WADAH TINTA INOVASI JILID 2

tinggi dalam pengurusan. Hal ini samaseperti topik Garis dan Satah Dalam Tiga
Dimensi. Murid memerlukan pengalaman dalam pembinaan model dan
mengeksplotasikan garisan dan satah yang diberikan serta memerhatikan sudut
antara garis dan satah berdasarkan model yang dibina.Dengan itu, diharapkan teknik
C.E.O’S ini dapat menarik minat dan perhatian murid dalam pembelajaran sudut
antara garis dan satah.

5.4 Pelaksanaan Teknik “ C.E.O’S ”
Teknik“C.E.O’S” ini dibahagikan kepada tiga fasa iaitu ‘Create the Shape’,

‘Explore the lines and planes’ dan‘Observe the angle between the lines and planes’
serta ‘Strengtening the concept of angles between lines and planes’ yang dijalankan
selama 3 hari. Fasa pertama mula dijalankan pada hari pertama iaitu 26September
2016 (Isnin) dalam proses pengajaran dan pembelajaran Garis dan Satah dalam Tiga
Dimensi. Manakala fasa kedua pula diteruskan pada hari kedua iaitu 27September
2016 (Selasa). Akhir sekali, fasa ketiga dilaksanakan pada hari ketiga iaitu teknik ini
telah disiapkan pada 4Oktober 2016 (Selasa).
HARI PERTAMA : Pengenalan kepada Sudut antara Garis dan Satah
Rasional : Fasa Pertama ini dijalankan untuk memberi pendedahan kepada murid
tentang asas dan konsep sudut di antara garis dan satah. Murid turut diberi peluang
untuk membina bentuk (ABM) iaitu C = Create the Shape supaya dapat membantu
meningkatkan pemahaman murid terhadap konsep sudut antara garis dan satah yang
abstrak dalam fasa yang seterusnya. Dalam masa ini, peluang telah diberikan untuk
membolehkan murid mengembangkan dayakreativiti danmenimbulkan minat mereka
dalam topik Garis dan Satah Dalam Tiga Dimensi.
Masa: 2 waktu (60minit)
Objektif: (i) Membentuk ABM Sudut antara Garis dan Satah hasil
(ii) Mengetahui satah, garis normal dan unjuran ortogon
Bahan bantu pembelajaran : nota edaran, polistirena, lidi, kertas label, marker pen
Langkah pelaksanaan:
1. Murid diedarkan nota edaran masing-masing.
2. Guru menerangkan konsep Sudut antara Garis dan Satah.
3. Murid mencatat nota penting dalam nota edaran.
4. Murid diberi peluang membina bentuk yang dikehendaki.

SELEPAS FASA PERTAMA
Pemerhatian:
1. Murid boleh mendapat satu gambaran yang lebih jelas tentang konsep sudut
antara
garis dan satah yang dipelajari melalui hasil kerja rekaan mereka sendiri.
2. Murid dapat melibatkan diri secara aktif bukan sahaja dalam proses pembelajaran

sudut antara garis dan satah tetapi juga dalam peringkat penghasilan ABM bagi
sudut antara garis dan satah yang dipelajari oleh mereka.
Refleksi:
1. Terdapat perubahan tingkah laku dalam kalangan murid. Murid bersemangat dan
seronok dalam proses penghasilan ABM.
HARI KEDUA: Mengenalpasti Garis, Satah dan Sudut

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Rasional : Fasa ini dinamakan ‘Explore the Line and Plane’ dan ‘Observe the angle
between the line and Plane’kerana aktiviti yang dijalankan dalam fasa ini bertujuan

untuk memberi pendedahan dan latihan kepada murid untuk mengenalpasti lokasi

setiap garisan dan satah yang betul dalam bentuk (ABM) yang dibina. Di samping itu,

mereka juga boleh mendapat satu gambaran yang jelas tentang konsep

penentuan sudut antara garis dan satah.

Masa: 2 waktu (70minit)

Objektif:Meningkatkantahap pemahaman murid terhadap konsep dan penentuan

sudut antara garis dan satah

Bahan bantu pembelajaran : polistirena, lidi, kertas label, marker pen, plastik

transparent, lampu suluh kecil

Langkah pelaksanaan:

1. Guru memberi penerangan tentang cara pelaksanaan iaitu menggunakan ABM

yang

telah dibentuk untuk mendapat jawapan bagi soalan tugasan.

2. Murid melabelkan huruf-huruf di ABM yang dibentuk.

3. Muridmenentukan garisan dan satah yang diberikan.

4. Muridmemerhatikan ABM yang dibentuk untuk mencari sudut antara garis dan

satah berdasarkan penerangan guru.

SELEPAS FASA KEDUA

Pemerhatian :
1. Murid telah mendapat satu gambaran yang jelas dan konkrit tentangsudut antara

garis dan satah.
2. Murid dapat melihat dan memahami secara langsung tentang struktur sudut
antara

garis dan satah melalui ABM yang konkrit itu.
3. Murid telah mengetahui dan memahami konsep-konsepsudut antara garis dan

satahmelalui bantuan ABM yang telah dibentuk.
Refleksi :
1. Dapat mewujudkan semangat bekerjasama dan minat serta ada keinginan dalam
kalangan murid dalam usaha untuk menyelesaikan soalan-soalan tugasan yang
diberikan oleh guru.
HARI KETIGA: Pengaplikasian dalam Penyelesaian Masalah

Rasional : Fasa ini dikenali sebagai ‘Strengtening the concept of angles between lines
and planes’keranamurid dapat mengukuhkan konsep dan menguasainya melalui
aktiviti hands-on dan aktiviti minds-on yang dijalankan dalam fasa ini. Fasa ini
dijalankan untukmenguji murid tentang pemahaman murid terhdap topik ini. Selain itu,
perbincangan dalam kalangan murid dapat mencetuskan idea untuk menyelesaikan
masalah yang diberikan oleh guru.
Masa: 2 waktu (70minit)
Objektif: (i) Meningkatkan tahap ingatan murid terhadap konsep sudut antara garis

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dan satah melalui persembahan langkah-langkah penyelesaian soalan
tugasanyang diberi.
(ii) Mewujudkan suatu persekitaran pembelajaran yang menyeronokkan.
(iii) Menimbulkan minat murid terhdap sudut antara garis dan satah melalui
aktiviti yang berorientasikan murid.
Bahan bantu pembelajaran : lembaran kerja,polistirena, lidi, kertas label,
marker pen,plastik transparent, lampu suluh kecil
Langkah pelaksanaan:
1. Murid diedarkan dengan kertas lembaran kerjamasing-masing .
2. Guru memberi arahan dengan menetapkan masa untuk menyiapkan lembaran
kerja.
3. Murid menyelesaikan semua soalan mengikut masa yang ditetapkan dengan
rangka
kerja berasaskan bantuan ABM yang dibina.
4. Muridmenghantar lembaran kerjadan guru menyemak.
SELEPAS FASA KETIGA
Pemerhatian :
1. Murid berasa lebih seronok dengan suasana pembelajaran yang diwujudkan.
2. Murid dapat menunjukkan cara penyelesaian soalan tugasan hasil perbincangan
kumpulan secara sistematik dan teratur melalui persembahan mereka.
3. Tiada kesalahan menentukan sudut di antara garis dan satah.
Refleksi :
1. Perubahan tingkah laku iaitu keyakinan murid untuk mempelajari topik ini telah
bertambah selepas melibatkandiri secara langsung.
2. Murid juga tidak berasa takut dan segan untuk bertanya.

5.5 Keputusan, Analisis dan Perbincangan Dapatan Kajian
Ujian pos dan temubual telah dijalankan untuk mengenalpasti keberkesanan teknik
‘C.E.O’S’ selepas pelaksanaan.

