CHAPTER 1 1.1 INTRODUCTION In Malaysia, reading is one of the most important skills in the educational setting, especially since the incorporation of a tested literature component in the English Language Syllabus of its secondary schools (Ganakumaran, 2003). Teachers and the students have to make a lot of reading and practice to improve the understanding of this new literary syllabus. Educational researchers have found that there is a strong correlation between reading and academic success. In other words, a student who is a good reader is more likely to do well in school and pass exams than a student who is a weak reader. Good readers can understand the individual sentences and the organizational structure of a piece of writing. They can comprehend ideas, follow arguments, and detect implications. They know most of the words in the text already, but they can also determine the meaning of many of the unfamiliar words from the
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CHAPTER 1
1.1 INTRODUCTION
In Malaysia, reading is one of the most important skills in the educational setting, especially
since the incorporation of a tested literature component in the English Language Syllabus of its
secondary schools (Ganakumaran, 2003). Teachers and the students have to make a lot of
reading and practice to improve the understanding of this new literary syllabus.
Educational researchers have found that there is a strong correlation between reading
and academic success. In other words, a student who is a good reader is more likely to do well in
school and pass exams than a student who is a weak reader. Good readers can understand the
individual sentences and the organizational structure of a piece of writing. They can comprehend
ideas, follow arguments, and detect implications. They know most of the words in the text
already, but they can also determine the meaning of many of the unfamiliar words from the
context. In summary, good readers can extract from the writing what is important for the
particular task they are employed in.
However it is vital for a learner to understand and remember texts by inferring, elaborating
ideas, and to remove details that are not important in order to encourage meaningful
understanding (Garner,1988). For a learner to execute this task he/she needs to employ the
cognitive processes that require him/her to comprehend the message from a writer who is
currently distant from them. A learner also needs to critically analyze and think about the text to
construct the knowledge (Davis, 1995). Many researchers support that reading is a source of
critical thinking engagement with the text because of the potential that it has to facilitate, affect
and reconstruct knowledge to produce meaning and understanding, (see Rubin, 1991; Fielding &
Pearson, 1994).
1.2 BACKGROUND OF THE STUDY
There are four skills required for a student in order to master a language which are
listening, speaking, reading and writing. However, reading is one of the most important elements
in acquiring a language and for a learner to be a proficient language user, including a proficient
English user because it could enhance other skills.
Most western countries really emphasize on reading s among their citizens hence,
they conduct a lot of studies in this area. Similarly in Malaysia there are various studies that can
be found on reading habits among its citizen. The government carries out many initiatives and
campaigns that promote reading habits in its citizens and to make sure that they made aware of
the advantages of the reading habits.
Communication and Culture of Malaysia, Datuk Seri Rais Yatim, recently said that
‘Reading has become an enveloping habit for Malaysians with most reading an average of eight
to twelve books per year.’ This statement was made followed by the National Literacy Survey
201. In 1982, 1982, The National Literacy Survey carried out by The National Library reported
that Malaysians only read an average of one to two pages a year. Fortunately, the reading habits
among Malaysians improved to two books per year when the same survey was carried out in
1996. Later in 2005 when this survey is carried out it is reported that there is no significant
change in the result which means that Malaysians still read an average two books a year. Thus
this recent improvement that was shown from 2005 to 2010 really has presented that Malaysian
reading habits has improved enormousl.
Though Malaysian has improved significantly in inculcating reading habits among its
citizen, most of their learners are still having difficulties with assessing and understanding their
reading text. This is not just happening in Malaysian context as a lot of ESL students are still
having difficulties with English reading comprehension. With English regard as the second
language in Malaysia, this leads them in facing difficulties to seek the employment or better
occupation (Ahmadi and Hairul, 2012). Most of them are able to read the text but unable to
recognize the messages from authors. Ahmadi and Hairul (2012), believe that schools should
focus on reading comprehension as it is one of the vital aspects in ESL/EFL learning process.
They also reveal that one of the main concerns of learning of ESL/EFL students after completing
the elementary English courses in schools is reading comprehension. Regardless of the
importance of reading, the teaching of reading of reading strategies of this field is still highly
being neglected by educators in English language teaching especially in the field of awareness of
metacognitive reading strategies.
Flavell (1985) define metacognition as the ability of learners to regulate
comprehension by monitoring what they have understand and use strategic actions that are
appropriate for reading. Flavell also believes that the fundamental aspect of flavell’s
conceptualize of metacognition is the metacognitive knowledge. This aspect involves a person’s
knowledge, task and strategy. With metacognitive strategies, learners are able to control their
own cognition. In other words, learners make use of functions such as centering, arranging,
planning and evaluating to coordinate learning (Oxford, 1990).
