Tahap Efikasi Pembentukan Sahsiah Murid Di Kalangan Pelajar KPLI

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An Action Research on Promoting Extensive Reading ---------------------------------------------------Although in October there is an increase of another reader, which contributes to 10%of the class, with an increase of the books read to three, the result is still discouraging.For both months, the average number of books read per reader is less than 1. Indeedthis is an alarming result.Table 1 Books Read before USSRMonthNo. of BooksReadNo. of Readers(N=20) %Average no. ofBooks Read PerReaderSeptember 2006 1 1 5 0.05October 2006 3 2 10 0.15Phase TwoTable 2 shows the results of this study during the USSR programme. In the firstmonth, all students read books in English and the total number of books read is 44.This is an average of 2.2 books read per student.Table 2 Books Read during USSRMonthNo. of BooksreadNo. of Readers(N=20) %Average no. ofBooks Read PerReaderJanuary 2007 44 20 100 2.2February 38 20 100 1.92007In the following month although all students continues to read, the number ofbooks read drops to 38. Thus, the average number of books read per student drops to1.9. Although there is a slight drop in the number of books read, the fact that allstudents continue reading is very encouraging. This shows that the USSR programmedoes work in promoting independent reading among the students.QuestionnaireBased on the question, “Are you a better reader after the programme?”, the majority ofparticipants responded positively. When asked to state why they liked the programme,52Jurnal Penyelidikan Institut Perguruan Islam, Selangor, Jilid 10, 2007
--------------------------------------------------An Action Research on Promoting Extensive Readingthe responses were free to choose what to read (100%), „not tested‟ (85%) andeverybody (students and lecturer) are reading (80%). This correlates with Deci andRyan‟s (1985) theory of self-determination and intrinsic motivation, where childrennatural curiosity energizes their desire to learn. The self-determination theory suggeststhat children are motivated when they have a choice and ownership of what they read.Therefore, providing children with an opportunity to select reading materials promotestheir literacy development because get to select books that interest them. „Not only dostudents read more, but experience with a variety of informative materials help them todevelop a greater respect for the use and value of reading in school‟ (Kennedy, 1981).In addition, the statement above reinforces the answer given by the participants as theyare very happy with the time given to them for reading. One of the responses was thatthe time given was like a transition period to get ready for English lesson mentally andphysically.IMPLICATIONS AND SUGGESTIONSHuman behavior is learned in part by observation and imitation (Bandura, 1986). Forstudents, a given role model, modelled by parents, teachers or peers may facilitate theirlearning of it. Gambrell (1999) stated that students need to see that we value readingand that reading is important in our lives. Share with your students. What better way toshow them that reading is important”. Findings demonstrate that a teacher‟s role playsa crucial role in fostering children‟s reading attitude. So it is important here that theteacher must also read a book when implementing this program. Collins(1980)comments that „if a valued person is observed at least occasionally to be functionallyengaged in reading, then the probability of independent reading is increased.Non-accountability is also a characteristic of USSR. Accountability is wherereading is highly graded. This is where students are required do submit records,journals or book report for assessment. However, for this program the accountability israther low as a guide for teacher to ensure that reading is taking place. “Testingextensive reading can be even damaging if it makes students read less freely orpleasurably. USSR is a program that focuses on personal reading development and notassessment for result. If it is thought important to measure students progress inextensive reading, a simple record of each students of the number of books read, and atwhich level, is more appropriate” (Nuttall 1989 pg 218). For this program, as a guidefor teachers, students‟ assessment is observed when students develop their ownreading speed, reading level and understanding of the text. Here it is hoped since noformal assessment is conducted, students will commit themselves to the readingprogramme honestly.As most of the books selected are within student‟s knowledge and level,theory of prior knowledge ensure that learning will take place. Prior knowledge is thefoundation upon which new meaning is built. This will link to new ideas, skills andJurnal Penyelidikan Pendidikan Institut Perguruan Islam, Selangor, Jilid 10, 2007 53
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Tahap Efikasi Pembentukan Sahsiah Murid Di Kalangan Pelajar KPLI

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