ust merely

    understand the target language, have less comprehension and have very limited spea!ing

    s!ills.

    In spite of that, the class seems to have a !een interest when it comes to English

    lesson. 3owever, I have to eplain the activities and instruction repeatedly with simpler

    version in order for them to really understand what they are doing. Even though it is

    easier for me and the class if I use mother tongue language, I insisted to use target

    language to create English environment, which they do not commonly possess. In

    addition, pupils respond more if I embedded my teaching with non-verbal movement.

    hey are attracted more to pictures and multimedia contet. his is due to rapid

    development of technology environment, creating a tech-savvy generation. 'onventional

    teaching of chal! and tal! meant a boring class to them. herefore, I included my

    activities with some pictures, and student-centered sessions such as modeling, language

    games and grouping or partner tas!. 4ell, when designing learning for my pupils, I

    always !eep this in mind. here needs to be a healthy balance between student

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    5/55

    construction of meaning and teacher guidance. I applied Grant 4iggins and Jay 0cighe

    5$"67 calls for educators to reflect on how they balance the following three teaching

    roles8

    2acilitation8 open-ended &uestioning, problem posing, 9ocratic seminar, and

    guided in&uiry

    :irect instruction8 demonstration, modeling, and lecturing

    'oaching8 providing feedbac!, conferencing, and guided practice

    In other words, I need to tell them stuff and show them how to do things, but I also

    need to let my pupils discover, eperiment, and practice even if they miss the mar! or

    target. I believe that low achiever pupils need time to muddle through and ma!e meaning

    of new content, ideas, and concepts with some coaching and guidance, but also

    independently. hey can be given remedial activities, guidance and support during the

    activities, but as I said earlier, I want them to be an independent reader who comprehend

    and can epress what they read and see.

    9o, I gave them the opportunity to complete given tas!s all by themselves, isolated

    from their peers. his can also help them to evaluate their strength and wea!ness

    throughout the activity. 9ome of the pupils are able to complete the given tas! in short

    period, but they are seems to be not worried or ta!e things lightly as they tend to answer

    the &uestion bluntly without chec!ing. 3alf of them ta!e a long time )ust to answer one

    &uestion. his is predictable as they are the low achiever pupils even though the &uestions

    are appropriately made for their level.

    ;verall, this school has provided sufficient environment and support for pupils to

    learn English better. (t some level, it might be remembered as the great catch or

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    6/55

    successfully done, but rarely do we recall the many routine plays that happened so

    effortlessly. Getting and giving positive feedbac! is the most direct way each of us can

    create a school climate conducive to high achievement and happiness. certified teacher.

    0arais ? 0eier 5$$#7 assert that the term teaching practice represents the range of

    eperiences to which student teachers are eposed when they wor! in classrooms and

    schools. 0arais and 0eier 5$$#7 further argue that teaching practice is a challenging but

    important part of teacher training. eaching practice is meant to provide for the authentic

    contet within which student teachers are eposed to eperience the compleities and

    richness of the reality of being a teacher. Practice eaching, based on my eperience, is

    applying what we%ve learned from our teacher training courses into practice. It eposed

    me to the real life school setting, mentoring from my cooperating teacher and from day to

    day eperience handling the students.

    he school I was in is 9e!olah @ebangsaan aman 0ole!, in Johor Bahru.

    Primary school pupils are not easy to manage, it was not easy for me to !eep the order in

    the classroom but I did my best by using different strategies and some dynamicsA in my

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    7/55

    first class I did a dynamic called what have you heardC, what do you !nowC, and what

    would you li!e to !nowCD to !now the previous !nowledge that each of the students had

    about the topicA I did it switching both languages 5English and Bahasa 0alaysia7 because

    I starting using )ust English because I wanted to get into the language but students

    seemed not to understand what I was saying. he methods I used the most were the

    Grammar ranslation 0ethod and because in that level students need to be motivated the

    most due to they do not get interested in learning another language. It is so hard to get the

    attention of some students

    2or giving the classes a good time learning English, I used many materials such as

    flashcards to ma!e students repeat and learn some words, posters, candies 5for

    motivation7. I used to ma!e them wor! in group of three or four and the first two times I

    did this, pupils were unable to complete their tas! but instead they played with their peers

    and went to other groups of the same colleague. herefore, I arranged their seating by

    groups so it is easier for them to interact to each other, switching group members each

    wee!. By doing this, pupils will get used to each other and classroom rapport can be

    build. ot )ust for them, but it wor!s between me and the pupils.

