THE EFFECTIVENESS OF USING I READ, I

THINK, I WONDER STRATEGY IN READING

COMPREHENSION AMONG YEAR 4 STUDENTS

AFIZI YUSAINI BIN YUNUS

J7
MADAM FLORY JULIANA FERNANDEZ

CONTEXT OF STUDY

Pupils are able to read but unable to answer

comprehension questions correctly

Classroom management affected.

Learning objectives not successfully achieved.

THEORIES AND LITERATURE

REVIEW

Figure 1 Lewin's action research model

Identifying a general or initial
idea

Evaluate

Amended
plan

Take first action

step

Take second
action step

Reconnaissance or fact
finding

Planning

LITERATURE REVIEW

The idea behind reading comprehension approach

to instruction is that reading comprehension can
be improved by teaching students to use specific
strategies when they encounter barriers to
comprehension when reading (Farstrup and
Samuels, 2005)

Teachers need to play their role to implement

reading activities that are meaningful and create a
reason and purpose for reading through reading
comprehension that learners cognitive skills can
be developed (Ali and Gill, 2003) Curriculum
Development Centre, Ministry of Education.

Problem Statement

Pupils are unable to understand

the text given thoroughly.
To determine the suitability of
using I Read, I Think I Wonder
strategy to enhance the critical
thinking

Issues and Focus

ISSUES

Unable to answer comprehension questions.

Unable to understand text thoroughly.

FOCUS

Focus using the I Read, I Think, I Wonder

strategy.
To implement ideas and imaginations
towards the students thinking .

Research Questions and

Objectives
QUESTIONS

Can the I Read, I Think, I Wonder strategy help the pupils

to improve their critical thinking in answering
comprehension questions?
Can the usage of the method using I Read, I Think, I
Wonder strategy to improve the pupils ability in reading
comprehension?

OBJECTIVES

To determine whether using I Read, I Think, I Wonder

strategy can help pupils to answer comprehension
questions at the end of the research by using the results of
the post test.
To explore the usage of I Read, I Think, I Wonder strategy
in order to help pupils in comprehension questions

Target Group

10 students from Year 4 Kreatif of Sekolah

Kebangsaan Syed Idrus, Chemor, Perak.
They got low marks for the pre-test and I chose
them in order to know does this strategy can help
them in reading comprehension.

INTERVENTIONS
Intervention

Steps
using I Read, I Think, I Wonder strategy in teaching reading
lesson
answer reading comprehension questions.

Planning

4 lesson plans for interventions.

Acting

Teacher explains the interventions .

Teacher demonstrates the use of the I Read, I Think, I Wonder
strategy.

Reflection

The strategy helps the students in giving ideas about the text.
Students can answer the reading comprehension questions very
well after the second intervention.

Analysis of data
(Questionnaire
NO
QUESTIONS)

PRE-TEST

POST-TEST

I can understand the text better when I am

allowed to give my own opinions about the
reading text.

The strategy used by the teacher allows me to

express my own ideas to answer the questions
based on the reading text.

The oral questions asked by the teacher in

helping me to answer the questions in the
activity helps me to write the answers in the
task sheet given

10

Analysis of data (pre test/post

test)
Grade

Number of

Percentag

(%

respondent

Marks)
A
(80100%)
B
(6079%)
C
(4059%)
D
(2039%)
E
(0-19%)

(%)

Achievem
ent level
Excellent

Grade

Number of

Percentag

(%

respondent

Marks)

(%)

ent level
Excellent

A
(80-

10

Achievem

30

100%)
Above
0

average

(60-79%)

Average

20

30

40

(40-59%)
Below

average

(20-39%)

Weak

ble 4.0 Analysis table of respondents achievement in Pre-test

(0-19%)

Above
3

30

20

average
Average
Below

20

average
Weak

Table 5.0 Analysis table of respondents achievement in Post-test

Comparison of Pre-test and Post-test Marks (%)

100%
90%
80%
70%
Percentage of Pretest Marks (%)

60%
50%

Percentage of posttest marks (%)

40%
30%
20%
10%
0%
R1

R2

R3

R4

R5

R6

R7

R8

R9

R10

Pre test result

Post test result

Findings

The data analysis shows that the intervention

that had been used in this study had done a very
good job in improving the ability and the skills of
the pupils in learning and answering
comprehension questions.
From the result, I can conclude that the study
that had been made by the researcher is rather
logically can be used in reading class.

THANK YOU..