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

Kajian ini memberi tumpuan kepada pembangunan modul pemahaman bacaan untuk guru Bahasa Inggeris sekolah menengah bagi membantu pemahaman bacaan di kalangan murid sekolah menengah dalam Malaysia. Strategi kefahaman bacaan yang digunakan oleh guru Bahasa Inggeris untuk mengajar literal, pengolahan semula dan soalan kefahaman inferensi dengan menggunakan modul bacaan yang dibangunkan oleh penyelidik juga telah dikenalpasti. Satu set modul pemahaman bacaan telah dibangunkan dan setiap modul dibahagikan kepada tiga bahagian seperti Bahagian A (pemahaman ‘literal’), Bahagian B (pemahaman ‘pengolahan semula’) dan Bahagian C (pemahaman ‘inferensi’). Setiap bahagian modul mengandungi 5 teks pelbagai genre dan tema yang telah dipilih dan diadaptasi daripada pelbagai sumber sahih. Tahap kesukaran dan panjang teks meningkat secara beransur-ansur daripada modul 1 ke modul 6 sejajar dengan keupayaan membaca murid (aras 1 hingga aras 6). Di samping itu, lima soalan pemahaman telah dibina bagi setiap teks dalam setiap modul bacaan. Data kualitatif dikumpulkan menggunakan pemerhatian yang melibatkan 12 guru Bahasa Inggeris sekolah menengah dan 240 murid Tingkatan Empat yang telah dipilih melalui persampelan purposive daripada dua sekolah menengah di Pulau Pinang, Malaysia. The current study focused on the development of reading comprehension modules for secondary school ESL teachers to facilitate reading comprehension abilities among secondary school ESL students in Malaysia. Besides, the reading comprehension strategies used by ESL teachers to teach literal, reorganisation and inferential comprehension questions using the reading modules developed by the researcher were also identified. A set of six reading comprehension modules was developed and each module was divided into three parts namely; Part A (literal comprehension), Part B (reorganisation comprehension) and Part C (inferential comprehension). Each part of the modules consists of 5 texts with diverse genres and themes that were selected and adapted from various authentic sources. The difficulty level and length of the texts increased gradually from module 1 to module 6 in line with students’ reading abilities (band 1 to band 6). In addition, five comprehension questions were also constructed under each text in each reading module. The qualitative data were collected through observation that involved 12 secondary school ESL teachers and 240 Form Four students that were selected through purposive sampling from two secondary schools from Penang, Malaysia