    I used to teach

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    8/55

    Primary school pupils are not easy to manage, it was not easy for me to !eep the

    order in the classroom but I did my best by using different strategies and some dynamicsA

    in my first class I did a dynamic called what have you heardC, what do you !nowC, and

    what would you li!e to !nowCD to !now the previous !nowledge that each of the students

    had about the topicA I did it switching both languages 5English and Bahasa 0alaysia7

    because I starting using )ust English because I wanted to get into the language but

    students seemed not to understand what I was saying. he methods I used the most were

    the Grammar ranslation 0ethod and because in that level students need to be motivated

    the most due to they do not get interested in learning another language. It is so hard to get

    the attention of some students

    2or giving the classes a good time learning English, I used many materials such as

    flashcards to ma!e students repeat and learn some words, posters, candies 5for

    motivation7. I used to ma!e them wor! in group of three or four and the first two times I

    did this, pupils were unable to complete their tas! but instead they played with their peers

    and went to other groups of the same colleague. herefore, I arranged their seating by

    groups so it is easier for them to interact to each other, switching group members each

    wee!. By doing this, pupils will get used to each other and classroom rapport can be

    build. ot )ust for them, but it wor!s between me and the pupils.

    In my observation in their reading learning session, it was found to have a low

    positive correlation with the low achievers% academic achievement, but was not a

    significant predictor among the high achievers. 0oreover, the influence of control of

    learning belief on academic achievement was found to be positive among high achievers

    but was found to be negative among the low achievers. his indicated that among the low

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    9/55

    achievers, they achieved better when they were slightly more worried about their

    eaminations, thought that they had less control over their learning, and valued the

    learning tas! less than their peers within the same achievement group. Perhaps these

    factors made them more motivated to wor! harder. he differences in the relationship

    between the self-regulated learning variables in predicting academic achievement need to

    be investigated further.

    2urther research and needs to be done to loo! into these matters. (lthough my

    pre-study has found support to the influence of mental images construction on primary

    academic achievement, but I have to be cautious when generali*ing these observation.

    hese observations were based on responses made by the smartest pupils on the bloc! I

    would say. he ma)ority of the sample was from the 0alay ethnicity, and more than half

    of them were males. 2urther studies should be done using a wider sample of the

    0alaysian primary pupils based on variety level and age. In addition, my action research

    target is primarily among the low achiever pupils.

    hus, from what I eperiences and observe, I strongly believe that by teaching

    pupils with reading or specifically, comprehension s!ill strategies will help them to

    comprehend what they learn. 9o, this will indirectly develop their language s!ills and

    proficiency in the target language.

    13 Re'lection *ased on related literature+ theory+ assumptions+ *elie's

    ;ne of the greatest challenges for instructors in adult education programs is to

    help students ac&uire the basic cognitive s!ills and habits needed to be self-directed

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    10/55

    learners. ( large body of research from both secondary and postsecondary settings

    suggests that strategy instruction strengthens students% abilities to engage with learning,

    benefit from instruction, and succeed. 9trategy instruction is an approach that teaches the

    tools and techni&ues necessary for understanding, learning, and retaining new content and

    s!ills. It involves teaching strategies that are both effective in assisting learners with

    ac&uiring, retaining, and generali*ing information, and efficient, helping them ac&uire the

    information in the least amount of time 5+en*, Ellis, ? 9canlon, "FF17. here is a range

    of approaches and a range of uses for strategy instruction in all content areas for learners

    of all ages.

    2or many years, teaching reading comprehension was based on a concept of

    reading as the application of a set of isolated s!ills such as identifying words, finding

    main ideas, identifying cause and effect relationships, comparing and contrasting, and

    se&uencing. eaching reading comprehension was viewed as a mastery of these s!ills.

    'omprehension instruction followed what the study called mentioning, practicing, and

    assessing procedure where teachers mentioned a specific s!ill that students were to apply,

    had students practice the s!ill by completing wor!boo! pages, then assessed them to find

    out if they could use the s!ill correctly. Instruction neither did little to help students learn

    how or when to use the s!ills, nor was is ever established that this particular set of s!ills

    enabled comprehension.

    esearch indicates that we build comprehension through the teaching of comprehension

    strategies and environments that support an understanding of tet. It is important for

    educators and parents to teach children active strategies and s!ills to help them become

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    11/55

    active, purposeful readers. eaching reading comprehension is an active process of

    constructing meaning, not s!ill application. he act of constructing meaning is8

    I. Interacti,eH It involves not )ust the reader, but the tet and the contet in which

    reading ta!es place.

    II. -trategic H eaders have purposes for their reading and use a variety of

    strategies as they construct meaning

    III. )dapta*leH eaders change the strategies they use as they read different !inds

    of tet or as they read for different purposes. (lthough metacognition and

    schema aren=t comprehension strategies, they are very important for teaching

    reading comprehension strategies. John 2lavell used the term metacognitionD in

    the $%s and believed we were capable of monitoring our own thoughts. 9imply

    put, metacognition means to thin! about your thin!ing. In her boo!,

    'omprehension 'onnections, anny 0cGregor uses a mathematical e&uation to

    teach this concept to her students that I have also used in my classroom8 et

    hin!ing K eal eading

    IL. Making Connection

    'hildren ma!e personal connections with the tet by using their schema. here

    are three main types of connections we can ma!e during reading8

    et-to-9elf8 efers to connections made between the tet and the reader=s

    personal eperience.

    et-to-et8 efers to connections made between a tet being read to a tet that

    was previously read.

