ii PENGESAHAN PENYELIA Saya akui bahawa saya telah membaca laporan penyelidikan ini dan pada pandangan saya karya ini telah memadai dari segiskop dan kualiti untuk tujuan penganugerahan Ijazah Sarjana Muda PerguruanPengajianBahasa Inggeris Sebagai Bahasa Kedua (TESL) Tandatangan:... Nama Penyelia:KAN KWONG SEE Tarikh:30 OKTOBER 2014 iii 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 iv 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 v ACKNOWLEDGEMENT In the name of Allah, Most Gracious, MostMerciful. 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. TheresearcherwouldliketoexpresstheappreciationandgratitudetoMiss KanKwongSeeaboveguidance,adviceandsuggestionsgivenbyherduringthis 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 youforallthesacrifices,prayersandsupport.Samegoesfortheotherfamily memberswhonevertiredofgivingsupportandencouragement.Notforgettingthe fellowwhoalwaysprovidesinsightandencouragement.Thankyoualsoforthe schooladministratorsofSekolahKebangsaanBandar,KotaTinggi,Johorandall colleaguesandstaffwhohelpeddirectlyorindirectlyinthisactionresearch,our appreciation for you. Thank you. vi ABSTRAK Tujuan kajian ini adalah untuk menguji keberkesanan strategi Question And Answer Relationship(QAR)terhadapkemahiranpemahamanresponden.StrategiQAR dibangunkanolehTaffyRaphaelbolehdigunakanbagimenggalakkanresponden untukmembacatekspemahamansecaraaktifdanmemahamikategorisoalan berdasarkanmaklumatsumberpentingbagijawapan(Sorrel,1996).Pengajaran eksplisitdalammengklasifikasikanQARdilakukandalamtempohduaminggu, selamasatujamsehari.Respondenterdiridaripada34orangmuridtahun3yang belajar di sekolah kawasan luar bandar di Kota Tinggi, Johor. Kajian ini adalah satu rekabentukpenerangankaedahcampuran.Datakuantitatifdikumpulkandengan menggunakanujianpencapaianyangmemerlukanpenggunaanstatistik.Dapatan kajianmenunjukkanbahawarespondenmenunjukkanbeberapapeningkatandalam skorbacaanpemahamanmerekaselepasintervensi,terutamapada'righttheredari 23.5%kepada90.6%.Sementaraitu,datakualitatifdikumpulkanmenggunakan pemerhatian dalam bilik darjah bagi melihat tindak balas responden dalam keyakinan untukmenjawabsoalandanbergiataktifdidalamkelas.Strategiinimembolehkan responden untuk menjadi peserta aktif dan pembaca strategik. Guru-guru digalakkan untuk mengamalkan strategi membaca untuk meningkatkan membaca pemahaman. vii ABSTRACT The purpose of this study was to examine whether the Question Answer Relationship (QAR)hadanyimpactonrespondentsreadingcomprehensionskills.TheQAR developedbyTaffyRaphaelcanbeusefultoencouragerespondentstoreada comprehensiontextactivelyandcomprehendthecategoriesofquestionsbasedon the source information essential for the answer(Sorrell, 1996).Explicit teaching of theQARcategorieswasconductedoveratwoweekperiod,anhouraday.The respondentswere34pupilsofyear3attendingaruralareaschoolinKotaTinggi, Johor.Thisresearchisanexplanatorydesignofmixedmethod.Quantitativedata werecollectedbyusingachievementtestthatrequiredtheuseofstatistics.The findingsshowedthatrespondentsshowedsomeimprovementintheirreading comprehensionscoresaftertheintervention,especiallyonRightTherequestions from23.5%to90.6%.Meanwhilequalitativedatawerecollectedusingclassroom observation on respondents responses during discussion session and questionnaire to showtheconfidencelevelinansweringcomprehensionquestionsandactive participation in classroom discussion. This strategy allows the respondents to become activeparticipantsandstrategicreaders.Teachersarerecommendedtopractice reading strategies to improve reading comprehension. viii TABLE OF CONTENTS Page VERIFICATION OF SUPERVISORii DECLARATIONiii DEDICATIONiv ACKNOWLEDGEMENTv ABSTRAKvi ABSTRACTvii TABLE OF CONTENTSviii LIST OF TABLESx LIST OF FIGURESxi LIST OF APPENDICESxii 1.0 INTRODUCTION 1 1.1Reflection of Teaching Experience3 1.2Literature Review 4 2.0FOCUS OF INVESTIGATION/ISSUE OF CONCERN15 2.1Preliminary Investigation of the Issue15 2.2Criteria of Selection16 2.3Problem Statement18 2.3Definition of Terms 19 3.0RESEARCH QUESTIONS 21 4.0TARGET GROUP/PARTICIPANTS 22 5.0ACTION23 5.1Procedure of Action23 5.2Data Gathering Method27 5.2.1Pre-test and Post-test27 5.2.2Observation28 5.2.3Questionnaire29 ix 6.0DATA ANALYSIS AND INTERPRETATION30 6.1Quantitative Data Analysis30 6.2Qualitative Data Analysis 38 7.0FINDINGS 44 7.1Participants Improvements in Pre and Post-Test Results44 7.2Participants Achievements in High-Order-Open-Ended Questions45 8.0 SUGGESTION ON FURTHER STUDY47 8.1Conclusion47 8.2Suggestions 47 REFERENCES49 APPENDICES54 x LIST OF TABLES TablePage 6.1Tableofticsofpreandposttestonopen-endedcomprehension questions using SPSS 16 33 6.2TableofpercentagesofeachquestionscategoriesbasedonQAR strategy 34 6.3Q1: Can someone tell me what did you see in these pictures?39 6.4Q2: Based on this pictures, what do you think the the text is about?39 6.5Q3: What do you need to do to stay healthy?40 6.6Q4: Why do you need to stay healthy?41 6.7Q5: What do you need to eat to stay healthy?41 xi LIST OF FIGURES FigurePage 2.1Samples of pupils comprehension works15 5.1Adapted version of Lewins Model24 6.1Pre and Post test results of open-ended comprehension questions31 6.2Individual results on Pre and Post test of open-ended comprehension questions 32 6.3Percentages of each category of questions in pre and post test34 6.4Q1:Canansweropen-endedcomprehensionquestionsbefore learning QAR strategy 35 6.5Q2:CananswerOpen-endedComprehensionQuestionsbetterafter learning QAR strategy 36 6.6Q3: I can recognize types of QAR strategy36 6.7Q4: The QAR strategy is useful to answer comprehension questions37 6.8Q5:QARstrategyhelpsmeinansweringhigh-order-open-ended comprehension questions 38 xii LIST OF APPENDICES AppendixPage 1QAR strategy (keyword)54 2Timeline/framework of QAR Intervention55 3Reading comprehension text(Four Friends)56 4Reading comprehension text (Being Healthy)57 5QAR categorising table58 6Pre and post test of reading comprehension59 7QAR questionnaire65 8Poster68