ABSTRACTPdPR is no longer a new thing in the current situation and has come into existence due to the
Covid- 19 pandemic. The Covid- 19 pandemic has caused various implications and changed the
current situation especially the education system in our country. Looking back at the
researcher's experience during the phase one practicum, it was found that the implementation
of PdPR as a whole has affected the involvement of students dramatically. The problem of
student involvement during this PdPR class after being examined by the researcher stems from
the poor level of students' reading proficiency. Weaknesses in reading skills affect student
achievement in all subjects in school. Therefore, this action research focuses on students'
reading problems during Malay language PdPR sessions. This study aims to show the
effectiveness of ABM Ikut Rentakku along with positive reinforcement in the form of rewards
using Class Dojo in improving students' reading skills during the Malay language PdPR session.
The research model of Kemmis & McTaggart (1988) was used in carrying out this study. The
study participants involved three third year students in a primary school in Kuching district,
Sarawak. Researchers have used qualitative and quantitative methods in measuring the
improvement of reading and student engagement. The findings of the study showed a good
effect when there was an increase in reading and student involvement during the Malay
language PdPR session. Thus, the use of ABM Ikut Rentakku together with this positive
reinforcement can be expanded to help improve students' reading skills for Malay language
subjects during PdPR sessions.
Keywords: PdPr, reading skills, positive reinforcement, ABM Ikut Rentakku, Class Dojo