Reading strategies in reading academic materials among form one science teachers in the Grik district of Perak

This research was carried out in response to the public doubt on the success of adopting English Language as the medium of instruction in teaching Science and Mathematics subjects. Among the argument made by those who are sceptical about the conversion of language, which are taking place in Science and Mathematics classes in schools is the capability of the teachers involved. Since they were not trained in the English medium, would they be able to absorb the new syllabus? To give light to the vagueness of the situation, a simple survey research was designed. The main focus in the research was to find whether these teachers are frequent users of reading strategies. If they are, this would indicate that they are also good readers. This assumption is based on current researches that indicate good readers employ a wide range of reading strategies. The sample population of the research was the Form One Science teachers from twelve secondary schools in Grik district. They were asked to respond to a set of questionnaire, which enquired on their use of reading strategies. The instrument used was the Metacognitive Awareness of Reading Strategies Inventory, designed by Dr. Kouider Mokhtari and Dr. Carla Reichard. Based on the scores of the questionnaire, the subjects were categorised into three groups: the high, average and low users of reading strategies. It was found that overall the subjects belong to only two groups of reading strategies users: the high and average, with the high users signify proportion of reading strategies users. It was also found that there was no significant difference among the subjects in reading strategies with regard to gender, academic qualification and different school systems. In the light of these findings, it is suggested that the teachers of Science for Form in Grik district would find no difficulties in understanding the English reading materials.