Furthermore, research shows that reading comprehension is a complex process and
students usually have difficulties in constructing meaning from writing text (Grabe & Stoller,
2002). Many studies have found that a person who just started to learn English is having problem
with comprehending the text as well as to construct the meaning. Researchers have focused on
these problems for long time ago, and they have concluded that one of the ways to foster an
effective reading comprehension for readers is by metacognitive reading strategies, (Salataki &
Akyel, 2002). However, though English is regard as an importance language in our society and
reading is one of the most effective ways for leaners to grasp the language, in our education
setting, most teachers do not teach reading strategies to the students, (Norizul and Abdul Rashid,
2011).
1.3 Statement of Research Problem
In Malaysian classrooms, it is not to the English teachers’ concern to teach reading strategies.
Classroom practice does not always prepare learners to utilize skills and strategies to predict,
infer, analyze, agree, criticize, and evaluate by interacting with the reading comprehension
passage given (Norizul & Abdul Rashid, 2001). To support this statement, Durkin (1981)
observes that teachers rarely provide explicit instruction to children on how to use
comprehension strategies while reading. Most teachers use question-and-answer sessions to gain
answers, which obviously do not enhance any meaningful and critical engagement between the
text and the learners, the learners and the teacher and, the text and the teacher. This study may
augment the awareness of the teachers about the relationship of the relationship that exists
between the text, the students and the teacher. Hence teachers will pay more attention to
metacognitive reading strategies to support learners’ comprehension of reading texts.
Singhal (2001) stated the rareness of empirical investigations into reading strategies used by
successful and unsuccessful second language learners. This revealed that there were only few
studies that conducted examine learners’ metacognitive awareness of reading strategies, strategy
use, and reading proficiency. What are in abundance, however, are studies on teaching second
language learners to use a variety of language strategies in order to read better (Singhal, 2001).
In the context of Malaysian English language teaching, many studies also revolve around
the use of learning strategies and its contribution to the success of language learning (see Teoh,
2004; Mohamed Amin, 2000; Metacognitive Reading Strategies Of Good Malaysian Chinese
Learners Azian & Salbiah, 1995; Mahmud, 1995; Mohamed Amin, 1994).There are also a
considerable number of Malaysian works relating to learners’ metacognitive awareness of
reading strategies, strategy use, and reading proficiency (see Fauziah, 2003; Norsiah, 2003;
Philips, 1992). But these studies do not examine the relationship of the reading strategies and the
students’ language proficiency. identifying and understanding of good learners’ metacognitive
reading strategies is worthwhile, as the findings can identify potential approaches for dealing
with problems related to the teaching of reading and reading comprehension.
1.4 Purpose of Study
Language learners need to develop four skills: speaking, listening, reading and
writing. The skill of reading is not only important in itself, but it contributes to the other three
skills. Given the importance of reading not only in the development of language proficiency but
also in the development of a comprehensive and comprehending view of the world and of life in
this world, it is essential to seek more information regarding this area.
Therefore, this study aims to investigate the students’ metacognitive awareness of reading
strategies, the relationship of students’ metacognitive reading strategies and their reading habits
as well as the awareness of metacognitive reading strategies their language proficiency.
1.5 RESEARCH OBJECTIVES
1. To find out whether the students have the awareness of metacognitive reading strategies.
2. To study the connection between students’ reading habits and metacognitive awareness
of reading strategies.
3. To investigate the relationship between the students’ awareness of metacognitive reading
strategies and language proficiencies.
1.6 RESEARCH QUESTIONS
1. Do students have the awareness of metacognitive reading strategies?
2. Does the students’ reading habit affect students’ awareness of metacognitive of reading
strategies?
3. How does awareness of metacognitive reading strategies impact students’ language
proficiency?
1.7 THE SIGNIFICANCE OF THE STUDY
This study aims to provide information needed to enhance teaching pedagogy and to
improve learning conditions in Malaysian schools. This is done in order to improve the teaching
of ESL reading in Malaysia. Therefore research is needed to understand the learners' reading
problems and to evaluate their progress as they progress through ESL programs in the
educational system.
Intervention studies on the effects of strategy instruction also indicate positive results,
showing that strategy instruction can improve the comprehension performance of poor readers
(Kelly,Moore & Tuck, 1994; Nolan, 1991). By exploring into reading strategies, it is hopes
teachers will realize the great advantages of reading strategies and will further apply in their
lessons.
1.8 THE LIMITATIONS OF THE STUDY
There are two limitation of this study. The first limitation of this study is the data that will
be gathered by the researcher cannot be generalized to the whole population of the secondary
school students in Malaysia. The study will only be conducted in one school hence, this study
will only show the result that the can be obtained from that particular school.