5.5.1 Perbandingan Keputusan Ujian Pra dengan Ujian Pos
Satu ujian pos telah diberikan kepada murid untuk mengukur prestasi

pencapaian murid selepas teknik intervensi tersebut dilaksanakan. Ujian pra dan ujian

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pos ialah 2 set soalan yang terdiri daripada 10 soalan yang setara (Rujuk Lampiran A
& B). Soalan-soalan dalam ujian pra dan ujian pasca akan diubahsuai dari segi
susunan soalan dan ditulis semula. Namum begitu, aras kesukaran bagi setiap soalan
yang diberi dalam ujian pra dan ujian pasca adalah sama.

Berdasarkan Jadual 5 di bawah, hasil dapatan ujian pos telah menunjukkan
peningkatan prestasi murid yang memberangsangkan selepas pelaksanaan teknik
‘C.E.O’S’ berbanding dengan prestasi yang dipersembahkan oleh murid dalam ujian
pra. Analisis terhadap dapatan ujian pos ini menunjukkan bahawa tiada murid lagi
yang mendapat 0-10 markah berbanding dengan 11 orang (55%) dalam ujian pra.
Hanya 3 orang (15%) mendapat 11-20 markah berbanding dengan 4 orang (20%)
dalam ujian pra. Dalam kategori markah 21-30 dan 31-40 pula, didapati bahawa
bilangan murid telah meningkat dari 2 (10%) kepada 5 (25%) dan 2 (10%) kepada 7
orang (35%) masing-masing dalam ujian pos apabila dibandingkan dengan ujian pra.

Data juga menunjukkan terdapat peningkatan bilangan murid yang ketara
antara kedua-dua ujian tersebut dalam kategori markah 51-60 iaitu 0 kepada 2 orang
murid (10.0%) dan kategori markah 71-80 iaitu 0 kepada 1 orang (5%). Justeru itu,
hasil dapatan ujian pos ini telah memberikan satu gambaran bahawa tahap
pemahaman murid terhadap penggunaan konsep sudut antara garis dan satah telah
meningkat selepas teknik intervensi dijalankan dalam kelas.

Jadual 5 : Perbandingan Keputusan Ujian Pra dengan Ujian Pos

MARKA 0-10 11-20 21-30 31-40 41-50 51-60 61-70 71-80 JUMLAH
H
11 4 2 2 1 0 0 0 20
UJIAN (55.0) (20.0) (10.0) (10.0) (5.0) (0.0) (0.0) (0.0) (100)
PRA(%)
0 3 5 7 2 2 0 1 20
UJIAN (0.0) (15.0) (30.0) (35.0) (10.0) (5.0) (0.0) (5.0) (100)
POS(%)

60 55 Perbandingan Markah Ujian Pra dan

40 30 35

20 201510 10 10 05 Markah Ujian Pra %
0 5 0 5 00 Markah Ujian Pos %

0

0-10
11-20
21-30
31-40
41-50
51-60
61-70
71-80

Carta 2 Perbandingan Ujian Pra dan Ujian Pos

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5.5.2 Analisis Dapatan Temubual

Maklum balas dan refleksi daripada murid telah diperolehi sejurus selepas
tamat teknik intervensi ‘C.E.O’S’ tersebut melalui temubual. Seramai 20 orang

murid4S telah ditemubual. Dapatan temubual tersebut telah dikategorikan dan

ditunjukkan dalam Jadual 6 seperti di bawah.

Jadual 6 : Transkripsi Temubual Murid

Bil. Nama Murid Soalan : Selepas mempelajari topik Garis dan Satah dalam Tiga
Dimensimelalui penggunaan teknik ‘C.E.O’S’, apakah pendapat

1. Murid 1 dan perasaan murid terhadap topik ini?
2. Murid 2 Pada pendapat saya, teknik C.E.O’S ini mudah difahami dan
membuatkan saya bertambah minat kepada Matematik. Selain itu,
konsepnya amat mudah diingati.
Setelah mengikuti teknikC.E.O’S yang telah diadakan, sedikit
sebanyak telah membantu saya menguasai topik ini.

3. Murid 3 Teknik ini membolehkan saya memahami subjek ini dengan
4. Murid 4 lebih baik. Teknik ini juga tidak mengelirukan malah dapat difahami
dengan mudah.
TeknikC.E.O’S ini membuatkan saya seronok belajar mata
muridan Matematik.

5. Murid 5 Saya minat dengan teknik ini.

6. Murid 6 Cara cikgu mengajar agak seronok melalui teknik ini.
7. Murid 7
Saya dapat memhami dan faham apa yang diajar oleh cikgu. Garis
8. Murid 8 dan Satah dalam Tiga Dimensi adalah sesuatu topik yang menarik
9. Murid 9 dan seronok melalui teknikC.E.O’S ini.

10. Murid 10 Belajar Garis dan Satah dalam Tiga Dimensi ini melalui
TeknikC.E.O’S sangat menarik dan seronok.
Murid 11
11. Teknik yang diajar ini amat berkesan dan dapat meningkatkan
pemahaman saya. Selain itu, pengajaran yang diajar melalui teknik
Murid 12 ini amat jelas dan dapat dipraktikkan dengan baik. Teknik ini juga
12. tidak membosan atau mengelirukan kami.
TeknikC.E.O’S ini dapat mengajar saya untuk memahami topik
Murid 13 Garis dan Satah dalam Tiga Dimensi ini. Selain itu, ia membuat
13. saya faham dan dapat keseronokan terhadap topik Garis dan
14. Murid 14 Satah dalam Tiga Dimensi ini. Dalam teknikC.E.O’S ini, ia tidak
membuat saya keliru, ia membuat saya mudah untuk membuat
topik ini.

Topik Garis dan Satah dalam Tiga Dimensi ialah topik yang mudah
difahami dan mudah diselesaikan. Topik ini menyeronokkan saya
melalui teknik C.E.O’S ini.

Saya mendapati bahawa agak senang untuk mencari
penyelesaian dalam penentuan sudut.

Mudah difahami. Saya dapat menguasai tentang Sudut antara
garis dan satah melalui teknik ini. Saya juga lebih
berkeyakinandalam menjawab soalan.

Topik Garis dan Satah dalam Tiga Dimensi ini ialah topik yang
mudah difahami dan senang untuk diselesaikan setelah
mengikutiteknik ini.

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Murid 15 Teknik yang diajar dapat membantu saya untuk lebih mudah
15. memahami topik Garis dan Satah dalam Tiga Dimensi dengan cara
teknik C.E.O’S ini dan dengan cara pengajaran ini, dapat
16. Murid 16 menghilangkan rasa bosan untuk memahami dan mengingati
dengan pengajaran C.E.O’S .
Murid 17
17. Topik ini ialah topik mudah diselesaikan setelah mengikuti teknik
C.E.O’S ini. Selain itu, topik Garis dan Satah dalam Tiga Dimensi
Murid 18 ini juga tidak bosan. Seterusnya, cikgu juga dapat menerangkan
18. lebih jelas melalui teknikC.E.O’S.

Murid 19 Dari segi pembelajaran yang diberikan lebih senang ingat dan
19. mudah difahami.
Cara cikgu mengajar topik ini dengan mengadakan teknikC.E.O’S
20. memudahkan saya. Oleh itu, saya telah memahaminya dan
Murid 20 sekaligus lebih mudah mengingati konsepnya.
Pada pendapat saya, teknik C.E.O’S ini membantu saya dalam
menentukan suut dengan tepat. Pembelajaran melalui teknik
C.E.O’S ini menyeronokkan saya.
Teknik C.E.O’S ini bagus kerana teknik ini dapat meningkatkan

pemahaman Matematik murid serta akan membuat muridmeminati
aktiviti ini. Saya lebih yakin dalam menjawab soalan.

Berdasarkan transkripsi temubual dengan murid, dapat diperhatikan bahawa
terdapat perubahan tingkah laku yang jelas dan positif dalam pembelajaran topik
Garis dan satah dalam Tiga Dimensi dalam kalangan murid4S iaitu:-

(a) Lebih memahami dan mudah untuk mengingati konsep sudut antara garis dan

satah.
(b) Mewujudkan persekitaran pembelajaran yang menyeronokkan.
(c) Minat belajar terhadap topik Garis dan Satah Dalam Tiga Dimensi meningkat.

