Implementing Pre-Reading Strategies to Improve Struggling ESL Learners’ Interest and Comprehension in English Reading Lessons
International Journal of Education, Culture and Society
Volume 2, Issue 3, June 2017, Pages: 94-100
Received: Mar. 4, 2017;
Accepted: Mar. 27, 2017;
Published: May 9, 2017
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T. Gewa Thuraisingam, Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia
Santhi Gopal, Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia
Nisha Sasidharan, Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia
Zahra Naimie, Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia
Adelina Asmawi, Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia
This paper presents the implementation of pre-reading strategies to facilitate reading skills and increase interest in reading lessons among struggling ESL primary school pupils using the Fuzzy Delphi Method (FDM) and Fuzzy Analytic Hierarchy Process (FAHP) which is a multiple-attribute decision process that is normally made by a review committee with experts from academia. It also aims at providing a systematic approach to selecting appropriate pre-reading strategies to improve pupils’ interest and comprehension in English reading lessons. In this study, six English Language teachers from Kuala Lumpur participated as experts to answer a questionnaire in the Fuzzy Delphi method to determine pre-reading strategies that facilitate reading among struggling Year Four pupils. A total of 250 Year Four pupils participated in a comprehension pretest from which thirty-five struggling Year Four pupils were selected. Through the Fuzzy Delphi Method (FDM) and the Fuzzy Analytic Hierarchy Process (FAHP), three key pre-reading strategies were selected and sequenced according to their degree of importance as selected by the experts. The percentage of consensus achieved was 85% and the fuzzy hierarchy for pre-reading strategies was determined and ranked according to its importance namely activating prior knowledge, teaching explicit vocabulary, and conducting role-play. These strategies were implemented by the expert teachers during two English reading Research Cycles after which a post-test was administered. The post-test and checklists of observation on expert teachers indicated that the chosen pre-reading strategies had a significant effect in increasing pupils’ interest and comprehension in reading.
T. Gewa Thuraisingam,
Implementing Pre-Reading Strategies to Improve Struggling ESL Learners’ Interest and Comprehension in English Reading Lessons, International Journal of Education, Culture and Society.
Vol. 2, No. 3,
2017, pp. 94-100.
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