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https://ptsldigital.ukm.my/jspui/handle/123456789/459972Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Hamidah Yamat @Ahmad, Assoc. Prof. Dr. | |
| dc.contributor.author | Nurfatin Nadiera Lahazir (P84330) | |
| dc.date.accessioned | 2023-09-13T09:35:56Z | - |
| dc.date.available | 2023-09-13T09:35:56Z | - |
| dc.date.issued | 2019-08-09 | |
| dc.identifier.other | ukmvital:116890 | |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/459972 | - |
| dc.description | A students’ capability to acquire reading skills early is influenced by the teaching techniques employed by teachers. Hence, this study sought to identify the techniques used by teachers in teaching early reading through phonics approach. This study also aimed to describe the implementation of the techniques to determine teachers’ perception on how the techniques impact their students’ reading comprehension. An Explanatory Sequential Mixed Method research design was employed to accomplish the objectives of this study. The design was conducted in two phases. Phase I involved the collection of quantitative data through a survey questionnaire responded by 289 Year 1 and Year 2 English teachers who were selected through a chain-referral sampling. Phase II involved the collection of qualitative data where e-interviews and documents were collected from five participants purposively chosen from the respondents in Phase I. Findings indicated that the teachers implemented a variety of techniques in teaching reading through phonics approach. Nevertheless, 77% of the respondents constantly implemented a controlled or teacher-centred technique during their teaching and learning process which may have negative effects on students’ performance. 63% of the respondents admitted that their students were still struggling to read. However, findings from the e-interviews indicated that the participants combined three categories of techniques that are: controlled, semi-controlled and free techniques which seemed to have positive impact on their students’ reading comprehension. This indicated the techniques employed by teachers in teaching early reading through phonics had an impact on students’ reading performance. This implies that teachers should not rely on one category of techniques when teaching early reading through phonics approach. Teachers should explore and employ new techniques. A combination of controlled, semi-controlled and free techniques could be implemented by teachers during the teaching and learning process. This includes other reading comprehension strategies. It is therefore recommended that further explorative or experimental research on techniques to enhance students’ reading comprehension be conducted.,Master of Education | |
| dc.language.iso | eng | |
| dc.publisher | UKM, Bangi | |
| dc.relation | Faculty of Education / Fakulti Pendidikan | |
| dc.rights | UKM | |
| dc.subject | Reading -- Phonetic method | |
| dc.subject | Reading (Primary) | |
| dc.subject | Universiti Kebangsaan Malaysia -- Dissertations | |
| dc.subject | Dissertations, Academic -- Malaysia | |
| dc.title | Techniques of teaching early reading through phonics and its implication on students’ reading comprehension | |
| dc.type | theses | |
| dc.format.pages | 144 | |
| dc.identifier.callno | LB1573.3.N837 2019 tesis | |
| dc.identifier.barcode | 004412(2020) | |
| Appears in Collections: | Faculty of Education / Fakulti Pendidikan | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_116890+SOURCE1+SOURCE1.0.PDF Restricted Access | 10.46 MB | Adobe PDF |  View/Open |
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