(d) Mempunyaikeyakinan diri semasa menjawab soalan.
Secara amnya, aktiviti-aktiviti yang berpusatkan murid seperti aktiviti

membentuk ABM oleh murid sendiri mewujudkan persekitaran pembelajaran yang
kondusif kepada murid-murid. Ternyata bahawa mereka berasa seronok apabila
kaedah yang digunakan telah berjaya menjadikan sesi pengajaran dan pembelajaran
dalam kelas lebih praktikal dan ‘hidup’. Apatah lagi, guru telah memberi peluang
kepada mereka untuk melakukan aktiviti sendiri dalam kelas dan guru hanya
berperanan sebagai fasilitator.

6.0 REFLEKSI KAJIAN

Secara keseluruhannya, banyak perubahan yang dilalui oleh murid-murid dan
saya sendiri. Saya dapat mengajar mengikut sukatan dan topik dengan mudah dan
cepat dengan menggunakkan teknik‘C.E.O’S’. kesedaran telah timbul dalam diri
seperti guru perlu kreatif dan inovatif semasa melaksanakan pengajaran dan
pembelajaran. Peningkatan prestasi pencapaian murid dalam ujian pos telah
menunjukkan tahap pemahaman murid telah bertambah. Begitu juga, analisis dapatan
temubual mendapati bahawa tahap ingatan murid terhadap konsep sudut antara garis
dan satah telah meningkat dan suasana pembelajaran yang kondusif telah wujud
dalam kalangan murid. Dalam sesi temubual, murid menyatakan mereka berasa

56

seronok kerana telah diberi peluang untuk melibatkan diri secara langsung dalam
proses pembelajaran Garis dan Satah dalam Tiga Dimensi. Aktiviti membentuk ABM
dalam fasa pertama dan fasa ketiga telah membawa keseronokan kepada murid.
Justeru itu, minat dan motivasi mereka untuk terus belajar dalam kelas telah
meningkat. Ternyata bahawa pengaplikasian dan pelaksanaan aktiviti yang
berpusatkan murid secara maksimum dalam teknik‘C.E.O’S’ telah mendapat
sambutan yang baik daripada murid kumpulan sasaran saya dan membawa impak
yang positif terhadap pembelajaran mereka. Secara kesimpulan, kajian tindakan saya
telah berjaya membantu murid meningkatkan tahap penguasaan terhadap
penyelesaian masalah sudut antara garis dan satah.
6.1 Pengurangan Kos Operasi

Kos untuk melaksanakan intervensi ini hanya RM7.20 bagi lima kumpulan
murid yang terdiri daripada 4 orang. Murid hanya perlu berkongsi untuk membeli lidi
(RM1.20), kertas label (RM2.00) dan plastik transparent (RM4.00). Polistirenayang
disediakan oleh murid dan digunakan untuk membina tapak bentuk dalam teknik ini
merupakan barang-barang terpakai yang boleh dikitar dan diguna semula. Murid boleh
mendapatkan polistirena tersebut di rumah murid. Kos fotostat kertas ujian pra, ujian
pos dan soal selidik ditanggung oleh guru. Manakala kalkulator, ‘Whiteboard dan
Permanent Marker Pen’, lampu suluh kecil dan kertas putih A4 ialah bahan-bahan
yang sudah sedia ada pada guru atau murid.

6.2 Penjimatan Masa
Teknik “ C.E.O’S ” yang terdiri daripada 3 fasa ini hanya memakan masa

selama 3 hari untuk menyiapkan pelaksanaannya bagi proses pengajaran dan
pembelajaran sudut antara garis dan satah di dalam kelas. Oleh itu, pengendalian
inovasi ini tidak memerlukan masa yang lama.
6.3 Peningkatan Keberkesanan Pengajaran dan Pembelajaran

Sebelum pelaksanaan teknik inovasi tersebut, murid berasa keliru kerana mereka
hanya dapat mempelajari dan cuba memahami topik Garis dan Satah dalam Tiga
Dimensi secara abstrak berdasarkan penerangan yang saya berikan melalui contoh-
contoh di papan tulis. Akan tetapi, setelah pelaksanaan inovasi tersebut peningkatan
dalam tahap ingatan dan pemahaman murid terhadap sudut antara garis dan satah
melalui bantuan ABM yang dibentuk secara konkrit telah meningkatkan keberkesanan
pengajaran dan pembelajaran murid dalam topik ini.

7.0 CADANGAN KAJIAN SETERUSNYA
Saya mencadangkan kajian tindakan yang akan datang perlu difokuskan kepada

penentuan sudut di antara dua satah pada suatu model diberi atau penyelesaian
masalah yang melibatkan pelan dan dongakan. Soalan seperti ini juga merupakan
soalan yang penting dalam Matematik kertas 1 dan 2 dalam peperiksaan SPM.
Penyelesaian masalah bagi soalan-soalan tersebut di atas perlu dijalankan kerana ia
juga merupakan salah satu kelemahan utama murid dalam topik Garis dan Satah
dalam Tiga Dimensi dan Pelan dan Dongakan. Teknik dan aktiviti yang serupa boleh
diaplikasikan sekali lagi untuk aspek sudut antara dua satah dan pelan dan dongakan
yang hendak dikaji nanti kerana teknik dan aktiviti ini telah mendapat sambutan yang

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baik daripada murid kumpulan sasaran saya selepas pelaksanaan teknik intervensi
tersebut.

BIBLIOGRAFI
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Pendidikan Inklusif. Kuala Lumpur: Utusan Publications & Distributors Sdn.
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Bahagian Perancangan dan Penyelidikan Pendidikan, Kementerian Muridan
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Gagatsis, A., & Patronis, T. (1990). Using Geometrical Models in a Process Of
Reflective Thinking in Learning and Teaching Mathematics. Educational
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Kazuhiko Nunokawa. (2005). Mathematical problem solving and learningmathematics:
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Miller, D., Glover, D. & Averis, D. (2005). Matching technology and pedagogy in
teaching mathematics: understanding fractions using a ‘virtual
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Mohd shamsurizal. (2016). Kebaikan Bahan Bantu Mengajar.Retrieved Ogos 12,
2016, from http://mohdshamsurizal.blogspot.my/p/kebaikan-bahan-bantuan-
mengajar-bbm.html

Norma Hassan. (2004). Hubungan di antara penggunaan bahan bantu mengajar
dengan minat murid tahun lima di Sekolah Kebangsaan Kem, Pangkalan
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Sumber Pendidikan Negeri Sabah Kota Kinabalu, 6, 27-41.

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AN ACTION RESEARCH STUDY OF ANXIETY COMMUNICATE IN
ENGLISH AMONG SMK BELURAN (BESTARI) STUDENTS

GURUMOORTHY A/L POOBALAN

ABSTRACT

This study explores anxiety of speaking English as a second language among SMK
Beluran (Bestari) students. The sample was choose from 4 Amanah & 4 Tekun
classes, was involving 75 students. As the pre-administered questionnaire findings
indicate, the differences in the level of language anxiety exhibited by the participants
seem to vary by the approaches used. Using various studies by previous researchers
of language anxiety as a theoretical guideline for data collection and analysis. This
study provides the teachers with a starting point in understanding the causes of
language anxiety and how they can help students overcome their anxiety. The findings
can be concluded that after the conduction of spontaneous speaking during English
class period and search & speak task provoke the students tend to be more confident
and lessen their anxiousness.

1.0 INTRODUCTION

In the Malaysian educational context, English has long been recognized as the second
language that empowers a need for students to be competent and proficient in this
language. This is for its significant use in all levels of education along with other field
of work. English becomes a need as it also serves students’ social and communicative
functions. For this particular reason, the fundamental issue that arose is that language
learning strategies play an important role to drive students to learn the language at
most; prominently during their learning process and to be further exceeded later in
their future undertaking.

