Making A Difference: Serve To Learn

Academic Journal of Social Studies (2009) Vol. 9 (1):17-30, ISSN 1675-9141 MARA University of Technology, Malaysia

The Effectiveness of Reader’s Digest Worksheets in Improving Reading Skills: A Case study on UiTM Kelantan MUET-taking Students Noriah Ismail, Wan Zumusni Wan Mustapha, and Suhaidi Elias@Alias

Abstract

Reading is a crucial skill to master that at tertiary level that it is emphasised in MUET (Malaysia University English Test), a university entry examination taken by students who wish to pursue higher education at the university. Some secondary schools in Malaysia have adopted the use of Reader’s Digest as part of their reading program to improve students’ reading and vocabulary skills. This paper presents the results of a research using Reader’s Digest and the worksheets in ESL classrooms to improve the reading skills of MUET-taking students. Using several measurement methods namely survey, experimental research and in-depth interviews with the teachers’ and worksheets designers, this study focuses on the use of Reader’s Digest and its worksheets in English Language classrooms as supplementary material to improve student’s reading skills. It can be concluded that Reader’s Digest especially the worksheets help the students to improve their English especially their reading and also vocabulary even though students are encouraged to read the magazine and do the worksheets on their own.

Key words: Authentic reading materials, ESL classrooms, Reader’s Digest and an experimental study Introduction

As a receptive skill, reading is a crucial skill to master in order to be successful in one’s academic pursuit. Due to its importance, reading is an important skill cultivated in an English language classroom at primary and secondary level. Even at tertiary level, reading is a primary skill given emphasis as in MUET (Malaysia

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University English Test), a university entry examination to gauge one’s English language skills which must be taken by students who wish to purse higher education at the university. Some secondary schools in Malaysia, particularly boarding schools have adopted the use of Reader’s Digest as part of their reading program in their effort to improve students’ reading and vocabulary skills due to several reasons. One of the reasons is the magazine comes with worksheets for each issue. The worksheets contain reading and vocabulary exercises based on selected articles from the magazine of that particular issue. The exercises are tailored to cater the lower-level and higher-level secondary school students in Malaysia.

However, there is no academic research to study how far this program has been going on in schools in Malaysia and does the use of Reader’s Digest and the worksheets actually contribute to the improvement of reading skills among secondary school students. This paper presents the conceptual framework of using Reader’s Digest and the worksheets in a language classroom to improve reading skills of MUET taking students. There are several measurement methods, among them are seeking reading experts’ views on the magazine and the worksheets, using a readability test and conducting an experimental study. Literature Review Introduction The ability to read is an important skill as ‘learning, both in school and beyond, largely depends on information derived from texts’ (Ulijyn and Salager-Meyer, 1998:80). In most countries, including Malaysia, a good ability to read in the L2 (second language i.e. English) is important for academic advancement and for professional development. Therefore, reading is an important skill that has to be emphasized in our ESL classrooms at primary, secondary and tertiary levels. At tertiary level, reading is given primary emphasis as in MUET (Malaysian

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University English Test) while at school levels, there are existing and on-going projects such as the various extensive reading projects (NILAM, BUKTI, DEAR & SSR) that require students to read for different purposes and for the teachers to teach using different approaches. Some secondary schools in Malaysia, particularly boarding schools have even adopted the use of Reader’s Digest as part of their reading programme in their effort to improve students’ reading skills. Nuttall (1996:13) believes that a well-balanced reading programme should …enable students to enjoy or at least feel comfortable with reading the foreign language, and read without help, unfamiliar authentic texts, at appropriate speed, silently, and with adequate understanding. Reading is basically a private process, not a skill that can be passed on from the teacher to the students. Students themselves need to read to improve reading. A teacher’s task is therefore to provide the necessary encouragements, create adequate opportunities for students to read extensively. Relying solely on the textbook or workbook employed in class is never enough. Students need to read other texts that have never been read inside the classrooms so that they are familiar with the wide variety of texts. According to Nuttall (1996), for extensive reading, variety is important.

