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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
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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#
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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 "#$$ over pupils in this school with every standard having eight
classes, separating the high and the low achiever. he school%s facilities are ade&uately
provided for the convenience of the teachers and pupils li!e canteen, I' center, school
hall and meeting room. (n English classroom was created few years bac!, and managed
by the head of the sub)ect. It provides a place for English teacher to carry out more
activities that re&uires more movement such as group sessions and language games. he
school%s English society also support the classroom with boo!s, e&uipment, tools, and
language games to encourage interesting and fun-learning process to promote English.
he school emphasi*es on English language, there even a short five minutes
session for English language after recess twice a wee!. hey either gather pupils and
teach new vocabulary, or put on English learning rhyme and songs. +atest effort to
encourage the pupils to involve more in English language is the English wee! event.
here was this campaign where every pupil was made mandatory to wear a tag which
displays a word in English every day in school. hey echange the tag with their friends
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every wee!. eachers% role is to randomly as! pupils what is the word%s meaning or how
it is pronounced.
he school%s session starts from .$$ 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
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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
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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
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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
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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
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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
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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
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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.
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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.
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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
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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
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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,
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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
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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
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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.
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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.
(
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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
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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.
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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
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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.
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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.
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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
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(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
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(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.
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#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.
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#a*le
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#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.
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>( %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
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>(( 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$"
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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 ' ' ' ' (
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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
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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.
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APPENDICES
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