It is assumed that improved proficiency in language learning depends on how students
enable themselves to adapt to strategies that work best for them. A study by O’ Malley
and Chamot (1990) also suggests that effective language learners are aware of the
strategies they use and why they use them. However, the existence of various
language learning strategies to be acknowledged by students sometimes may result
in the fact that some approaches or strategies may not promote success for any
learner. This is because some students are unaware of the suitability of the strategy
used towards their language learning capability. Some strategies may not be
responsive as students are unable to develop the right approach to learning.

The use of modern communicative language teaching approaches in the language
classrooms and the wide-spread use of English Language have increased the demand
to learn good communication skills but existence of such feelings in the learners may
prevent them from achieving the desired goal. The concern over low literacy
attainment in English language among school students has been investigated quite

59

extensively. The main focus of these studies is to examine anxiety level of speaking
in English and possible causes of anxiety among SMK Beluran students which that
influence their confidence to communicate in English. In general, anxiety can be
defined as a complex concept dependent upon not only on one’s feelings of
selfefficacy but also appraisals concerning the potential and perceived threats inherent
in certain situations (Tobias, 1986). In simple words, anxiety is usually associated with
unpleasant feelings and is similar to fear (Lader, 1975). Anxiety in communicating in
a second language, especially when that language is English can have a debilitating
effect and can influence students’ adaptation to the target environment and ultimately
their educational goals. There is also agreement that anxiety is related to performance
(Balachandran & Skully, 2004; Tobias & Everson, 1997), and that anxiety has been
shown to have a debilitating effect on learning and achievement (Gaudy & Spielberger,
1971; Tobias, 1980).

1.1 Statement of Problem

English has long been recognized as a second language in Malaysia. It has a
significant demand nowadays as English is now considered as very important in
various fields, including social, educational and communicative functions.
Furthermore, the Malaysian government has also put an ordering force for all the
citizens to be able to acquire English. To accomplish this need, students are advised
to adopt the best strategies to become good language learners. Oral communication
especially is a big part of our everyday life and nowadays it is not unusual to hear a
person speak several different languages. However, in most cases we feel most
comfortable with speaking our mother tongue since it is the language we have learned
naturally. To speak is therefore natural for most people and not something we bother
to think about. When we speak we also at the same ask for attention, and share our
thoughts and feelings with other people. In other words, speaking makes us visible
and is a big part of our social life. To learn a new language is therefore a great
accomplishment which opens up doors to many new opportunities and experiences.
With regard to this, students must be aware of the contributing factors that can
determine their language learning.

Students are now more aware of improving their English but sometimes they lack the
knowledge on how to become good language learners. They are required to be
proficient in English as it may give them beneficial purposes towards other universal
opportunities later in their future undertaking. The Deputy Prime Minister in the New
Straits Time newspaper dated April 17, 2007 once quoted, “national language Bahasa
Malaysia is important, but Malaysian students must attain a respectable level of
fluency in English so as to ensure that they are no less qualified when competing
globally”. With regard to this issue, the researcher’s main concern is that students
nowadays may not be contributing much in fulfilling this requirement. Even when
students try to learn at most, it seems that they are still facing a lot of obstacles to
achieve a good of fluency in English. This may be the result of not selecting the best
strategies in acquiring English. Some students are even reluctant to look into this

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matter and continue to fail without knowing that their choices of strategies are
preventing them to learn English effectively. Language learning strategies may be
adopt unconsciously while learning, but the selection of the right one is the most vital
thing if students want to succeed in learning the language or for some other related
purposes.

Learning a second language however is a bigger challenge than learning the first one
which we barely remember how we learned. Penny Ur argues that the speaking skill
is the most important one since foreign language learners are most of all interested in
becoming actual speakers of a language. To practice speaking is a central part of
English lessons in schools today. It is however also in these situations that our
students easily become speechless. It is not a surprising reaction since most of us are
used to become less talkative in new situations where we feel insecure. A similar
feeling is produced when we are attending a job interview, or give a speech in front of
a large group of people. We say that we feel nervous, shy, tense or anxious. These
are however feelings that we know vanish with time. If not, it would probably be a huge
obstacle for one’s oral communication and one would probably be marked as a shy
and withdrawn person.

In a classroom, there are a lot of different individuals. A language teacher surely
hopes that the majority of them are outgoing and talkative since those are the
characteristics of a good language learner. But what about those quiet students? Do
they attain the goals for the English subject and should they receive special attention?
We are after all striving after an education of equal opportunity. Furthermore, in my
reflection through teaching and learning process, a lot of SMK Beluran students are
facing anxiety in communicating in a second language especially English language.
Regarding the factors stated above, this study will focus on anxiety level of speaking
in English, possible causes of anxiety and approaches to increase their confidence
in communication among SMK Beluran students.

1.2. General objectives.
The study aimed to investigate anxiety level of communicate in English and
approaches to increase their confidence in English communication.

1.2.1 Specific objectives

This study is developed in order to fulfill the researchers’ objectives, which are:
1.2.1.1 To examine the level of speaking anxiety after “spontaneous speaking” and
“search and speak” programs by using pre and past test.

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1.3 Research Questions
This study is also made in order to answer the research questions:
1.3.1 Do “spontaneous speaking” and “search and speak” programs have an impact
towards the anxiety communicate in English among 4 Amanah & 4 Tekun students in
SMK Beluran?

1.4 Significance of the Study
This action research is significant to the teachers in term of giving them insights into
the anxiety faced by students. This study provides the teachers with a starting point in
understanding the anxiety of language and how they can help students overcome their
anxiety. This finding is not only applicable for students, and teachers but also helpful
to others who are facing the same problem of second language anxiety.

1.5 Sample
However, due to the time constraints, this study focuses only on students of SMK
Beluran and the scope of the study is narrowed down to form 4 Amanah and 4 Tekun
class students (75 students).

2.0 LITERATURE REVIEW
Anxiety is part of the human condition and it has a broad definition. Anxiety in general
can be defined as “the subjective feeling of tension, apprehension, nervousness, and
worry associated with an arousal of the autonomic nervous system” (Horwitz et al,
1986, p.125). The fear of speaking in public is related with anxiety or communication
apprehension. It’s a panicky feeling associated with physical sensations that are all
too painfully familiar to those affected - increased heart and breathing rates, increased
adrenaline, over-rapid reactions, and a tension in the shoulder and neck area.

Speech therapist Margaretha Lanerfeldt describes speaking anxiety as something that
has a great impact on one’s self-confidence since it often makes one experience
failure when not being able to speak out and show what one knows. Irregular
heartbeat, perspiration, stumbling and an inability to act are a few symptoms that block
ones capacity to act and speak. Lanerfeldt explains that this issue often turns into a
vicious circle because one bad experience from speaking often becomes a reminder
when the next opportunity arises. If a student with speaking anxiety experience failure
he or she will rather remain quiet than take the risk of failing again. This situation drags
them into a silence that becomes more and more difficult to break since it contributes
to a role as “the quiet one” in class. Speaking anxiety creates a low self-confidence
which makes students remain quiet in all situations, even if they have the capacity to
express themselves and knowledge that is worth hearing.

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According to Lindy Woodrow (2006), Second language anxiety has a debilitating effect
on the oral performance of speakers of English as a second language. This research
project concerning the conceptualization of second language speaking anxiety, the
relationship between anxiety and second language performance, and the major
reported causes of second language anxiety. The participants in this study were
advanced English for academic purposes (EAP) students studying on intensive EAP
courses immediately prior to entering Australian universities (N = 275). The second
language speaking anxiety scale (SLSAS) was developed for the study. This
instrument provided evidence for a dual conceptualization of anxiety reflecting both
oral communication within and outside the language learning classroom. The scale
was validated using confirmatory factor analysis. The analysis indicated second
language speaking anxiety to be a significant predictor of oral achievement. Reported
causes of anxiety were investigated through interviews. The results indicate that the
most frequent source of anxiety was interacting with native speakers.