The Conceptual Framework The conceptual framework for this study is drawn from Smith and Mikulecky (1978) on The Modeling Effect on Reading. It is based on a presumption that molding reading behaviour has to begin from a early part of one’s life and a conductive reading environment would stimulate lifelong reading in one’s life (Winebrenner, 1971; Sanacore, 1990 and Ambigapathy, 1997). One might gain literacy through formal education but this does guarantee developing reading as a

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habit or personal indulgence in one’s later life. Reading is just seen as a necessity, not more than that. Ambigapathy (2001) introduced the term “reluctant readers” in identifying the reading reluctance among people who can read but choose not to read. In promoting lifelong learning, it is essential for young people to learn not only to read but to cultivate reading behaviour. Studies have shown that ignoring reluctance is tantamount to sustaining the conditions for another generation of reading problems in the schools as the offspring of non-reading parents complete the vicious cycle shown on Figure 2.1.

Figure 2.1: Modelling Effects (Source: Smith and Mikulecky (1978:78) Previous studies on Reading Habits among Malaysian Students Reading skills are important throughout our lifespan, particularly as we respond to new demands and changes in jobs. On the other hand, reading for pleasure or recreational purpose has been found to improve reading comprehension, writing style, vocabulary, spelling and grammatical development (Krashen, 1993). The positive and rewarding effects of recreational reading have been demonstrated in

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numerous studies. In a National Literacy Survey done by National Library in 1996, an average Malaysian reads only two books a year! However, this is an improvement compared to an earlier survey in 1982 which revealed that an average Malaysian read a mere page or two pages per year. The Sunday Star newspaper (1999: p2) reports that "the poor reading habits among Malaysians was common knowledge but, in true Malaysian fashion, it took an official survey to jolt the education sector that something had to be done fast." A Malaysian survey on the reading behavior of 22,400 individuals and 6,050 households by the Ministry of Education revealed that only 20 per cent of Malaysians read regularly. This survey (New Straits Times, 1996) further stressed that the small figure includes students who read just to pass exams. Over the past twenty years, increasing number of Malaysians have enrolled in institutions of higher learning in the country. In UiTM (Universiti Teknologi Mara), admission decisions are usually made on the basis of the applicants’ academic performance in standardized national exams like the SPM (Sijil Pelajaran Malaysia) or STPM (Sijil Tinggi Pelajaran Malaysia). Hence, identifying the reading habits of university students will have tremendous significance on the local universities and for the students themselves. Most attempts to predict the academic performance of local university students have not focused on the students’ reading habits. As Stoynoff (1997: 2) notes, "academic success is likely a multidimensional phenomenon that includes language proficiency, learning and study strategies, and certain personal characteristics." Students in Malaysia regard learning as an academic task, hence the exercise does not lead to any significant social development (Pandian: 2000). Pandian's (2000) study on the reading habits of secondary and tertiary level students in Malaysia reveals that 80.1% of university students are reluctant readers of English language materials (p6). A research among English Reading Habits among Bachelor of Arts in English Language and Literature Studies (ELLS) Program at

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the Schools of Humanities, University Science Malaysia using a questionnaire and structured interviews with students and course lecturers revealed poor reading habits and students’ perception of their reading ability did not commensurate the expectation of the lecturers (Kaur and Thiyagarajah, 1999). This study provides valuable insights on students’ reading readiness before embarking on academic life and has implication in admission decision, academic advising and orienting of new students into the Program.

Research Methodology

Basically, there are three ways of measuring the effectiveness of RD in improving MUET taking students’ reading skill namely interviewing the teachers who have used RD Reading Program in the respective schools, conducting an experimental research using RD and the worksheets and conducting a survey on diploma students in UiTM Kelantan.

