i

ACKNOWLEDGEMENT

First and foremost, I would like to express my highest gratitude to Allah for His
mercy which has guided me to complete this action research successfully. I would also
like to express my sincere appreciation to my supervisor. I am deeply indebted to him for
his friendly assistance at all stages of this task. I would like to acknowledge humbly that
his guidance inspired me all through the study. Without his careful guidance this action
research would not have been done.

I also like to take this opportunity to express my gratitude to all my friends who
have helped me in completing this action research. Last but not least, my sincerest
gratitude goes to my wife, mother and family. I would like to thank them for being patient
and lovingly helping me in all possible way. Their motivation has given me high
encouragement and strength to complete this action research.

Thank you.
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ABSTRACT

The focus of this study is to investigate about the usage of interactive multimedia
to enhance reading skills among primary school pupils. This study was carried out at SK
Kampung Kuantan, Batang Kali, Selangor. Analysis of the final examinations of 2013
viewed 40% of all Year One pupils of SK Kampung Kuantan failed to read fluently.
Reading is one the main skill in the KBSR 3M and KSSR syllabus. The problems found
are pupils do not comprehend the text read and upils have problems in pronouncing words
when they read. The objectives of the research to be accomplished are to investigate
whether the method of using interactive multimedia can enhance the pupils understanding
of the text and to investigate whether the method of using interactive multimedia can
enhance the pupils pronunciation in reading. Studies are conducted out on 20 pupils of
Year 2 Excellent selected for this action research. This action research evaluates the
achievement of students through the reading test. Two sets of questions were handed to the
students. The results of students in this action research viewed and proven through
enhancement of the pupils involved. The total findings views relevant enhancements in all
two tests which were carried out. The data analysis views that there are differences on the
Pre-Test Understanding (M = 0.49, SD = 0.16) with Post-Test Understanding (M = 0.68,
SP = 0.22, t (19) = -3.81, p = 0.001). Therefore, according to the Paired t-Test results,
students can enhance their understanding in their reading skills in the English language.
Pre-Test Pronunciation (M = 2.55, SD = 0.38) with Post-Test Pronunciation (M = 3.11, SP
= 0.48, t (19) = -10.82, p = 0.000). Therefore, according to the Paired t-Test results,
students can enhance their pronunciation in their reading skills in the English language.
The data analysis above views that there are relevant differences after the treatment
conducted. There were a few suggestions which were highlighted for the teachers in hopes
that this action research can bring a new view on the importance of using interactive
multimedia to teach English reading skills among primary school pupils. The suggestions
were highlighted focusing for the teachers. Teachers are urged to play an important role by
ensuring that lessons are always meaningful and interesting. Teachers need to use variety
type of teaching aids and they should fully use of the information they can surf on the
internet. The conclusion of this action research is that the approach of using interactive
multimedia has proven to be effective teaching strategies to enhance English reading skills
among lower primary schools.
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ABSTRAK

Fokus kajian ini adalah untuk mengkaji tentang penggunaan multimedia

interaktif untuk meningkatkan kemahiran membaca di kalangan murid-murid sekolah
rendah . Kajian ini telah dijalankan di SK Kampung Kuantan , Batang Kali, Selangor .
Kajian ini dijalankan untuk membantu menjelaskan perkara-perkara yang dihadapi oleh
guru-guru Bahasa Inggeris di sekolah ini . Analisis peperiksaan akhir tahun 2013
menunujukkan 40 % daripada semua murid Tahun Satu SK Kampung Kuantan gagal
untuk membaca dengan fasih. Membaca adalah satu kemahiran utama dalam KBSR dan
KSSR 3M sukatan pelajaran . Masalah yang ditemui adalah murid-murid tidak memahami
teks yang dibaca dan murid-murid mempunyai masalah dalam menyebut perkataan apabila
mereka membaca. Objektif kajian tindakan yang ingin dicapai adalah untuk menyiasat
sama ada kaedah menggunakan multimedia interaktif dapat meningkatkan pemahaman
teks oleh muriddan untuk menyiasat sama ada kaedah menggunakan multimedia interaktif
boleh meningkatkan tahap sebutan murid dalam bacaan. Kajian dijalankan ke atas 20
orang murid Tahun 2 Excellent yang terpilih untuk kajian tindakan ini . Kajian tindakan
ini menilai pencapaian murid melalui ujian bacaan . Dua set soalan telah dijalankan
kepada murid. Keputusan murid dalam penyelidikan tindakan ini dilihat dan dibuktikan
melalui peningkatan murid-murid yang terlibat. Jumlah penemuan tambahan yang
berkaitan dalam semua dua ujian yang telah dijalankan. Analisis data menunjukkan
terdapat perbezaan pada Pra - Ujian Kefahaman ( M = 0.49 , SD = 0.16 ) dan Pasca Ujian
Kefahaman ( M = 0.68 , SD = 0.22 , t ( 19 ) = -3,81 , p = 0.001 ) . Oleh itu, berdasarkan
keputusan t - Test , pelajar dapat meningkatkan pemahaman untuk kemahiran membaca
mereka dalam bahasa Inggeris . Analisis data menunujukkan terdapat perbezaan pada Pra -
Ujian Sebutan ( M = 2.55 , SD = 0.38 ) dan Pasca Ujian Sebutan ( M = 3.11 , SP = 0.48 , t
( 19 ) = -10,82 , p = 0.000 ) . Oleh itu , berdasarkan keputusan t - Test , pelajar boleh
meningkatkan sebutan untuk kemahiran membaca mereka dalam bahasa Inggeris .
Analisis data di atas berpendapat bahawa terdapat perbezaan yang berkaitan selepas murid
menggunakan kaedah multimedia interaktif. Terdapat beberapa cadangan yang telah
diketengahkan untuk guru-guru dengan harapan bahawa kajian tindakan ini boleh
membawa pandangan baru mengenai kepentingan menggunakan multimedia interaktif
untuk mengajar kemahiran membaca Bahasa Inggeris di kalangan murid-murid sekolah
rendah . Cadangan-cadangan yang telah dikemukakan dengan memberi tumpuan untuk
guru-guru. Guru digesa untuk memainkan peranan yang penting dengan memastikan
pengajaran sentiasa bermakna dan menarik. Guru perlu menggunakan pelbagai jenis alat
bantu mengajar dan mereka perlu menggunakan sepenuhnya maklumat yang mereka boleh
dapati di internet. Kesimpulan daripada kajian tindakan ini ialah pendekatan menggunakan
multimedia interaktif telah terbukti menjadi strategi pengajaran yang berkesan untuk
meningkatkan kemahiran membaca Bahasa Inggeris di kalangan murid-murid sekolah
rendah.
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LIST OF TABLES

TABLE 1 Distribution of Respondents by Gender

TABLE 2 Distribution of Race

TABLE 3 Result of the Understanding Test

TABLE 4 Report Paired t-Test for the Understanding

Test

TABLE 5 The Result of the Pronunciation Test

TABLE 6 Report Paired t-Test for the Pronunciation

Test