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    12/55

    et-to-4orld8 efers to connections made between a tet being read and

    something that occurs in the world.

    L. Creating Mental Imageshis strategy involves the ability of readers to ma!e mental images of a tet as a

    way to understand processes or events they encounter during reading. his ability

    can be an indication that a reader understands the tet. 9ome research suggests

    that readers who visuali*e as they read are better able to recall what they have

    read than those who do not visuali*e.

    LI. .uestioninghis strategy involves readers as!ing themselves &uestions throughout the

    reading of tet. he ability of readers to as! themselves relevant &uestions as they

    read is especially valuable in helping them to integrate information, identify main

    ideas, and summari*e information. (s!ing the right &uestions allows good

    readers to focus on the most important information in a tet.

    LII. In'erring

    (uthors do not always provide complete descriptions of, or eplicit information

    about a topic, setting, character, or event. 3owever, they often provide clues that

    readers can use to read between the linesDMby ma!ing inferences that combine

    information in the tet with their schema.

    LIII. E,aluating

    :etermining importance has to do with !nowing why you%re reading and then

    ma!ing decisions about what information or ideas are most critical to

    understanding the overall meaning of the piece.

    I/ -yntheti0ing

    9ynthesi*ing is the process of ordering, recalling, retelling, and recreating into a

    coherent whole the information with which our minds are bombarded every day.

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    13/55

    9ynthesi*ing is closely lin!ed to evaluating. Basically, as we identify what%s

    important, we interweave our thoughts to form a comprehensive perspective to

    ma!e the whole greater than )ust the sum of the parts.

    E&perimental studies

    hese eperimental studies used imagery training programs or gave readers instructions

    to form images. here have been many studies of induced imageryA those described here

    show the various ways it can affect reading of etended tets.

    Pressley 1245

    In a classroom setting, Pressley 5"F17 taught third-grade children a mental

    imagery strategy to help them remember stories. he children were given practice

    constructing images for progressively longer prose passages 5sentences, paragraphs,

    stories7 and were shown slides depicting good eamples of images for the passages.

    'ontrols were told to do whatever they could to remember and did not see the slides.

    Both groups then read a F6$-word story with alternating printed and blan! pages. he

    imagery group was reminded regularly to form images on the blan! pages and the control

    group was reminded regularly to do whatever they could to remember when they saw the

    blan! pages. ;n a #-item short-answer test, the imagery group outperformed the control

    group. here were no difference in reading times for the passages.

    6am*rell 127(5

    Gambrell 5"FN7 gave first and third graders short stories to read in segments. Before

    each segment, children in the eperimental group were told to ma!e pictures in their

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    14/55

    heads to help remember, while the controls were told to thin! about what they read in

    order to remember it. (fter reading each segment, the participants were as!ed a

    prediction &uestion 54hat do you thin! is going to happen netCD7. esponses were

    scored for factual accuracy and number of accurate predictions. hird graders in the

    imagery group reported twice as many facts and made twice as many accurate predictions

    as controls. (lthough first-grade imagers also outperformed controls on both measures,

    the differences were not statistically significant. Gambrell and other researchers have

    speculated that with beginning readers, the burden of verbal processing may inhibit

    simultaneous formation of images. Possibly, very beginning readers may do better

    reading and forming images successively, as in the structure of the Pressley study.

    (! 8$CU- $8 I"9E-#I6)#I$"

    he purpose of the research is to improve the pupils% reading comprehension. his

    research will compare conventional reading s!ills with mental images construction

    strategy that will determine the impact on the reading-specific self-efficacy,

    comprehension, attributions, and effect of students with reading difficulties.

    (1 Preliminary In,estigation o' the Issue

    eading is the recognition of printed or written symbols, which serve as stimuli

    for the recall of meanings built up through the reader=s past eperience. It has also been

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    15/55

    described as a process of translating alphabetical symbols into a form of language from

    which the native spea!er has already derived the meaning. (ccording to +awal 5"FF17,

    readers use the symbols to guide the recovery of information from their repertoires and

    subse&uently use this information to construct interpretations of the message. (dewole

    5$$"7 describes critical reading s!ill,D which which students need to read, eplore, and

    appreciate a literary tet effectively. he ability to read is a crucial s!ill for information

    retrieval 5:i!e, $$17.

    herefore, my pupils are from suburbs and have average literacy rates. 0ost of them can

    read, but not fully understand what they read about. Based on each reading lesson that I

    have implemented, they are observed to comprehend more tet on topic that they are

    familiar and interested with rather than other culture or new things introduced. heir

    information retrieval are good but mostly parroted based on contetual clues.

    (( 8ocus o' in,estigation Issue o' concern5

    his research was done to improve pupils% reading comprehension. ;yetunde and

    Onoh 5"FN17 list impediments to positive reading habits and attitude. hese includes lac!

    of materials, poor preparation of teachers, lac! of interest, poor libraries or none at all,

    home bac!ground, and lac! of adult readers as models.

