USING INTERACTIVE

READING TEXTS TO
ENHANCE THE READING
SKILLS AMONG YEAR 3
PUPILS.

by: KHOR SUE SUE

INTRODUCTION
The role of English in Malaysia:
the second language (ESL).

English language curriculum in Malaysian schools:

KBSR to KSSR.
ESL for communication.

ESL teaching in Malaysian primary schools:

Four language skills, grammar and languagearts.
STATEMENT OF
PROBLEM
Pupils need to acquire reading skills.

Brown and Priyanvada (2010) reading comprehension is

the most common and oldest technique used in teaching
reading skills.

However, there are areas in reading comprehension that

pupils are weak in.

Teachers need to examine the areas and find ways to

overcome the problem.
RESEARCH
OBJECTIVES
RO1:
To find out the reading comprehension areas that Year 3
Dedikasi pupils have difficulty in.

RO2:
To determine whether Interactive Reading Text can help to
enhance the ability of Year 3 Dedikasi pupils in answering
reading comprehension questions.
RESEARCH
QUESTIONS
RQ1:
What are the reading comprehension areas that Year 3
Dedikasi pupils have difficulty in?

RQ2:
How can Interactive Reading Text help to enhance the ability
of Year 3 Dedikasi pupils in answering reading
comprehension questions?
LITERATURE REVIEW
RESEARCHER FINDINGS
Tariq (2013) CALL was 35 per cent more
effective than the traditional
instructor-led class in teaching
reading comprehension skills.
Mott, Benus & Neal (2005) Visual elements intertwined with the
Touch-User-Interface (TUI) paper-
to-digital content books improved
further pupils ability to understand
the reading texts.
Zugel (2009) Repeated readings were effective in
enhancing pupils reading speed
and fluency.
THEORY USED
Kemmis & McTaggart (2005):
METHOD
SAMPLING:
RESEARCH DESIGN: Purposive
Action Research Sampling
Qualitative Year 3 Dedikasi
(5 pupils)

INSTRUMENTS:
DATA ANALYSIS:
Tasksheets
Document Analysis
Interactive Reading Texts (IRT)
Frequency
Checklist
Thematic Approach
Observation Checklist
Interview Protocol
FINDINGS
Areas of reading comprehension skills that Year 3 pupils were
weak in:
1. Lower and upper case
2. Spelling
3. Pronoun
4. Singular / plural verbs
5. Lifting
6. Omission
7. Sentence structure
8. Incomprehensible answer
9. Not understand the question
 FINDINGS
Areas and frequency of mistakes made:
Tasksheet Tasksheet
Aspect of English Tasksheet 1 Tasksheet 2 Tasksheet 4
3a 3b

Lower & upper case III (3) IIIII (5) IIIIIIIIIIII (12) IIIIIIIII (9) IIIIIIIIIIIII (13)

Spelling III (3) III (3) I (1) III (3) IIIII (5)
Pronoun IIIII (5) (0) (0) (0) (0)

Singular / plural verbs II (2) I (1) (0) (0) (0)

Lifting III (3) IIIII (5) (0) I (1) (0)

Omission I (1) (0) II (2) IIII (4) IIIIII (6)

Sentence structure II (2) II (2) (0) (0) (0)

Incomprehensible answer II (2) (0) I (1) I (1) I (1)

Not understand the

IIII (4) IIIIIIIIIIII (12) I (1) III (3) (0)
question
FINDINGS
Overall, out of nine areas, the five selected participants
managed to improve in five aspects of reading
comprehension.
1. Pronoun
2. Singular / plural verbs
3. Lifting
4. Sentence structure
5. Not understand the question
FINDINGS
Based on the responses given in the interview, the
participants were interested in using reading interactive texts
(IRT) through the use of computer to help them acquire
reading comprehension skills.

It was apparent that IRT enhanced the Year 3 Dedikasi pupils,

particularly the participants, the ability to acquire reading
comprehension skills.
IMPLICATIONS
The IRT has become one of the efficient interventions for
teachers to help pupils in primary schools to acquire reading
comprehension skills.
The findings obtained have proven that pupils are able to
overcome reading comprehension problems, particularly
answering reading comprehension questions through the
use of IRT.
Many studies have revealed that ICT is capable to improve
learners ability in learning a second language (see Mott,
Benus and Neal (2005), Tariq (2013)).
CONCLUSION
This action research has managed to provide useful insights
into overcoming pupils reading comprehension problems.
As reading is one of the crucial English language skills,
pupils are expected to master the skill in order for them to
enhance their ability in other language skills, namely
listening, speaking, and writing.
Conducting this action research has made me alert that
innovation in teaching and learning activities is mandatory.
This is to ensure that pupils will always be motivated to learn
and acquire the compulsory skills in English.
RECOMMENDATION
I would suggest that this action research can be expanded to
other English language skills, such as listening, speaking,
and writing.
Other electronic gadgets like mobile phones, tablets, and I-
Pads can also be used. These gadgets are lighter, and can
easily be carried by pupils.
In addition, other features like sound and moving pictures,
can also be included in IRT. This will make it more
interesting, and attractive since pupils are generally brought
up in the era of ICT.
 THANK YOU

02/07/17