PENGESAHAN PENYELIA

Saya akui bahawa saya telah membaca laporan penyelidikan ini

dan pada pandangan saya karya ini telah memadai dari segi
skop dan kualiti untuk tujuan penganugerahan
Ijazah Sarjana Muda Perguruan Pengajian
Bahasa Inggeris Sebagai Bahasa Kedua (TESL)

Tandatangan

: ...

Nama Penyelia

: KAN KWONG SEE

Tarikh

: 30 OKTOBER 2014

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PENGAKUAN PENULIS

Saya akui laporan kajian ini adalah hasil kerja saya sendiri kecuali nukilan dan
ringkasan yang tiap-tiap satunya telah saya jelaskan sumbernya

Tandatangan

...

Nama Penulis

HAJAR SAKINAH BINTI YAHYA

Tarikh

26 OKTOBER 2014

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DEDICATION

To all my honourable person,

To my beloved parents,
Yahya Bin Abdul and Azizah Binti Ayub,
Who never stopped praying and giving a boost
Thank you for the sacrifices and the encouragement given to members of their
families who are very familiar with this self, the researcher have to say thank you

To my supervisor, Miss Kan Kwong See

Which always gives guidance and motivation to me

Next my colleagues PISMP TESL 1

You guys are my inspiration

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ACKNOWLEDGEMENT

In the name of Allah, Most Gracious, Most Merciful. Praise be to Allah, and
peace and blessings be upon the Prophet Muhammad SAW as with His guidance, has
been given the power and perseverance to complete this action research successfully.
The researcher would like to express the appreciation and gratitude to Miss
Kan Kwong See above guidance, advice and suggestions given by her during this
study. Not to forget, thanks to the lecturers who give help and guidance, especially.
For dear father and mother, Yahya Bin Abdul and Azizah Binti Ayub, thank
you for all the sacrifices, prayers and support. Same goes for the other family
members who never tired of giving support and encouragement. Not forgetting the
fellow who always provides insight and encouragement. Thank you also for the
school administrators of Sekolah Kebangsaan Bandar, Kota Tinggi, Johor and all
colleagues and staff who helped directly or indirectly in this action research, our
appreciation for you.
Thank you.

ABSTRAK

Tujuan kajian ini adalah untuk menguji keberkesanan strategi Question And Answer
Relationship (QAR) terhadap kemahiran pemahaman responden. Strategi QAR
dibangunkan oleh Taffy Raphael boleh digunakan bagi menggalakkan responden
untuk membaca teks pemahaman secara aktif dan memahami kategori soalan
berdasarkan maklumat sumber penting bagi jawapan (Sorrel, 1996). Pengajaran
eksplisit dalam mengklasifikasikan QAR dilakukan dalam tempoh dua minggu,
selama satu jam sehari. Responden terdiri daripada 34 orang murid tahun 3 yang
belajar di sekolah kawasan luar bandar di Kota Tinggi, Johor. Kajian ini adalah satu
reka bentuk penerangan kaedah campuran. Data kuantitatif dikumpulkan dengan
menggunakan ujian pencapaian yang memerlukan penggunaan statistik. Dapatan
kajian menunjukkan bahawa responden menunjukkan beberapa peningkatan dalam
skor bacaan pemahaman mereka selepas intervensi, terutama pada 'right there dari
23.5% kepada 90.6%. Sementara itu, data kualitatif dikumpulkan menggunakan
pemerhatian dalam bilik darjah bagi melihat tindak balas responden dalam keyakinan
untuk menjawab soalan dan bergiat aktif di dalam kelas. Strategi ini membolehkan
responden untuk menjadi peserta aktif dan pembaca strategik. Guru-guru digalakkan
untuk mengamalkan strategi membaca untuk meningkatkan membaca pemahaman.