According to Cara C. MacInnis ,Sean P. Mackinnon and Peter D. MacIntyre 2010,
public speakers believe their nervousness is more apparent to others than is actually
the case, a phenomenon known as the illusion of transparency. Study 1, in which
participants delivered a public speech to an audience, provided evidence of this
phenomenon. Despite this, a substantial minority of participants (36%) thought that
the audience would rate them as more anxious than they actually were. We propose
that these participants were adhering strongly to a social script which defines public
speaking anxiety as normal. Study 2, a survey study, demonstrated the existence of
this script; people tend to believe that virtually everyone experiences high levels of
public speaking anxiety. Theoretical refinement is recommended to explain how this
social script is integrated with the illusion of transparency.

A study made by Paul L. Witt, Mendy L. Roberts & Ralph R. Behnke 2010, shows that
levels of trait anxiety and depression were examined in the context of speech
assignments in an introductory communication course. Low to moderate correlations
were found between anxiety and depression at each of the public speaking milestones
of anticipation, confrontation, adaptation, and release. Moreover, the shapes of the
patterns of depression and anxiety were significantly different, with anxiety levels
falling in a monotonic linear pattern and depression levels rising after the speech had
ended, indicating a quadratic pattern of change. Findings indicate that speakers’
depression, like speech anxiety, is a dynamic trait that is subject to subtle changes
across speech milestones.

A study was carried out by Khairi Izwan Abdullah & Nurul Lina Bt Abdul Rahman
(2002), to determine the perceptions of University Technology Malaysia students
towards the feeling of anxiety they experienced when speaking in the second
language. Specifically, the objectives of the study were to investigate students’ anxiety
level towards speaking English as a second language and to identify the types of
speaking activities that caused high anxiety level among the students. Communication

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apprehension, fear of negative evaluation and general feeling of anxiety were among
the factors studied in the research. The instrument used for the study was adapted
from Horwitz’s (1983) Foreign Language Classroom Anxiety Scale (FLCAS). The
questionnaire consists of 32 items, each one on a 5-point Likert scale ranging from
“strongly agree” to “strongly disagree”. The data obtained were analyzed using SPSS
version 10.0 Windows and were represented in the form of descriptive statistics which
include percentages and mean. Results from the study show that students
experienced moderate level of anxiety.

According to Muhammad Tanveer 2007, Feelings of anxiety, apprehension and
nervousness are commonly expressed by second/foreign language learners in
learning to speak a second/foreign language. Consideration of learners’ anxiety
reactions in learning to speak another language by a language teacher is deemed
highly important in order to assist them to achieve the intended performance goals in
the target language. This study has attempted to investigate the factors that language
anxiety can possibly stem from, both within the classroom environment and out of
classroom in the wider social context, and has recommended a variety of strategies to
cope with it. This study used a qualitative semi-structured interview format and focus-
group discussion technique to investigate the issue. A total of twenty participants, six
ESL/EFL learners, three highly experienced ESL/EFL teachers and eleven ESL/EFL
practitioners participated. The findings suggested that language anxiety can originate
from learners’ own sense of ‘self’, their self-related cognitions, language learning
difficulties, differences in learners’ and target language cultures, differences in social
status of the speakers and interlocutors, and from the fear of losing self-identity. The
pedagogical implications of these findings for understanding second/foreign language
anxiety for enhancing learners’ communication abilities in the target language were
discussed, as are suggestions for future research. Furthermore, considering the
crucial role of teachers in second or foreign language pedagogy.

A study was designed Gonca Subasi 2010, investigate two potential sources of the
anxiety of Turkish learners of English in oral practice:1) an individual student‟s fear of
negative evaluation, and 2) his/her self-perceived speaking ability. A total of 55 first
year students enrolling in Anadolu University, Education Faculty, ELT Department
participated in the study. A 55-item multiple-choice survey was administered to the
participants in a regular classroom hour. The survey consisted of five parts: Fear of
Negative Evaluation (FNE), Foreign Language Classroom Anxiety Scale (FLCAS),
Self-Rating Can-Do Scale (SR-CDS), Self-Rating for the Current Level of Study (SR-
CL), Self-Rating Perception by the English (SR-EPE). The Pearson correlation
coefficients and multiple regression analyses were run for the statistical interpretation
of the data. To achieve valid and reliable results, 15 students were also randomly
chosen to conduct an interview in order to find out their reasons for being anxious in
using English. The students‟ responses given to the survey were probed to have a
better understanding of sources leading to high anxiety. The results of the study
indicated a positive correlation between an individual‟s fear of negative evaluation and
his/her anxiety level. Moreover, the findings of the current study revealed that there

64

were significant negative relationships between anxiety and three of self-ratings; SR-
CDS, SR-CL and SR-EPE. In addition, it was showed that among the FNE and the
three self-ratings of English speaking ability, the combination of the FNE, the SR-CL
and SR-CDS was the most appropriate model of predictors of anxiety level of this
sample. Finally, the analysis of interview data provided valuable information about the
main sources of the students‟ anxiety in oral practice such as: personal reasons,
teachers‟ manners, teaching procedures, and previous experience.

Related study that looks at language anxiety among English language learners in
higher education, the majority of the learners interviewed report that they are very
nervous when speaking in English and that they face great difficulty to express
themselves in English (Noor Hashimah Abdul Aziz, 2007). The respondents also state
that the use of English is only limited or confined to certain situations such as when
they have to present or produce written works in English, but at other times, they use
Bahasa Malaysia. More importantly, a number of studies also reveal that language
anxiety experienced by the learners originates from the learners themselves, school
instructional practices and social and cultural influence putting them linguistically and
psychologically isolated from English language use (Rosemala Ismail, 2008; Noor
Hashimah Abdul Aziz,2007).

Studies conducted at school level are important as English literacy in Malaysia is
generally acquired through schooled English (Hazita Azman, 2009). Most of the
school children, in particular, those who reside in the rural areas experience contacts
with English language only during their English classes. Furthermore, students go
through a formal, structured process of learning English throughout their eleven years
of schooling and therefore it is reasonable to reduce that English literacy among
Malaysian learners are highly conceptualized through school experience. School
experience in learning English, as shown by studies discussed earlier, indicate a
strong sense of looking at English language learning as mastering of specific language
skills such as speaking, writing, reading and grammar.

3.0 METADOLOGY

3.1 A Model Of Action Research

Action research is essentially a series of cycles of reflection, planning and action.
Kemmis and McTaggart (1988) developed a concept for action research. They
proposed a spiral model comprising four steps: planning, acting, observing and
reflecting . Figure 3.1 presents a clear concept of action research

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Figure 3.1: Carr and Kemmis’s Action Research Model (1986)

Phase 1

Phase 2

The model by Susman (1983) specifies five phases of the research cycle (see Figure
4.3). The first step is identification of a problem followed by collection of information
about the problem. Then the data is analysed to find potential solutions and based on
the analysis, one possible solution or intervention is implemented.
Susman (1983) gives a more elaborate listing. He distinguishes five phases to be
conducted within the research cycle (Figure 3.2). Initially, a problem is identified and
data is collected for a more detailed diagnosis. This is followed by a collection of
possible solutions, from which a single plan of action is implemented.
Data on the results of the intervention are collected and analyzed and the findings are
interpreted in the light of how successful the action has been. At this point, the problem
is re-assessed and the process begins another cycle. This process continues until the
problem is resolved.

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Figure 3.2: Susman’s Action Research Model (1983)

Action research is used in real situations since its primary focus is on solving real
problems. It is often that those who apply this approach are practitioners who wish to
improve understanding of their practice. Problems requiring action research on the
requisite methodological knowledge to deal with them are not focused (O’Brien, 2001).
It is more of a holistic approach to problem-solving rather than a single method for
collecting and analyzing data. It allows for several different research tools to be used
as a project is conducted. These various methods which are generally common to
qualitative research include keeping a research journal, documenting data collection
and analysis, participant observation recordings, self assessment tools such as
reflective report etc, structured and unstructured interviews and case studies.