    Based on my pre-observation, I found that the ma)or causes of pupils= poor

    performance in English and other school pupils is their inability to read effectively,

    which, in turn, is largely is due to the attitude of learners toward reading. +awal 5"FN7

    described such reading problems as8 omission, substitution, reversal, mispronunciation,

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    16/55

    sight, vocabulary, not up to grade level, nervousness, slow reading, and lac! of

    comprehension. eachers must ta!e responsibility for solving these problems, but

    2olaranmi 5$$7 believes that the government should involve teachers in wor!ing out

    effective ways of ma!ing the teaching profession viable for serving teachers and

    attractive to incoming ones, in order to address the problem of student poor reading

    culture. I also believe that many bilingual pupils fail to comprehend what they read in the

    school situation because they lac! the vital firsthand eperience necessary to widen their

    !nowledge and general information of their culture which are not included in the school

    tet. (!inbade 5$$7 states that a good environment is necessary to promote effective

    learning in primary schools.

    ;yero!un 5"FF/7 emphasi*es the need to use appropriate techni&ues and materials

    in teaching. 9he further states that in order to achieve this, the school, teacher, and

    parents should wor! together to ensure improvement in reading performance. I agrred

    with this opinion, which maintaining that school, pupils, teachers, and parents should

    wor! to improve English language reading s!ill.

    (3 Pro*lem statement

    he researcher will study how effective does the use of self-regulated

    comprehension strategies in improving pupils% reading comprehension.

    eading is lifelong activity.hose who en)oy reading derive pleasure and

    satisfaction from it. (digun and ;yelude 5$$/7 observe that s!ill in reading will not only

    assist pupils in organi*ing their thoughts and )otting down important facts while reading,

    but also e&uip them to comprehend entire tets. (dewole 5$$"7 asserts that the aim of

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    17/55

    any reading programme is to lay a strong foundation that can benefit pupils throughout

    their lives in academic pursuits. he literacy rate is usually higher among the male

    population. 4hile the literacy rate ranges are higher in urban area, rural area has lower

    literacy rates in 0alaysia.

    Based on my observation made on my participant, there are some problems that pupils

    face while comprehending a passage in English. hese are the highlighted problems8

    a5 :eak decoding skills

    In the classroom, almost all pupils appear to have basic decoding s!ills,

    but are actually wea! in many of the underlying fundamentals. 4hen they

    reach year /, their decoding s!ills cannot !eep pace with the written

    material they are re&uired to read. Pupils seems guessing words based on

    si*e or shape, letters in the word or contet of the passage that I given

    them. Poor reading accuracy results in misread or omitted words, which

    can change the meaning of sentences and interfere with reading

    comprehension. In addition, as I tries to increase the difficulties of the

    reading material 5to the actual level they should be in year /7, the

    participant said that the effort re&uired to read becomes increasingly

    fatiguing and there are fewer resources remaining to derive meaning from

    the tet.

    *5 Poor reading prosody

    Prosody here means reading with intonation, inflection and appropriate

    phrasing 5pausing at commas and readingD periods7. 4hen pupils run

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    18/55

    sentences together and read without appropriate prosody, it is difficult for

    them to chuc!D the language for meaning. his problem is largely

    contributed by parroting in class. his is a common problem is primary

    school as pupils merely read reading material, not trying to comprehend

    them. (s observed, when pupils as!ed to read a passage together or alone,

    they read the reading material with monotonous tone continuously,

    ignoring some of the commas and intonation all in one breath. 2or

    comprehension purposes, sentences should be read aloud so that they

    sound familiar to spo!en language. hat%s why in schools, we have

    reading aloud sessions to emphasi*e prosody among pupils.

    c5 :eak language processing skills

    0any of the pupils in the selected classroom have wea! language s!ill for

    higher-level language synta. (s in year /, written synta becomes longer

    and more comple. 4ith the elements such as embedded phrases, pronoun

    referents, and passive tense. Pupils with wea! language s!ills loseD the

    meaning of the sentences when synta becomes comple, and have

    difficulty parsing and lin!ing the different parts of the sentences. his is

    proven when pupils are confused when as!ed with a &uestion to whom do

    Ja!e whisper toCD he sentences are Ja!e open his bac!pac! and pulls out

    panda. It%s my first plane trip, he whispersD.

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    19/55

    d5 ;ack o' acti,e processing

    9ome pupils in the classroom have ecellent decoding s!ill, but are not

    actively processing the material they read. Pupils need to learn to learn

    actively engagae with written material, through techni&ues such as

    wondering, predicting, clarifying, lin!ing ideas, relating to material to

    their own eperiences, and visually picturing scenes in a story or passage.

    Based on some of the eercise given to them 5reading comprehension

    eercise7, pupils seems to be lifting )ust any words or sentences related to

    the &uestion. hey did not even process the &uestion%s re&uirement or the

    passage given to come out with answer with own language. Pupils )ust lift

    the answer from any part of the passage which they thin! is most related.

