An Action Research on Improving Reading Skills

Through the SQ3R Approach

Sharifah Binti Che Hassan

SMK Desa Murni Sungai Dua Butterworth, Pulau Pinang

Correspondence: Sharifah Binti Che Hassan, MUET Department, SMK Desa Murni 13800

Sungai Dua, Butterworth, Pulau Pinang. E-mail: sharifahch@yahoo.com.my

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

learning English Language since childhood. Therefore, a systematic planning should be

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

change towards their English Language especially in reading.

Keywords: action research, reading skills, form six, MUET

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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

80% of these 6 BPS students are weak in reading English).

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

of reading tests in the classroom.

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.

1.1 Reflections of Past Teaching and Learning

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

more motivated, confident in answering paper 800/3 (Reading).

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

improve their achievement in the 800/3 (Reading) papers.

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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

students cannot master MUET subjects as a whole.

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.

3.0 Research Objective

General Objective:to increase the scoring percentages at 70% for 800/3 (Reading) papers

among 6 BPS students during Muet Trial Exam September 2017.

Specific objective:

i. Improve the skills of answering paper 800/3 (Reading)

ii. Improve understanding of facts in 800/3 reading materials (Reading)

iii. Avoid confusion in choosing the right and reasonable answers

iv. Attract students to add vocabulary in English through reading comprehension.

4.0 Target group

This study involved 21 form six students from 6 BPS 6 at Sekolah Murni Desa Murni, Sungai

Dua Butterworth, Pulau Pinang.

Table 1: The race in 6 BPS

Race Male Female

Malay 6 11
Chinese 0 4
Indian 0 1
Total 6 21

5.0 Research Implementation

5.1 Initial Survey

The survey was conducted by citing data as follows:

i. Pre-Trial Test (7 essays and 45 objective questions) to identify the level of readiness of paper

800/3 (Reading) among students.

ii. Interview to find out the students interest on MUET

5.2 Proposed Intervention Action

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

level of knowledge of the student on a subject (discovering existing knowledge)

2. Questions contain 1 essay and 7 objective questions are given to students.

3. Students answered the questions relying only on existing knowledge.

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.

Examples like important names, events, numbers, and terms.

7. Students exchange answers with their next friends.

5.3 Assessment of Intervention Action

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

STPM Trial Exam.

ii. Observe student attitudes to get answers to the questions.

6.0 Data Collection

6.1 Problem Analysis:

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

same set of students sat for the exam.

Table 2: The Pre Test and Post Test Score

No Full Name Pre Post
.
1. Khairul Aisamuddin B Ali 12 12
2. Fatin Nursyazwani Bt Azmi 17 22
3. Khor Jen We 11 21
4. Lai Jing Min 11 16
5. Lim Li Pei 22 27
6. Nur Hidayah Bt Abdullah 09 17
7. Nursyazwani Bt Jafferi 10 11
8. Nurul Izzah Bt Mohamad Fauzi 19 21
9. Nurun Najihah Bt Mazni 12 16
10. Siti Saliha Najwa Bt Sharifuddin 22 22
11. Tan Wan Ping 18 20
12. Vaishnavi A/P Muniyandi 15 19
 13. Muhamad Iqram B Taufet 16 17
14. Muhammad Aliff Syazwan B Zamri 12 14
15. Muhammad Asraf B Mohd Redzuan 10 10
16. Nur Aina Bt Mohd Fazdil 12 15
17. Nur Faizahtu Hajar Bt Ahmad Fadzil 08 13
18. Nurul 'Adilah Bt Kamaruddin 14 19
19. Tuan Nur Maziah Bt Tuan Ismail 14 17
20. Wan Shaleza Nurjasmin Bt Wan Shah Bany 19 19
21. Muhammad Fikri Hakimi B Mazlan 12 12

Passing score: 13 and above

Failing score: 12 and below

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

reading material. Examples of implementation:

1.1 Questions taught by the teacher (see attachment)

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

answer the questions given.

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

improve their results in 800/3 (Reading) papers.

Table 3: The results of Pre Test and Post Test

N Test Pre Post

o.
 1. Pass 4 17
2. Fail 11 4

Passing score: 13 and above

Failing score: 12 and below

8.0 Reflection

8.1 Evaluation of Student Achievement

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

have been using SQ3R approach ever since last year.

Table 4: The results of Pre Test, Post Test and Pre-Test 2018

No Test Pre Post Pre Trial 2018

.
1. Pass 8 17 19
2. Fail 11 4 0
 Table: 5 : The results of Pre Test, Post Test and Pre-Test 2018

Full Name Pre Trial Trial 2018 Pre Trial 2018

2017
1. Khairul Aisamuddin B Ali 12 12 26
2. Fatin Nursyazwani Bt Azmi 17 22 26
3. Khor Jen We 11 21 33
4. Lai Jing Min 11 16 24
5. Lim Li Pei 22 27 25
6. Nur Hidayah Bt Abdullah 09 17 22
7. Nursyazwani Bt Jafferi 10 11 19
8. Nurul Izzah Bt Mohamad Fauzi 19 21 24
9. Nurun Najihah Bt Mazni 12 16 16
10. Siti Saliha Najwa Bt Sharifuddin 22 22 27
11. Tan Wan Ping 18 20 22
12. Vaishnavi A/P Muniyandi 15 19 21
13. Muhamad Iqram B Taufet 16 17 20
14. Muhammad Aliff Syazwan B Zamri 12 14 26
15. Muhammad Asraf B Mohd Redzuan 10 10 17
16. Nur Aina Bt Mohd Fazdil 12 15 17
17. Nur Faizahtu Hajar Bt Ahmad Fadzil 08 13 19
18. Nurul 'Adilah Bt Kamaruddin 14 19 19
19. Tuan Nur Maziah Bt Tuan Ismail 14 17 Absent
20. Wan Shaleza Nurjasmin Bt Wan Shah 19 19 Absent
Bany
21. Muhammad Fikri Hakimi B Mazlan 12 12 17
Passing score: 13 above

Failing score: 12 below

 Table 6: Comparison between 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

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New York : Barron's Educational Series.

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