3.2 Instrument
The instrument which is used to identify level of anxiety among students is
questionnaire. The questionnaire was adopted from a research about anxiety and
speaking language as a second language among male and female in business
students in Universiti Industri Selangor, (Ayu Rita Binti Mohammad and Nahdia Dahlila
Bt Abdul wahid, 2007) and Language Classroom Anxiety Scale (FLCAS) by Horwitz
(1983). The FLCAS was developed by Horwitz in order to examine the scope and
severity of foreign language anxiety. The items that are presented in the FLCAS are
reflective of communicative apprehension, test anxiety and fear of negative evaluation.
However, in this study, the researcher adapted the questions based on the items of
negative evaluation, communication apprehension and general feeling of anxiety. It is
because the items are related with speaking anxiety as a second language.
The questionnaire consisted of 11 items, each on a 4-point scale ranging according
to strongly disagree (scale point 1), disagree (scale point 2), agree (scale point 3) and
lastly strongly agree (scale point 4). The same questionnaire was used to examine the
respondent for pre and past test.

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3.3 Data Analysis Procedures
The data is analyzed using the Statistical Package for Social Science (SPSS) version
19. The results are then transformed into quantitative measurement and for clear
understanding; the data is represented using tables, bar charts and pie-charts.

4.0 DATA ANALYSIS AND FINDINGS

As stated earlier, the samples are the students of the Sekolah Menengah Kebangsaan Beluran (SMKB)
and 75 samples are selected from the class 4 TEKUN and 4 AMANAH. The questionnaire was
developed based on the Foreign Language Classroom Anxiety Scale (FCLAS) where the researcher
changed the proposed scale in order to make it suitable for the current study.

4.1 Analysis for Part A: Adoption and Perception of Speaking English Anxiety (Pre Test)

Statement 1: In classes, I forget how to say things I know

Referring to Table 4.1, it can be concluded that respondents experienced more anxiety in terms of
forgetting to say things they know. From 75 respondents, 46 or .61.3% agreed with the statements, and
respondents (10.7%) disagreed that they sometimes forget how to say things they know in class.

Statement 2: I tremble when I’m going to have to speak in English

This statement was developed in order to analyze whether the respondents tremble when they have to
speak in English. Out of 75 respondents, those who agreed with the statement accounted for 44 students
(58.7%). Only ten students disagreed (13.3%) that they were not trembling when they had to speak in
English in class. It can be concluded that the majority of the students agreed with the statement.

Statement 3: I start to panic and confused when I have to speak in English without preparation

The result shows that 44 respondents agreed with the statement (57.3%), while, 11 respondents,
(14.7%) dis- agreed that they not feel anxious when they have to speak in English without preparation.
It can be concluded that, in terms of speaking English without preparation, most of students
experienced panic and confused.

Statement 4: When I speak English, I feel like a different person

This statement was developed in order to identify whether the students felt that they are being
somebody else when they speak in English. It can be summarized that 43 students or 57.3 %
respondents feel that they are a different person when they speak in English while 14 disagreed with
the statement (18.7%), which makes them less anxious about being somebody else.

Statement 5: Even when I’m prepared to speak English, I get nervous

In this statement, the researcher wanted to determine whether the students are still nervous if they had
prepared to speak in English ( during presentations, and interviews, etc.). 35 or 46.7% of respondents
anxious being nervous even though they had prepared. Only 8 students disagreed with the statement
(10.7%).

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Table 4.1
Pre Test Of Anxiety Communicate In English

Respons

Strongl Disagre Agree Strongly Tot Std
Item y e Min
Agree al Dev.
Disagre
e

% n% n% n% n N M Sd

In classes, I 2.7 02 10. 08 61. 46 25. 19 75 3.09 0.68
forget how to 7 3 3
say things I
know .

I tremble when

I’m going to 0 0 13. 10 58. 44 28 21 75 3.15 0.63
have to speak in 37

English.

I start to panic

and confused

when I have to 14. 58. 18. 75 2.88 0.80
speak in English 6.0 08 7 11 7 44 7 14

without

preparation .

When I speak 18. 57. 21. 75 2.97 0.71
English, I feel 2.7 02 7 14 3 43 3 16 75 3.24 0.75
like a different 75 3.25 0.59
person. 2.7 02 10. 08 46. 35 40 30
7 7
Even when I’m
prepared to 1.3 01 4.0 03 62. 47 32 24
speak English, I 7
get nervous.

I’m afraid that
my teachers are
ready to correct
every mistake I
make.

It embarrasses 6.7 05 17. 13 52 39 24 18 75 2.93 0.82
me to volunteer 3

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answers in
class.

I never feel quite

sure of myself 2.7 02 17. 13 49. 37 30. 23 75 3.08 0.76
when I am 337 75 3.17 0.82
speaking in 75 3.08 0.76

class.

I always feel that

the other 6.7 05 6.7 05 49. 37 37. 28
students are 33
speaking better

than I do.

I am afraid that

the other

students will

have a bad 1.3 01 20 15 49. 37 1.3 01
perception at me 3

when I speak in

front of the

class.

Statement 6: I’m afraid that my teachers are ready to correct every mistake I make
Referring to Table 4.1, it shows that 47 (67.3%) Students were agree and afraid that
their teachers would correct their mistakes in class. This is because they are afraid of
being embarrassed for being corrected in front of others. Meanwhile only 3 students
(4%), were not afraid of being corrected in front of others as they usually perceive it
positively.

Statement 7: It embarrasses me to volunteer answers in class
The result shows that, 39 students tend to be more anxious agreed that they feel
embarrassed when they want to volunteer answers in class. In contrast, other 13 or
17.3% students more willingly volunteered answers in class as they are more
confident in themselves

Statement 8: I never feel quite sure of myself when I am speaking in class
This statement was developed in order to analyze whether the students feel confident
when they were speaking in class It can be seen 49.3% or 37 students agreeing with
this statement. But, there are minor differences that show that13 or 17.3% of students
lacked self confidence in term of expressing themselves in English.

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Statement 9: I always feel that the other students are speaking better than I do

This statement also shows that 49.3% or 37 respondents have higher anxiety levels
compared to 6.7% or 5 respondents tending to disagree with the statement. The
reasons for this might be because most of the student did not have experience of
English usage in their routine.

Statement 10: I am afraid that the other students will have a bad perception at me
when I speak in front of the class

Perception of others is one of the major stressors of speaking English. In the findings,
it can be analyzed that 49.3% or 37 students tend to keep thinking about the
perceptions of others with agreeing that they are afraid of others’ perceptions. Only
20% of respondents disagreed with the statement thus as a conclusion, most of
students have a higher anxiety level.

4.2. First Phase : Spontaneous Speaking

For decrease the level of anxiety among SMK Beluran students few steps or program
were arrange. It is are divided to two phase. First phase focus on spontaneous
speaking during English period and the second was search & speak task.

4.2.1 a) Planning

In this stage, researcher selected a method where it can help students to decrease
their speaking anxiety.
A task about “spontaneous speaking ” was designed to overcome their speaking
anxiety. This task is plan to conduct in classroom through teaching and learning
process. All students in classroom will divide to 8 groups and each group has 5
students. Each students in a group need to talk in front of their classmates in the
classroom through English classes. This task will be conduct for a month (19 Ogos-13
September 2014) which is involved 40 times period of teaching and learning process.
The aim of this task is to train them to be comfortable with speaking English in order
to decrease their speaking anxiety.

4.2.2 b) Action

Through teaching and learning process in classroom, each group will be select for
each period of learning to speak spontaneously with given topic by teacher. Each
student in the group was given opportunity to speak about the given topic. In this task,
student was allowed to speak through the broken English. Its mean they allowed to
use some Malay language words. While the group was presenting their topic, other
groups student need to jot down the Malay language words which is used by the
presenter in spontaneous talk. Other students need find that words in English and
write it at the grammar as a new vocabulary. Teacher or other students also may help
the presenter by telling them the words the presenter stuck on. Its indirectly help them
to reduce their speaking anxiety while learning new vocabulary every day.

4.2.3 c) Observation

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Base on the observation through the teaching and learning process in classroom with

aid of video recordings, this task show that improvement in the aspect of students

speaking anxiety. For first and second week, students showing a poor level confidence
and high level of anxiety when speaking in front of their classmates. While for 3rd and
4th week, they speak well about the given topic and their anxiety level was reduce. In

addition, students show a medium level of confidence when speaking in front of their

classmates. These are result that found through these task.