    (< )nalysis o' Preliminary In,estigation o' the Issue

    In my pre-conclusion, the pupils have not mastered their reading s!ills to

    comprehend reading materials. hey are influenced by factors li!e not up to grade level,

    slow reading, and lac! of comprehension.

    (

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    20/55

    vocabulary and relate it with their imagination or s!etch it to enhance their

    comprehension of the tet.

    he significance of wor!ing out the problem is the implication it has towards the

    pupils, schools and country. Pupils need the reading s!ills and reading comprehension for

    the purposes of daily life routines and career re&uirements. eading comprehension is

    what allows the reader to interact with the tet in a meaningful way. It%s the bridge from

    passive reading to active reading from letters and words to characters and contets.

    eading comprehension is the crucial lin! to effective reading a strong factor in our

    educational and professional lives. 2or many, reading comprehension also unloc!s the

    door to a lifetime of reading recreation and en)oyment.

    It is worth it to spend time improving the vocabulary of the pupils. his is

    practical as the improvement in reading comprehension mastery brings differences in

    many aspects. ot only improvement in better language s!ills of listening, spea!ing,

    writing and reading but also academically. here are also many practical applications for

    self-regulated learning in schools and classrooms today. Paris and Paris state there are

    three main areas of direct application in classrooms8 literacy instruction, cognitive

    engagement, and self-assessment 5$$"7. In the area of literacy instruction, educators can

    teach students the s!ills necessary to lead them to becoming self-regulated learners by

    using strategies such as reciprocal teaching, open-ended tas!s, and pro)ect-based

    learning.

    (> %e'initions o' terms

    Mental Imagery

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    21/55

    varieties of which are sometimes collo&uially refered to as visuali*ing,D

    seeing in the mind=s eye,D hearing in the head,D imagining the feel of,D

    etc.7 is &uasi-perceptual eperienceA it resembles perceptual eperience, but

    occurs in the absence of the appropriate eternal stimuli.

    Construction

    the style or method used in the building of something

    Booklet

    a small boo! consisting of a few sheets

    Enhance

    intensify, increase, or further improve the &uality, value, or etent of.

    Reading comprehensioneading comprehension is the ability to read tet, process it and understand

    its meaning. (n individual=s ability to comprehend tet is influenced by their

    traits and s!ills, one of which is the ability to ma!e inferences.

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    22/55

    3! RE-E)RC? $B@EC#I9E-+ RE-E)RC? .UE-#I$"-

    31 Research $*Aecti,es

    I. :evelop pupils% reading comprehension with critical understanding using

    mental imagery construction while reading.

    II. 9upport pupils to practice this strategy and encourage pupils to become a

    thoughtful reader.

    3( Research .uestions

    i. :o the mental imagery construction strategies develop the pupils% reading

    comprehensionC

    ii. :o the mental imagery construction strategy can become part of their

    practice while reading and encourage them to become a thoughtful readerC

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    23/55

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    24/55

    preferences is language games and visual aids. 0ost of them are thrilled and interested in

    learning English. (ccording to them, English lesson are more intriguing than other sub)ects.

    Generally, I can conclude that these pupils are better learning English by heart and

    not by preach. heir level of efficiency in English can be improved with appropriate teaching

    and learning process or strategy.

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    25/55

    5.0 ACTION

    >1 Procedure o' )ction

    0y research will use @urt +ewin%s model of action research. he model

    comprises of five steps8 identifying a general or initial idea, reconnaissance or fact

    finding, planning, ta!e first action step, evaluate, amended plan, ta!e second step and the

    cycle goes on. In the first step, general or initial idea will be identified on which

    strategies to be used to develop reading comprehension. he second step, reconnaissance

    is where reading will be done on how the Guided approach uses constructing mental

    imagery to teach reading comprehension. he third step is to pretest the pupils% ability to

    read particular tet and as! them about their understanding of the story. hen, the

    researcher will teach them the strategy until they understand the method. (fter that the

    researcher will conduct a post test whether they are able to master the strategy. he net

    step will be ta!ing the action of the planned step. hen, evaluate the action ta!en by

    doing analysis of the data collected.