These respondents were identified through a company which supplies the magazine. The interviews were done using semi-structured questionnaire to obtain the teachers’ opinion on RD and the worksheets. An interview has also been done with the worksheets’ designers.

Another method of collecting the primary data is from the experimental study on UiTM students from several schools. These students from Diploma in Business Study, Diploma in Information System, Diploma in Accounting and Diploma in Statistics are taking Mainstream English 2 or BEL 250, a subject to prepare them to take MUET. This experimental study is conducted because the result of the survey and opinion gathered from expert can be a strong basis for implementing RD in a reading program as part of the English Speaking Campus program in UiTM Kelantan. Students will be given a pre and post reading and

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vocabulary test, taken from Paper 3 (Reading) in MUET. These students have six hours of English language lessons per week. The duration of the experiment is three months, or one semester. Every month, students are given a copy of the magazine to read within the first two weeks on their own. The next two weeks are allocated for students to do the reading exercises in the worksheets. This experiment will be done in three months or for three issues to ensure validity and consistency in results. At the end of the month, all worksheets will be collected and analysed for the scores. After three months, a post-test will be given to all four groups. The scores will be compared to the pre-test to see any improvement in reading and vocabulary skills. This is done by comparing the scores in Paper 3.

Other than the experiment, students are also given a self-administered questionnaire to share their experience in using the magazines, the frequency of reading RD, what articles attracts them most and to find out their reading habits (i.e. do they read other magazine, how many hours spend on reading and how much time and money do they spend on reading). They can also provide suggestions as how a reading program should be implemented (i.e. what activities they expect and what reading materials do they like).

The Reader’s Digest Reading Program in Secondary Schools

Express Subscription Sdn. Bhd. is a Malaysian bumiputra company which has collaborated for more than six years with Righteous International Subscription Services, an international subscription company which has been around for 28 years in Singapore.

Other than promoting the use of English Language among school

students, it is dedicated towards improving level of English Language proficiency for students. Teachers adopt the RD Reading Program because of the worksheets and the content of the magazine. The format and presentation of both the magazine and worksheets are appealing for teachers and students as an alternative or

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supplementary to textbooks. They find relevant, interesting articles in the magazine. This reading program has been adopted by schools in rural and urban areas, boarding and religious schools, Sekolah Bistari, polytechnics, private and public higher learning institutions particularly in Klang Valley, Johor Bharu, Penang and Port Dickson and lately the program has also been implemented in educational institutions in the East Coast of Peninsular Malaysia.

The success of the reading program can also be contributed to the willingness of the teachers to read and discuss the articles and exercises in the worksheets with the students in the classrooms. Some of the issues are pertinent issues like trends and lifestyle, family values, just to name a few. The reading program is conducted to secondary school students as early as Form Four.

The promotions to the educational institutions are done to the cooperative bookstores and student affair department. Talks are also given to Guru Panitia Bahasa Inggeris at district levels. Teachers do not need to prepare worksheet because can get free from Express for each copy of magazine they order. They also choose to promote RD because it is very good for students to improve their English language. The worksheet comes for Level 1 and Level 2 prepared by Essentially Words (a company in Singapore). Since April 2005, they came out with a MUET worksheet prepared by a panel of lecturers in a private college. Some library teachers ordered for their school library. In addition, most English Unit in educational institutions also order this magazine for their unit. Normally, the magazines that schools order are RD, Newsweek, Discover, Odyssey, National Geographic, Children’s magazines, Computer magazines and RD Books.