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ABSTRACT

The purpose of this study was to examine whether the Question Answer Relationship
(QAR) had any impact on respondents reading comprehension skills. The QAR
developed by Taffy Raphael can be useful to encourage respondents to read a
comprehension text actively and comprehend the categories of questions based on
the source information essential for the answer (Sorrell, 1996). Explicit teaching of
the QAR categories was conducted over a two week period, an hour a day. The
respondents were 34 pupils of year 3 attending a rural area school in Kota Tinggi,
Johor. This research is an explanatory design of mixed method. Quantitative data
were collected by using achievement test that required the use of statistics. The
findings showed that respondents showed some improvement in their reading
comprehension scores after the intervention, especially on Right There questions
from 23.5% to 90.6%. Meanwhile qualitative data were collected using classroom
observation on respondents responses during discussion session and questionnaire to
show the confidence level in answering comprehension questions and active
participation in classroom discussion. This strategy allows the respondents to become
active participants and strategic readers. Teachers are recommended to practice
reading strategies to improve reading comprehension.

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TABLE OF CONTENTS

Page
VERIFICATION OF SUPERVISOR
DECLARATION
DEDICATION
ACKNOWLEDGEMENT
ABSTRAK
ABSTRACT
TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURES
LIST OF APPENDICES

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1.0 INTRODUCTION
1.1 Reflection of Teaching Experience
1.2 Literature Review

1
3
4

2.0 FOCUS OF INVESTIGATION/ISSUE OF CONCERN

2.1 Preliminary Investigation of the Issue
2.2 Criteria of Selection
2.3 Problem Statement
2.3 Definition of Terms

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15
16
18
19

3.0 RESEARCH QUESTIONS

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4.0 TARGET GROUP/PARTICIPANTS

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5.0 ACTION
5.1 Procedure of Action
5.2 Data Gathering Method
5.2.1 Pre-test and Post-test
5.2.2 Observation
5.2.3 Questionnaire

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27
27
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6.0 DATA ANALYSIS AND INTERPRETATION

6.1 Quantitative Data Analysis
6.2 Qualitative Data Analysis
7.0 FINDINGS
7.1 Participants Improvements in Pre and Post-Test Results
7.2 Participants Achievements in High-Order-Open-Ended Questions
8.0 SUGGESTION ON FURTHER STUDY
8.1 Conclusion
8.2 Suggestions
REFERENCES
APPENDICES

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44
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LIST OF TABLES

Table

Page

6.1

Table of tics of pre and post test on open-ended comprehension

questions using SPSS 16

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6.2

Table of percentages of each questions categories based on QAR

strategy

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6.3

Q1: Can someone tell me what did you see in these pictures?

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6.4

Q2: Based on this pictures, what do you think the the text is about?

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6.5

Q3: What do you need to do to stay healthy?

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6.6

Q4: Why do you need to stay healthy?

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6.7

Q5: What do you need to eat to stay healthy?

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LIST OF FIGURES

Figure

Page

2.1

Samples of pupils comprehension works

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5.1

Adapted version of Lewins Model

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6.1

Pre and Post test results of open-ended comprehension questions

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6.2

Individual results on Pre and Post test of open-ended comprehension 32

questions

6.3

Percentages of each category of questions in pre and post test

6.4

Q1: Can answer open-ended comprehension questions before 35

learning QAR strategy

6.5

Q2:Can answer Open-ended Comprehension Questions better after 36

learning QAR strategy

6.6

Q3: I can recognize types of QAR strategy

36

6.7

Q4: The QAR strategy is useful to answer comprehension questions

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6.8

Q5: QAR strategy helps me in answering high-order-open-ended 38

comprehension questions

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LIST OF APPENDICES

Appendix

Page

QAR strategy (keyword)

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Timeline/framework of QAR Intervention

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Reading comprehension text(Four Friends)

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Reading comprehension text (Being Healthy)

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QAR categorising table

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Pre and post test of reading comprehension

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QAR questionnaire

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Poster

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