    tephen emmis4s and c 0aggart odel )1556$

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    26/55

    he action procedure that will be implemented in this study as follows8

    Planning 8

    I. Preparing the reading material will be used in the pre-intervention and

    post-intervention test.II. Preparing the teaching media

    III. Preparing the wor! sheet.

    IL. Preparing the test.

    L. Preparing the observation instruments 5&uestionnaire7

    (ction 8

    I. Pre-activityi. Engagement 5gives pre-intervention comprehension test to

    brainstorm pupils with the study contet7.II. whilst-activity

    - Eploration 5giving student a chance to train7

    - Elaboration 5giving a challenge to reinforce pupils to enlarge their

    !nowledge7

    - 'onfirmation 5to generali*e the material learned8 visuali*ation,

    mental imagery7

    III. Post-activity

    - (ssessment

    he research was carried out in four sessions within a month, two periods on each

    session, which is roughly one hour. he session is as follow8

    #a*le 1Step 1- pre-intervention test

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    27/55

    (ctivity step (nticipated teacher

    action

    (nticipated student

    action

    ationale for activity

    steps based on

    research focus

    9tep "8

    Pre-

    intervention

    test

    eacher give a

    reading

    comprehension

    pre-

    intervention

    test

    eacher

    eplains the

    instruction

    eacher

    observes

    pupils%anticipation,

    interest, effort

    Pupils read

    the short

    passage and

    answer the

    given

    &uestions

    Pupils

    epress how

    they feel after

    the pre-

    intervention

    test

    o analyse

    pupils%

    comprehensio

    n

    o observe

    responses

    from the

    participant

    In this first step, pupils were having a pre-intervention test. eacher gives out a set

    of short passage and comprehension &uestions. eacher will eplain the instruction

    clearly. Pupils answer the &uestion independently without any guided support. It was to

    allow the teacher to collect the data from the instrument and have an analysis to

    investigate the reading comprehension rates from pupils% prior !nowledge. (part from

    that, the observation is to identify pupils% attitude and altitude towards such reading

    passage and answering comprehension &uestions.

    #a*le (Step 2- Intervention: Applying basic skill of constructing mental imagery

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    28/55

    (ctivity

    step

    (nticipated teacher

    action

    (nticipated student

    action

    ationale for activity

    steps based on

    research focus

    9tep 8 eacher read

    short paragraphand pause after

    few sentences

    that contain good

    descriptive

    information

    eacher tal!s

    about the setting,

    character, or

    actions

    eacher as!spupils to close

    their eyes and

    drawD a picture

    in their head

    eacher epress

    the ob)ect,

    situation,

    character using

    movement

    Pupils share

    what they see,hear, taste and

    smell

    Pupils come

    out with words

    that helped

    them to create

    the mental

    images and

    emotions 5with

    guidance7 Pupils epress

    their own

    images during

    non-verbal

    movement

    o introduce by

    eplaining topupils what

    mental imagery

    is and how they

    might evo!e

    mental imagery

    o discuss the

    nature of their

    images for the

    similarities and

    differences will

    help them

    clarify and

    refine their use

    of imagery.

    In this step, teacher tells student that they can remember more of what they read by

    ma!ing picture in their mind of what they are reading and carefully studying illustration

    that appears in their reading or tetboo!. Osing thin! aloudD approach, teacher reads

    through a simple narrative or epository passage and pause at several points to tell pupils

    what comes in teacher%s mind. Pupils then as!ed to describe theirs as they react to the

    same passage. eacher and pupils study the passage and reflect aloud on what clues it

    gives about the passage reading. he non-verbal movement is to help pupils epress their

    mental imageryD better, which foster more understanding.

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    29/55

    #a*le 3 Step 3- Practice of mental imagery construction strategy

    (ctivit

    y step

    (nticipated teacher

    action

    (nticipated student

    action

    ationale for activity

    steps based on research

    focus9tep /8 eacher

    distributes

    empty boo!let

    to pupils

    eacher

    guides pupils

    to use mental

    imagery

    construction

    strategy withcues of the

    passage from

    pre-

    intervention

    test.

    ead the

    passage

    individually

    elate their

    mental

    imagery

    evo!ed to

    give their

    interpretation

    ofsignificance

    of words or

    sentences

    Pupils draw

    their

    interpretation

    of the

    passage in

    the boo!let

    o foster

    independency

    for the students

    this particular

    step in the

    procedure

    Practice with

    tets that lend

    themselves to

    mental imagery o see pupils%

    practice of

    mental imagery

    with the

    significance of

    the tet

    In this step, readers eperiencing difficulties often need help with creating mental

    images and may not reali*e how this can help their comprehension. hus, eachers

    support pupils in visuali*ing by as!ing &uestions such as 4hat image do you see in your

    headCD by eplicitly drawing attention to descriptive language or a se&uence of ideas, and

    by sharing their own images. Pupils use a strategy similar to the thin!-aloud approach,

    creating drawings to illustrate and understand relevant information gleaned from print

    5the drawing support their visuali*ation7. his step is to practice pupils with the target

    strategy, to help them independently master the mental imagery construction.

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    30/55

    #a*le

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    31/55

    #a*le >Step 5- eflection

    (ctivitystep (nticipated teacher action (nticipatedstudent

    action

    ationale for activitysteps based on

    research focus

    9tep 6

    eflection

    eacher too! the

    chec!list from before

    the intervention and

    after the intervention

    done

    eacher evaluate the

    chec!list with the

    before and afterintervention with the

    result data to

    determine the

    efficiency of strategy

    implement

    -

    o reflect on

    the strategy

    and method

    used for future

    action plan of

    improvement

    and reference

    In this last step, teacher carefully loo!s into the chec!lists to see any changes of

    attitude and altitude of the participant throughout the research. eacher will also analy*e

    the resulted data to determine the effectiveness of mental imagery construction strategy in

    enhancing pupils% reading comprehension.