No. Topic Vocabulary Comment

1. Facebook, sebab senang-because

easy Pronounce wrongly

2. My Family pramugari-stewardess

No. Topic bahasa Melayu-Malay Comment

language

3. My Favorite Subject Vocabulary Lack of dictionary usage
itu shaja-that’s all

masa depan-future

4. My Ambition markah-marks Use of malay language

mengganggu-bother,

5. My Teacher disturb Trembling when speak in front

berkomunikasi-

6. My Story communicate Forget to said the words they

bosan-bored know

7. My Girl/Boy friend merosakkan-

kenalan baru-new friends Not willing to try to speak

8. My Dream Place sastera-literature

imej-image Wrong usage of present and

9. My Future Plan ilmu pengetahuan- past tense

knowladge

10. My Favorite luar negeri-foreign country Grammatical errors

Actor/Actress jenayah siber-siber crime

mempengaruhi-influence Wrong usage sentence

pengalaman-experience structure

promosi-promotion

masa lapang-leisure time Wrong usage of she & he

kampung-village

memahami-understanding

perhatian-attention

ambil berat-caring

pekerjaan-occupation

tinggal-live

adik-beradik-sibling

teh-tea

menarik-interesting

duit-money

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4.2.4 d) Reflection

In this stage, student really enjoy talking in front of their classmates with any given
topic. Although, the grammar which was used by them not correct exactly but their
willingness to spoke and learned new vocabulary everyday through English lesson
help them to improved their speaking confidence. Moreover, students performance in
speaking were developed by day to day. At the same time, students speaking anxiety
were reduce through the spontaneously speaking task in classroom. In my own
opinion, spontaneously speaking task which was conducted not sufficient to lessen
their speaking anxiety and need to find some other approaches to help the students
alleviate their speaking anxiety while enhance their confidence level in speaking.

4.3 Second Phase : Search & Speak

4.3.1 a) Planning
In this phase, students will engage in “search & speak ” assessment. According to this
assessment, all student will given one assessment form and they need to prepare their
self base on the given topic which is stated in the form. Students need to speak about
the topic with the teacher (me). Five kind of topics will be given to student to fulfill this
assessment. Students will given one week to complete their task.

4.3.2 b) Action

Students need to obey the given instruction by the teacher. They require to accomplish
the task within a week. Students should record any words that they don’t know in
English but they know in any other language in the assessment form and find out
through English dictionary. This activity to develop their vocabulary and function of
dictionary usage among the students. It was a part of the student’s preparation to fulfill
the assessment. After preparation, they need speak out about topic with teacher (me).
The teacher also require to sign and jot down their comment in the assessment form
about the student’s confidence level when they speak with teacher (me).

4.3.3 c) Observation

From the 75 students, only 35 that done their task and return their form. Although, it
was disappointing me, I also happy for the 35 students who accomplish the task. After
the students return the assessment form, the observation begin through it. Vocabulary
and teacher’s comment item through the assessment form were the most significant
to the observation. Through comments, I identified that most of students confidence
level was high and they really motivated to talk in English. Furthermore, it also prove
that, students speaking anxiety was lessen. Although the speaking anxiety was lesson
during the task which was conducted but student also facing other problem on that
time. The problems faced by student during this task were suddenly they forget the
words they plan to said, lack of understanding of used language, the sentence
structure was not proper, repetition of the same words, pronounce wrongly and use
of Malay language during the conversation.

73

4.3.4 d) Reflection
Through the assessment, I evaluate that only 35 students who involved in this
assessment were able to speak without no doubt and confidently. Another 40 students
did not involve in this task because I assume that they were don’t have enough
confident to speak with me or might be it is depends on their behavioral, awareness
and level of IQ. “Through this assessment, student were able to overcome their
speaking anxiety and enhance their level of speaking confidence”, to prove this
statement a past test was conducted in the form questionnaire to all respondent. The
result of their speaking anxiety level due to past test was stated findings.

4. 4 Analysis for Part A: Adoption and Perception of Speaking English Anxiety
(Past Test)

After conduction of spontaneous speaking during English class period and search & speak task, the
past test was used to examine difference and effects of programs due to level of anxiety among SMK
Beluran students.
The questionnaire which was used for pre and past test were same.

4.4.1 Analysis for Part A: Adoption and Perception of Speaking English Anxiety (Pre Test)

Statement 1: In classes, I forget how to say things I know

Referring to Table 4.2, 23 respondents, or 30.7% disagreed with the statements while 22 respondents
(29.3%) agreed that they sometimes forget how to say things they know in class. It can be concluded
that result was quit similar.

Statement 2: I tremble when I’m going to have to speak in English

Twenty nine respondents, those who disagreed with the statement accounted for 33.7% Only 25
students agreed (33.3%) that they were trembling when they had to speak in English in class. It can
be concluded that the apart of the students agreed with the statement.

Statement 3: I start to panic and confused when I have to speak in English without preparation

The result shows that 26 respondents disagreed with the statement (34,7%), while, 23 respondents,
(30.7%) agreed that they feel anxious when they have to speak in English without preparation. It can
be concluded that, in terms of speaking English without preparation, apart of students only
experienced panic and confused.

Statement 4: When I speak English, I feel like a different person

It can be summarized that 37 students or 49.3 % respondents did not feel that they are a different
person when they speak in English while 21 respondents agreed with the statement which makes
them anxious about being somebody else. This statement shows that most of students not anymore
felt that they are being somebody else when they speak in English.

Statement 5: Even when I’m prepared to speak English, I get nervous

In this statement, 27 or 36% of respondents not got anxious being nervous even though they had
prepared. Only 26 students agreed with the statement (34.7%). It is shows that apart of students only
still nervous if they had prepared to speak in English.

74

Table 4.2
Past Test Of Anxiety Communicate In English

Respons

Item Strongly Disagree Agree Strongly Total Min Std
Disagree Agree Dev.
Sd
% n% n% n% n NM 1.03
0.89
In classes, I forget
how to say things I 18.7 14 30.7 23 29.3 22 21.3 16 75 2.53 0.96
know .
0.80
I tremble when I’m 8.0 06 38.7 29 33.3 25 20 15 75 2.65
going to have to 0.92
speak in English.
0.90
I start to panic and 0.90
0.97
confused when I
0.96
have to speak in 21.3 16 34.7 26 30.7 23 13.3 10 75 2.36

English without

preparation .

When I speak
English, I feel like a 16 12 49.3 37 28 21 6.7 05 75 2.25
different person.

Even when I’m 14.7 11 36 27 34.7 26 14.7 11 75 2.49
prepared to speak
English, I get
nervous.

I’m afraid that my 9.3 07 36 27 34.7 26 20 15 75 2.65
teachers are ready
to correct every
mistake I make.

It embarrasses me 12 09 34.7 26 37.3 28 16 12 75 2.57
to volunteer
answers in class.

I never feel quite

sure of myself when 18.7 14 37.3 28 28 21 16 12 75 2.41
I am speaking in

class.

I always feel that the
other students are
speaking better than 16 12 40 30 26.7 20 17.3 13 75 2.45
I do.

75

I am afraid that the 16 12 38.7 29 29.3 22 16 12 75 2.45 0.94
other students will
have a bad
perception at me
when I speak in
front of the class.

Statement 6: I’m afraid that my teachers are ready to correct every mistake I make

Referring to Table 4.2, it shows that 37 (36%) Students were disagree and not afraid
that their teachers would correct their mistakes in class. This is because they are like
for being corrected in front of others due learning process. Meanwhile 26 students
(34.7%), were afraid of being corrected in front of others. We can summarize there
was some changes after the conduction action.

Statement 7: It embarrasses me to volunteer answers in class

The result shows that, 28 students tend to be more anxious agreed that they feel
embarrassed when they want to volunteer answers in class. In contrast, 26 students
(34.7%), more willingly volunteered answers in class as they are more confident in
themselves. So, there was no a big gap after the conduction action.

