Page 1 Difficulties in Reading Comprehension Skill (Recognizing Main Idea) Among Form Five Students at Sekolah Agama Menengah Tanjong Karang, Selangor By Faradillah Bt Md Ramli

Page 2 Introduction - It is about the status of English among secondary school students in Malaysia - Focus on form five students at Sekolah Agama Menengah Tanjong Karang, Selangor - To investigate the reading comprehension (RC) skill used by them (recognizing main idea)

Page 3 Background of the study - Status of English in Malaysia - School syllabuses for the teaching of English in Malaysia - Focus is more in developing reading, writing and speaking - The purpose of reading is different from that of reading in the outside world - Reading has been chosen for two reasons: 1. RC skills seem to be considered as a skill that can be developed as a result of the transfer of training from first language (L1) 2. Students’ reading training is usually more on linguistic aspects than on other non-linguistic ones

Page 4 Statement of problem - Reading becomes passive due to teacher’s concentration on the product rather than the process of reading - As a result students face many problems in tackling RC skills - Majority of them seem to be bad readers unable to read effectively even short passages

Page 5 Aims of the study - To investigate the reading skill - recognizing main idea among form five students at SAMTK - Purpose: i. to investigate the factors contribute to the difficulty in recognizing main ideas faced by the students when they read in English ii. to find out if there is any differences in strategy used in recognizing the main idea when the students read in English and L 1

Page 6 Hypothesis of the study 1.Most of the students lack of RC skills 2.Most of the students tend to work much harder than necessary aiming at understanding every single word they read, thinking that successful comprehension is total comprehension 3.Most of the students fail to answer questions that are asked about a text by using their own words

Page 7 Research questions 1. What are the factors contribute to the difficulty in recognizing main ideas faced by the students when they read in English? 2. Are there any differences in strategies used in recognizing the main idea when the students read in English and first language?

Page 8 Scope and limitation 1.Form five Malaysian school students at SAMTK Selangor 2.The age of the respondent is 17 years old 3.All of them are Malays

Page 9 Literature review -Reading comprehension requires the integration and application of multiple strategies or skills (Hui-Fang Shang, 2010). -Reading theories: 1.Bottom-up 2.Top-down 3.Interactive

Page 10 Subject -64 form five students at SAMTK (two from four classes) -32 boys and 32 girls -17 years old -Malays

Page 11 Instrument 1.Reading test (3 tests) - establish reading test - students’ name substitute by code numbers - 45 minutes for each test 2. Questionnaire - to investigate the reading views, processes, difficulties and needs - Likert-type (always, often, rarely and never) - open listing, category and ranking - 10 minutes

Page 12 Procedure -Two sessions -Number of marks equal to number of answers

Page 13 Data analysis -Percentage and frequency -Descriptive (graphs, charts, tables and so on) and inferential (draw implication from the data with regard to the theory, model or body of knowledge)

Page 14 Conclusion Significance: Effective ways to deal with students while teaching reading comprehension

Page 15 Thank you