English, in Chinese primary schools, is learnt as the third language after Chinese and Bahasa Melayu. This makes English difficult to master since Malaysian Chinese school learners have limited time to practise the language. Incorporating Malaysian literature in English has been a part of our curriculum for a long period of time as it offers a more familiar, relatable setting and cultural elements while also promoting English proficiency to the students. Comprehension of English literature by Chinese primary school students requires great effort and practice by the children as it is not their native language. Therefore, language teachers are advised to introduce different types of reading strategies that are suitable to the students’ needs. Cooperative reading requires socialisation and communication which can push the students towards conversing with each other in English language which in the end improves their comprehension too. In case of short stories, students are able to read the material again and again and this helps in expanding their vocabulary, when an individual has a broad vocabulary, it becomes easier for them to explain and understand concepts better as there are more words available in their mind for description. Researching and exploring the use of reading cooperative strategies for learning and comprehending literature is important to teachers in order to improve students’ learning and understanding of literature.
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In-Text Citation: (Raj & Ismail, 2022)
To Cite this Article: Raj, Y. M., & Ismail, H. H. (2022). Using Cooperative Reading Strategies for Learning and Comprehending Literature among Chinese Primary School Students. International Journal of Academic Research in Business and Social Sciences, 12(12), 844– 856.
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