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    32/55

    >( %ata 6athering Methods

    he data obtained from the pupils% achievement scores of the test of reading

    comprehension are recorded. hey were pre-intervention and post-intervention scores.

    uantitatively, mean, mode and median are calculated. here also two chec!list, before

    and after the intervention done.

    o construct the tables, figures and charts, a computer programmer will be used to !ey in

    the input of the data. ualitatively, there would be comparison between the tables and

    diagrams. (lso, there will be data obtained from the &uestionnaires.

    >(1 $*ser,ation

    ;bservations are done before and after the intervention. he chec!list

    provides the criteria pertaining to the case study. his is to observe and evaluate

    pupils% attitude and altitude &ualitatively to give insight behavior of the participant

    and also the appropriateness of the strategy implemented. 4ays to collect data8

    I. Provide a chec!list that consist all related criteria in the study

    II. ;bserve the behavioural response or effort done by the participant

    III. :etermine the score based on the observation

    IL. :ata collected and presented in tables for clearer view

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    33/55

    >(( Preinter,ention and postinter,ention test

    Before the intervention done, a set of sample passage and &uestion are

    given to the participant. hese interventions test were to test participants% reading

    comprehension. 2or the pre-intervention test, it is done by the participant without

    any guidance from the researcher. he researcher is there only to observe their

    behavior toward the test. (fter the implementation of the intervention, another set

    of sample passage and &uestions are given to the participant. he structure of the

    &uestions and the sample passage are the same ecept for only the contet

    changed. his post-intervention test is also done independently by the participant

    and the researcher observes and collects the test. 4ays to collect data8

    I. 'ollected result and score presented in a graphic organi*er

    II. (ll five participant results are shown for clearer view

    III. hen the data collected from the result are compared to see the

    differences changes before and after the intervention.

    >(3 .uestionnaire

    In order to get the participant responses toward the research, a simple set of

    &uestionnaire consisting relevant in&uires given to them. he participant answer

    the &uestionnaire according to their level of understanding, interest,

    appropriateness and !nowledge gained throughout the action plan.

    I. Prepare simple and understandable in&uires &uestionnaireII. he effectiveness of the strategy is measured by the level of the

    appropriateness of the study based on the responses

    4! %)#) )");Y-I- )"% I"#ERPRE#)#I$"

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    34/55

    41 $*ser,ation

    #a*le 411!"ecklist on participant be"avior to#ar$s pre-intervention test

    o. 'riteria Participant1 2 3 4 5

    " %oes pupil un$erstan$ t"e story from t"e passage& ' ( ' ( (

    %oes give positive e)pression to#ar$s t"e test& ' ( ( ( '

    / %oes pupil intereste$ in t"e test& ' ' ' ' (

    # %oes pupil able to ans#er t"e *uestions in$epen$ently& ( ( ' ( '

    6 %oes pupil able to visuali+e t"e story'passage'*uestions& ( ( ( ( (

    1 %oes pupil c"eck on t"eir ans#ers& ( ( ' ( (

    able 1." shows the chec!list done on the observation during the pre-intervention

    test. 2or the first criteria, to chec! the understanding, only out of 6 participants

    understand the story. 9econdly, participant seems disli!e the pre-intervention test because

    they find it is &uite difficult for them to comprehend. 2or the third criteria, almost all

    participants are interested in the passage or the test. ;nly out of 6 participants are able

    to answer all the &uestions independently and none of them are able to visuali*e the story

    as a whole. (t the end of the test, only " participant seems to chec! the answer before

    handed it over the researcher.

    #a*le 41(!"ecklist on participant $uring t"e intervention

    o. 'riteria Participant1 2 3 4 5

    " %oes pupil intereste$ in learning t"e strategy& ' ' ' ' '

    %oes give positive e)pression to#ar$s t"e strategy& ' ' ' ' '

    / %oes pupil un$erstan$ "o# to apply t"e strategy& ' ' ' ' (

    # %oes pupil able to visuali+e t"e story'passage'*uestions& ' ' ' ' '

    6 %oes pupil able to relate t"eir mental imagery #it" t"e ' ' ' ' (

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    35/55

    passage&

    1 %oes pupil are able to practice t"e strategy

    in$epen$ently&

    ' ( ' ' (

    able 1./ show the participation behavior, attitude and altitude toward the

    intervention. It shows that all of the participants are eager to learn the mental imagery

    construction when told and also give a very good epression towards it. It may because

    young learners are motivated to learn from fun learning process 5drawing the boo!let7.