The second limitation of the study is the students may not be interested in answering the
questionnaires and will take them for granted. Answering the questionnaires may be a tedious
thing to do for them; hence the data that will be gathered may have the questions that were
answered ineffectively.
Lastly the researcher is facing with time constrain while gathering the data. The researcher
only has limited time to hand out the questionnaires to form 1 until form 5 students in order not
to interrupt the teaching and learning activities in school. The questionnaires have to be
distributes in the estimated time to prevent any disturbance to the school’s teaching and learning.
LITERATURE REVIEW
2.1 INTRODUCTION
There are various studies across the globe concerning reading habits among
secondary school students. Hence this literature review consist of past research about the
definition of reading , the advantages of reading, the motivation behind reading, the preferences
of reading and the attitudes of teenagers/students toward reading.
2.2 The Definition of Reading
The definition of reading has undergone many changes throughout the years and still
researchers always come out with new ones from time to time. Previously, reading was being
defined as simply extracting visual information from any codes or system (Fayaz A.L 2011).
However, the definition of reading has evolved to be more complex and this involves in
understanding of a whole text composed of written signs. Smith & Robinson (1980) define
reading as ‘an active attempt on the part of reader to understand a writer’s message’. According
to Toit (2001) ‘Reading is as a process of thinking, recalling and relating concepts under the
functioning of written words’. On the other hand Devarajan (1989) believes reading as the art of
interpreting printed and written words and Irvin (1998) describes the reading as ‘The interaction
of what is in the head with what is on the page within a particular context that causes students to
comprehend what they read’ thus students can interpret the text that they read base on individual
perspectives and rational.
2.3 The Statistics of Reading Habits
Over the years reading statistics in Malaysia has improved tremendously. NST (2010)
stated that Malaysians’ reading habits have elevated from two books annually in 1995 to 12
books in 2010. Furthermore, International literacy statistic revealed that the average Malaysians
read about eight to 12 books yearly. This major improvement in reading proves that all the
government efforts to inculcate good reading habit among its citizens are working smoothly.
Such efforts that were made include campaigns and advertisements that can be seen in the media.
Though compare to powerful nations such as United Kingdom and United States, this country
reading habit statistic is still poor, it is still a big achievement as most developing countries still
face problems in inculcating reading habits among their citizens.
However in the most recent statistic about reading habits among students in Malaysia
in 2002 by Daily Express showed that Malaysian students only read two books annually. These
students only read in order to pass their examination. Hence this indicated that they do not read
for pleasure and the fun of reading. One of the main reasons for such result is due to Malaysian
examination oriented education system that pushes the students to excel in the exam by reading
the textbooks.
In Malaysia, there is scarce information regarding the statistics of reading habits on the
secondary students’ context. Most researchers tend to focus on the general Malaysians’ context
rather than concentrating on the students.
Though Malaysia is still struggling in nurturing the reading habits in its citizens and
students, these statistics have proved that we are improving and on the right track to create a
nation that adore reading as most Malaysians are now able to see the advantages of reading.
2.4 The Advantages of Reading
There are many studies that disclose the advantages of reading. One of the revelations
that the researchers have found is the students who have excellent reading habits score better in
their examinations. Base on the study that was conducted by U.S Department of Education,
voluntary readers are better readers and writers than non-readers. Students that read for pleasure
score the highest in their writing than students who don’t read. Similarly, the students and
teenagers who read for the same reason on their daily basis score higher in their reading tests
than infrequent readers.
In another international comparative study of reading literacy among children in 35
countries revealed that more often the child read for fun, the higher his/her average literacy score
(Ogle et. Al.2003) . This is because when they enjoy their reading they are actually immersing
themselves into fun learning. Fun learning will make them remember and understand better.
Royce (1995) noted that children improve their reading skills when they enjoy reading, that is,
when they read for pleasure. When the students read for fun they can strengthen their reading
skills and language fluency.
Many researchers also have proved that by voluntarily reading, students can improve
their reading comprehension, writing style, vocabulary, grammar and spelling. Cunningham and
Stanovich (1998) reported that reading volume, both inside and outside of the school, has a
significance impact on the development of reading speed and fluency, vocabulary, general
knowledge, overall verbal ability, and academic achievement. Readings works in not just
developing a skill in a student but it gives a significant impact on a student’s language
development as a whole. Moreover, by reading students also gain a lot of general knowledge that
can enrich their education.
