Language Learning Strategies Used by Year 4 Primary Pupils in Enhancing Reading Comprehension

Abstract

Reading comprehension is the ability to comprehend text, understand its meaning, and to connect with what the reader already knows. This study aims to investigate language learning strategies used by Year 4 primary pupils of a national-type Chinese secondary school in enhancing reading comprehension. Purposive sampling was used in this study where 15 males and 15 female pupils in Year 4 from a primary school in Selangor's suburbs were involved. This study employed a quantitative approach using survey adapted from 'Measuring ESL students reading strategies' by Kouider Mokhtari and Ravi Sheorey (2002) as instrument. The data from the survey was analysed using descriptive statistics and the most used learning strategies in reading comprehension was a Problem-Solving Strategies which the average score is 1.12 compared to other strategies; Global Reading strategies (1.0) and Support Reading Strategies (1.11). The findings revealed that the majority of the participants chose to apply Problem-Solving Strategies. Therefore, teachers should encourage and expose students the available language learning strategies and encourage them to use the strategies according to their required necessity and suitability. Future researchers should look into the characteristics that influence language learning strategies employed in reading comprehension by lower primary school students.

Language Learning Strategy Employed for Improving Reading Skills Among Form 5 Suburban Secondary School Students

“…This finding aligns with the research done by Gulo (2020), saying that skimming is another excellent way to help understand the meaning of words. Besides, it is also aligned with the studies conducted in both Suburban schools in Malaysia by Rojalai et al (2021); Yee et al (2021), which found that the students in their studies also prefer to reread the text to aid their reading comprehension. In addition, the "look for English materials based on the student's level" and "rereading a text a few times until fully understood" strategies shared the same percentage (43%) with 13 respondents.…”