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Results from Interviews with Teachers and Worksheets’ Designers: The transcriptions of the interviews reveal some information on the use of RD and the worksheets as elaborated below: a. Most of the teachers have been involved in the Reader’s Digest Reading Program for 1-4 years. The teachers interviewed are from Polytechnics and secondary schools in Johor Bharu, Kota Bharu, Port Dickson, Perak, Melaka. They were introduced to Reader’s Digest and the worksheet by a representative of Express Subscriptions. Express Subscriptions, for the past six years have been active in promoting RD and worksheets to secondary schools in central and southern regions. It was only recently (about a year) they begin promotion on the east coast. b. Other than reading for pleasure, teachers and lecturers find that the magazine appeals to the students for its affordable price, content and colourful layout. After introduced the magazine to them to them, some students even continue buying and subscribing it although they are not forced to do so. c. The worksheets are convenient, relevant and can improve students’ reading and vocabulary skills. Students manage to do it in the classroom or on their own. d. Teachers and lecturers at the education institutions feel that the magazine and worksheets can improve students’ reading skills and vocabulary if the Reading Program is implemented consistently. Therefore, this helps students who will sit the MUET examination.

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Analysis of RD Experiments The RD experiment sponsored by UiTM Kelantan RMI was conducted for three months during the semester. Students are from Diploma in Accountancy, Statistics, Information System and Business Studies programs in the third semester. They are taking the subject Mainstream English II before they are allowed to take MUET examination in the following semester. The total number (n) of respondents is 86. The number of students in control and experimental groups is 43 respectively for each group.

Table 4.1 Frequency of Marks for Pre and Post Test for Control Group

Pre

Post

Marks

(%)

Pre

(%)

Post

15-20

4.7

2

2.3

1

21-25

18.6

8

16.3

7

26-30

32.6

14

18.6

8

31-35

37.2

16

32.6

14

36-40

7.0

3

27.9

12

41-45

0

0

2.3

1

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Graph 4.1 Distributions of Marks for Control Group

Control Group 40

37.2%

35

32.6%

32.6% 27.9%

No Of Students

30 25 18.6% 16.3%

20

Pre Test

18.6%

Post Test

15 10

7% 4.7%

5

2.3%

2.3% 0%

0 15-20

21-25

26-30

31-35

36-40

41-45

M arks

From Graph 4.1 shows that overall; the pre test marks are higher than post test. Only those who got 36-40 marks and 41-45 marks in pre test have improved to 7% and 25.6% respectively.

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For the experimental group, the total number of respondents is 43 students.

Table 4.2 Frequency of Marks for Pre and Post Test for Experimental Group Pre

Post

Marks

(%)

Pre

(%)

Post

15-20

0

0

0

0

21-25

2.3

1

11.6

5

26-30

27.9

12

9.3

4

31-35

46.5

20

25.6

11

36-40

20.9

9

39.5

17

41-45

2.3

1

14

6

Table 4.2 shows the frequency of Marks for pre test and post test for control group. The mode is 20 respondents (46.5%) and the median is 0 (0%). This mark is later tabulated in a bar graph as seen in Graph 4.2 on the following page.

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Graph 4.2 Distributions of Marks for Experimental Group

Experimental Group 45 39.5%

40

No Of Students

35 30 25.6%

25 20 15

11.6%

10 5 0

pretest

46.5%

0%

0%

15-20

posttest 14%

27.9% 9.3%

20.9%

2.3%

21-25

2.3%

26-30

31-35

36-40

41-45

M arks

From Graph 4.2, the highest mark for pre-test in experimental groups is 46.5% and the lowest mark is 0%. For the post test, the highest mark is 39.5% and the lowest mark is 0%. Most of the students (46.5%) got 31 – 35 marks for pre-test. However, majority (39.5%) got 36-40 marks in the post test. The increment of marks can be seen in students who get 21-25 (9.3%), 36-40 (18.6%) and 41-45 (11.7%) marks. Following the experiment, students in the control and experimental groups are given a questionnaire to find out how much they read the magazine and do the

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worksheets. The followings are the results for the interview among students in the experimental group: a. 53% of the students will buy Reader’s Digest in the future. Those who did not intend to buy cite reasons such as they prefer spending their time doing or reading something else or they do not have much time to read. b. Students spent 1-4 hours reading the magazine and working on the worksheets. However, it was also found 14% of the respondents spent less than an hour and seem uninterested to read and do the exercises. Thus, they were not included as the respondents because their pre and post test results will not be significant to the experiment. After all, they take the magazine and worksheets for granted because they were provided free to them. c. Students who actually spent time reading the magazine and working on the worksheets (around 1-4 hours) found the magazine can improve not only their reading skills, but vocabulary because they learn new words. They also gain more knowledge which will help them to do well in MUET examination. d. can be a medium to upgrade knowledge and skills of students in this globalization era.