By reading the students also can enhance their imaginations that help developing their
creativity. Reading fires the imagination of a person. It adds new sight to eyes and new wisdom
to mind, (Fayaz A.L, 2011). Imaginations are powerful tool for students to go beyond their limits
and they can use them to create new innovations or to create fictions and stories. Furthermore
using their imaginations when they read, students can go to places that they have never been
before. Books can be used in the classroom to open up new worlds to children (Roxane Tracy,
2001). For example if the students read about a country side in England and how the writers
describe the street, the people and the culture the students would feel like they are actually there
and living the life of the persona in the book.
Moreover, with reading the students also are able to widen their intellectual growth. Sir
Richard Steele has logically quoted, “reading is to the mind what exercise is to body. Reading is
some sort of method for us to exercise our brain and to make it faster. When a person read, it
obviously can improve his/her cognitive skill and improve his/her memory skill.
Multi-billionaires Bill Gates believes that reading is a powerful instrument for a person to
add on to their knowledge. As quoted by him, ‘ it is unlikely that people will become
knowledgeable without being excellent readers…. I try to make sure I get in an hour or more of
reading each weeknight and a few hours each weekend. I read at least one newspaper every day
and several magazines each week. I make it a point to read at least a newspaper weekly from
cover to cover because it broadens my interest. If I read what intrigues me, such as the science
section and a subset of the business section, then I finish the magazine the same person I was
before I started. So read it all.’
In addition, reading can mold and enrich the students’ cultural and life. United States
Department of Education (2007), had come up with a statistic that show readers are more than
three times as likely as non-readers to visit museums, attend plays or concerts, and create
artworks of their own. They are also more likely to play sports, attend sporting events, or do
outdoor activities. It also reveals that 18 to 34- year- old persons who reading rates are the lowest
for any adult group under 65, shows decline in cultural and civic participation.
2.5 Reading Strategies
Reading strategies were widely being studied and discussed in the middle of the 1970s
and researchers paid much attention to understand middle of the 1970s and paid much attention
to understand what proficient, skilled readers typically do while reading what proficient, skilled
readers typically do while reading (Sun Ling, 2011).Garner (1985) says that this kind of research
has been useful to instruct non-proficient first as well as second language learners to increase
their awareness of using reading strategies and then improve their reading comprehension
proficiency
Carrel, Gajdusek and Wise (1998) defined reading strategies as based on the writing of
several reading researchers as ‘actions that readers select and control to achieve desired gal or
objectives’. Garner (1987) on the other hand believes that reading strategies are deliberate,
planned activities used by active readers, to remedy apparent cognitive failure’. Barnett (1988)
refers reading strategies to the mental operations involved when readers purposefully approach a
text and make sense of what they read
. According to Baker and Brown (1984), reading strategies contain cognitive and
metacognitive strategies in reading. .Cognitive strategies are conscious ways in dealing with
learning, such as resourcing, deduction, grouping, note-taking, translation and elaboration.
Metacognitive strategies are used to monitor or regulate cognitive strategies, which include
checking the outcome of any attempt to solve a problem, planning one’s next move, monitoring
the effectiveness of any attempted action, revising, and evaluating one’s strategies for learning.
There are differences strategies of reading that have been identified by some of the notable
reading researchers. According to Caverly and Orlando, there are three groups of strategies
involved namely the cognitive, metacognitive and affective strategies. Cognitive strategies are
described as the “mental steps or operations that are used to process linguistic and sociolinguistic
contents” (Wenden, 1991: 19). Strategies on the other hand, involve the things that a reader does
to regulate their use of the strategies and to evaluate his reading (Richards, Platt and Platt, 1985).
Finally affective strategies are the procedures that a reader uses to make his reading environment
conducive (Teoh, 1996).
2.6 Metacognition
Generally metacognition can be referred as thinking about thinking (Wiiliam Pierce,2003).
Taylor (1999) describe metacognition as “an appreciation of what one already knows, together
with a correct apprehension of the learning task and what knowledge and skills it requires,
combined with the agility to make correct inferences about how to apply one’s strategic
knowledge to a particular situation, and to do so efficiently and reliably.”
The more students are aware of their thinking processes as they learn, the more they
can control such matters as goals, dispositions, and attention. Self-awareness promotes self-
regulation. If students are aware of how committed (or uncommitted) they are to reaching goals,
of how strong (or weak) is their disposition to persist, and of how focused (or wandering) is their
attention to a thinking or writing task, they can regulate their commitment, disposition, and
attention (Marzano et al., 1988).
Metacognition helps learners focus and engage, allowing them to activate their prior
knowledge to process text more interactively by employing appropriate strategies indicating they
understand the "when, how, what, and why" of strategic reading (Nist & Simpson, 2000, p. 647).
Learners increase their potential for successful, independently managed learning outcomes by
developing their metacognitive awareness across learning contexts (Kiewra, 2002). Research
supports the effectiveness of research-based strategy instruction as a tool for increasing