    :uring the teaching of the strategy, only one out of 6 participants has difficulties to

    understand how it wor!s. 4hen it comes to creating a mental images, or what I told the

    mind moviesD in their mind, all the participant are able to visuali*e them and connect it

    to the reading passage but one participant failed to do so. 3owever participants needed

    guidance because they are unable to practice the strategy independently while reading the

    passage and drawing the character>situation. he researcher has to gives contetual clues

    and a situation to help them visuali*e reading passage.

    #a*le 413!"ecklist on participant $uring t"e post-intervention test

    o. 'riteria Participant

    1 2 3 4 5

    " %oes pupil un$erstan$ t"e story from t"e passage& ' ' ' ' (

    %oes give positive e)pression to#ar$s t"e test& ' ' ' ' '

    / %oes pupil intereste$ in t"e test& ' ' ' ' (

    # %oes pupil able to ans#er t"e *uestions in$epen$ently& ' ' ' ( '

    6 %oes pupil able to visuali+e t"e story'passage'*uestions& ' ' ' ( '1 %oes pupil c"eck on t"eir ans#ers& ' ' ' ' (

    able 1./ shows chec!list on participant during the post-intervention test. # out of

    6 participant shows comprehension of the passage. ;ne failed to do so and only

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    36/55

    understand a part of it. 3owever, all participant show positive attitude while answering

    the &uestions and only one participant epressed that he>she are not interested into the

    reading and answering &uestions. :uring the test, participant # as!ed for help because

    he>she are unable to answer the comprehension &uestion without assistance. Based on the

    observation, almost all of the participants are able to visuali*e the

    story>passage>&uestions, they seem to close their eyes and show their effort to do so. ;ne

    participant does not chec! on his>her answer.

    4( )nalysis o' Preinter,ention test and Postinter,ention test

    4(1 )nalysis o' Preinter,ention test and Postinter,ention test

    .uantitati,e

    #a*le 4(1Pre-intervention an$ post-intervention test score

    o Participan

    t

    Preinter,ention test Postinter,ention test

    0ar!s 0ean 0edia

    n

    0ode 0ar!s 0ean 0edia

    n

    0ode

    " P" 1

    ( 1 1

    >

    1( > >

    P 1 >/ P/ ! >

    # P# 1 >

    6 P6 1 nflrc.hawaii.edu>rfl.

    Gipe, J. P., "FF". !reative ea$ing ec"ni*uend Ed. O9( 8 Gorsuch 9carisbric! Publishers.

    http://nflrc.hawaii.edu/rflhttp://nflrc.hawaii.edu/rflhttp://nflrc.hawaii.edu/rfl
  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    52/55

    Juniari, i Putu, $$6. "e Application of PAS Strategy to improve t"e ac"ievement of t"e

    secon$ year stu$ents in compre"en$ing rea$ing te)tOnpublished hesis, I@IP egeri

    9ingara)a.

    @emmis, 9tephen, and obin 0c aggart. "FNN. "e Action esearc"

    Planner:ea!in Oniversity. 0elbourne.

    Putri, :esa! (yu E!a. $$. Improving the (bility in eading 'omprehension hrough 9/

    echni&ue of 'lass II( 9tudent ;f 90O " BangliDSkripsi 9ingara)a 8

    I@IP egeri 9ingara)a.

    Gambrell, +.B. 5"FN7. Induced mental imagery and the tet prediction performance of first and

    third graders. In J.(. iles ? +.(. 3arris 5Eds.7,,e# in*uiries in rea$ing researc" an$

    instruction5/"st yearboo! of the ational eading 'onference, pp. "/"-"/67. ochester,

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    53/55

    3igbee, @. 5"FF7. ecent research on visual mnemonics8 3istorical roots and educational fruits.

    eview of Educational esearch

    @eene, E., ? Rimmermann, 9. 5"FF7. 0osaic of thought8 eaching comprehension in a reader%s

    wor!shop. Portsmouth, 38 3einemann.

    +ong, 9., 4inograd P., ? Bridge, '. 5"FNF7. he effects of reader and tet characteristics on

    imagery reported during and after reading. eading esearch uarterly

    0ar!s, :. 5"FF7. Paivio, (.O. In . 9heehy, (.J. 'hapman, ? 4.(. 'onroy 5Eds.7,

    Biographical dictionary of psychology, ew

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    54/55

    Pressley, G.0. 5"F17. 0ental imagery helps eight-year-olds remember what they

    read.7ournal of $ucational Psyc"ology.

    Pressley, 0. 5"F7. Imagery and children%s learning8 Putting the picture in developmental

    perspective. eview of Educational esearch

    9ados!i, 0., ? Paivio, (. 5$$"7. Imagery and tet8 ( dual coding theory of reading and writing.

    0ahwah, J8 +awrence Erlbaum (ssociates Publishers..

    4ittroc!, 0. 5"FN"7. eading comprehension. In 2.J. Piro**olo ? 0.'. 4ittroc! 5Eds.7,

    europsychological and cognitive processes in reading. ew

  • 7/23/2019 Ar Paling Paling Latessstttttttttttt

    55/55

    APPENDICES