Findings from the control group indicate that:

a. Students read a range of reading materials in order to improve their English Language proficiency namely magazines, story books, newspaper, poem, dictionary, labels on products and song lyrics. b. For newspapers, 32.4% of the students mentioned they read The Star and The News Straits Times.

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c. 95% thinks that reading Reader’s Digest can improve their English Language Proficiency. However, only 50% is willing to buy the magazine. Those who do not wish to buy the magazine cite reasons as too lazy, it is too expensive, difficult to find and not interested. Students generally are willing to spend RM2.00 to RM10.00 on reading material in a month. However, one student wrote RM50 as the money he/she is willing to spend on reading materials in a month. d. Compared to other magazines The size is small, making it portable in their bags. e. The format is interesting, with colours and illustrations. The brief statistics can be used in their essay. f.

RD and worksheets help students to improve English Language especially the vocabulary and word power section.

g. Overall, they think it is suitable to prepare them for MUET and to improve their reading and vocabulary.

Results from RD Survey

Interviews have been conducted with some diploma students (Part 1 –3 from various programs) in UiTM Kelantan reveal some results on their attitude on RD. The following are their comments as found in the interview and questionnaire: b. Articles in the magazine cover a wide range of interest including family, health, environmental issues, medical updates, history and lifestyles. Although some are quite boring like environmental issues, students realize that they should be aware of these issues and some issues can be an eye opener. c. The format is interesting, with colours and illustrations. The brief statistics can be used in their essay.

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d. RD and worksheets help students to improve English Language especially the vocabulary and word power section. e. Overall, they think it is suitable to prepare them for MUET and to improve their reading and vocabulary.

Conclusion

It can be concluded that RD and WS can improve students’ reading skills and also vocabulary. However, in order to ensure successful reading program, involvement from the lecturers is required in going through the articles and exercises in the worksheets with the students consistently. Otherwise, they will be discouraged to read the magazine and do the exercises in the worksheets. Reader’s Digest Reading Program has a potential for MUET-taking students to improve their reading skills because the content of the magazine is relevant and covers a wide range of issues.

References

Kaur and Che Lah. (1999). The socio cultural development of mature learners at the University. Paper presented at the Malaysia International Conference on Languages, Literatures and Cultures (MICOLLAC). The Mines Resort Hotel, Kuala Lumpur. 10-12 May 1999. Krashen, S. (1993). The power of reading. Englewood USA: Libraries Unlimited. Pandian, Ambigapathy (2000). A study on readership behaviour among multiethnic, multilingual Malaysian students. Paper presented at the Seventh International Literacy and Education Research Network (LERN) Conference on Learning, RMIT University, Melbourne 5-9 July 2000. http://ultibase.rmit.edu.au/Articles/aug01/pandian1.htm Sanacore, J. (1990). Creating the lifetime reading habit in social studies. Journal of Reading 33(6), 414-418. Stoynoff, S. (1977). Factors associated with international students’ academic achievement. Journal of Instructional Psychology. 24( 1) , 56.

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(1999, August 8). Nurturing the Reading Habit: The Star Education. The Sunday Star, p.2.

Ulijyn, J. and Salager-Meyer, F. (1998). The professional reader and the text: insights from L2 research. Journal of Research in Reading, 21( 2), 79-95.

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Making A Difference: Serve To Learn

Making A Difference: Serve To Learn

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