Statement 8: I never feel quite sure of myself when I am speaking in class

It can be seen 28% or 21 students feel confident when they were speaking in class.
But, there are major differences that shows that 28 or 37.3% of students lacked self
confidence in term of expressing themselves in English.

Statement 9: I always feel that the other students are speaking better than I do
This statement also shows that 26.7% or 20 respondents have higher anxiety levels
compared to 40% or 30 respondents tending to disagree with the statement. The
reasons for this might be because most of the student have an experience of English
usage in their routine.

Statement 10: I am afraid that the other students will have a bad perception at me
when I speak in front of the class

Perception of others is one of the major stressors of speaking English. In the findings,
it can be analyzed that 29.3% or 22 students tend to keep thinking about the
perceptions of others with agreeing that they are afraid of others’ perceptions.
Meanwhile 38.7% of respondents disagreed with the statement thus as a conclusion,
most of students have a moderate anxiety level.

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5.0 CONCLUSION AND RECOMMENDATIONS

The findings on anxiety of speaking English as a second language among SMK
Beluran (Bestari) students indicate that after the conduction of spontaneous speaking
during English class period and search & speak task was reduce students speaking
anxious. It can be concluded that just a part of students only tend to panic and become
more confusion when they had to speak in English without preparation. The result of
the finding also shows that most the students experienced nervousness and panic
before the program was conducted but after the spontaneous speaking task their level
of confident was high. In this finding also, the researchers identified that apart of
students only felt fear that their teachers would correct their mistake directly in class
thus embarrassing them in front of their friends. Based on the overall findings, it can
be concluded that after the conduction of spontaneous speaking during English class
period and search & speak task, provoke the students tend to be more confident and
lessen their anxiousness compared to before the task.

5.1 RECOMMENDATIONS

For the purpose of this study, the researcher gives several suggestions in dealing with
second language anxiety. According to Ayu Rita Binti Mohammad (2007), Rolls (1998)
and Kim (2005), there are various strategies which can be used in coping with second
language anxiety. The first strategy is to recognize your own feelings of second
language anxiety. It is vital to identify your own feelings as in the process we will be
able to recognize the causes of our anxiety. Just because people are nervous, it does
not mean they have poor performance. Nervousness sometimes will help in enhancing
the vitality and enthusiasm brought to the situation.

The next strategy is to share your feelings with others. It is helpful knowing that you
are not suffering those feelings alone. Even professionals such as artists or
experienced speakers may feel some sort of anxiety when they have to speak in
public. Thus, having a slight feeling of anxiety is normal as it is experienced by many
of us.

Schools should adopt innovative approaches to minimize apprehension and maximize
student achievement. Teachers must encourage the students to express themselves
in English and help them reduce their anxiety by giving them support. Teachers might
also used quick relaxation techniques such as that suggested by Psychologist Anthony
Grasha to tense the body for a count of 10 and then breathe deeply in and out to a
count of four for a period of three to five minutes. This is especially effective after a
tension-producing event.

The most important thing is, in order to increase the level of efficiency in the English
language, we need to practice. Practice will make perfect. Practice speaking with

77

friends or family, or even text messaging them in English which will also help to
increase the level of proficiency in English thus indirectly, it will lessen the level of
second language anxiety.

A large number of people with a good command of English are greatly needed,
particularly in Asia (Ma, 2006). In order to meet a demand of modern society, English
teachers are supposed to pay more attention to learners’ development in their
competence and focus on a more effective and successful method. However it is
obvious that the traditional approaches to English language teaching still dominate
our classrooms.

As language teachers, we should not focus on reciting anymore, but focus on
teaching learners from their own understanding of language learning and help they
gain increased confidence and competence. From my action research study, I have
recommended that as far as teachers’ English proficiency is concerned, we should
work out the qualifications for learners and require the minimal level at least in a period
of given time. We should provide learners with various types of courses to enhance
their English proficiency and promote familiarity with good approaches in the teaching
of phonetics. If it is boring the learners will not study pronunciation diligently because
it requires a lot of hard work. Therefore positive and interesting measures must be
taken to attract their attention educationally (Ma, 2006). Therefore the teachers’ own
enthusiasm is what motivates learners the most (Laidlaw, 2005).

REFFERENCE
Ayu Rita Bt Mohamad and Nadhia Dalila Bt Ab Wahida (2007) Anxiety And Speaking
English As A Second Language Among Male And Female Business Students In
Universiti Industri Selangor

Cara C. Macinnis, Sean P. Mackinnon, Peter D. Macintyre (2010), The Illusion Of
Transparency And Normative Beliefs About Anxiety During Public Speaking

Harmer, J. (2001) The practice of English language teaching- Third edition. London:
Longman.

Harmer, J. (2007) The practice of English language teaching- Fourth edition. London:
Longman.

Hazita Azman. (2009). English in 1Malaysia: A paradox in rural pluri-literacy practices.
Akademika, 76, 27-41.

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety.
Modern Language Journal, 70, 125-132.

78

Human Communication. A Publication of the Pacific and Asian Communication
Association.
Vol. 11, No.1, pp. 215 – 226.

Gonca Subasi (2010) Turkish Online Journal of Qualitative Inquiry, October 2010, 1(2)
What are the Main Sources of Turkish EFL Students’ Anxiety in Oral Practice?
Anadolu University, Turkey

Khairi Izwan Abdullah & Nurul Lina Bt Abdul Rahman(2002), A Study On Second
Language , Speaking Anxiety Among UTM Students, Fakulti Pendidikan, Universiti
Teknologi Malaysia.

Kemmis, S & McTaggart, R 1988, The action research planner, (3rd ed.) Deakin
University. Press, Geelong

Lindy Woodrow (2006), Anxiety and Speaking English as a Second Language RELC
Journal, December 2006; vol. 37, 3: pp. 308-328

Lightbown, P. & Spada, N. (2003) How languages are learned. Oxford: Oxford
University Press.

Lanerfeldt, M. Talängslan. A part of: Rudberg, L. (1992), (Red.), Barns tal- och
språksvårigheter. Lund: Studentlitteratur.

Ma, L 2006, How can I attract my students’ attention educationally?, China’s
Experimantal Centre for Educational Action Research in Foreign Languages
Teaching, Ningxia Teachers University , Guyuan.

Muhammad Tanveer(2007) Investigation of the factors that cause language anxiety
for ESL/EFL learners in learning speaking skills and the influence it casts on
communication in the target language. Educational Studies, Faculty of Education,
University of Glasgow.

Noor Hashimah Abdul Aziz. (2007). ESL students’ perspectives on language anxiety.
Unpublished Ph.D. thesis, Universiti Putra Malaysia: Serdang.

O’ Malley, JM & Chamot, AD 1990, Learning strategies in second language
acquisition, Cambridge University Press, Cambridge.

Tobias, S. (1986). Anxiety and cognitive processing of instruction. In R. Schwarzer
(Ed.), Self related cognition in anxiety and motivation (pp. 35-54). Hillsdale, NJ:
Erlbaum.

Tornberg, U. (2000) Språkdidaktik – Andra upplagan. Kristianstad: Gleerups.

79

Ur, P. (1996) A course in language teaching: practice and theory. Cambridge:
Cambridge University Press.
Paul L. Witt Mendy L, Roberts , & Ralph R. Behnke (2010) ,Comparative Patterns of
Anxiety and Depression in a Public Speaking Context, Texas Christian University.
Rolls, Judith A. (1998). Facing the Fears Associated with Professional Speaking.
Business Communication Quarterly 61:2
Varasarin, P 2002, ‘Self-directed learning: A reflective practice in pronunciation
learning’, A report submitted to a partial fulfill

80

KAD MAGETAP
oleh

LINDY MARCUS

ABSTRAK

Mengenalpasti pembolehubah merupakan tunjang dalam Kemahiran Proses Sains semasa
melakukan amali di makmal. Sehubungan dengan itu, sejumlah 25 markahdalam Kertas 2
Sains SPM (1511/2) sebenar berasaskan Kemahiran Proses Sains mengenalpasti
pembolehubah. Pembolehubah yang dimaksudkan ialah pembolehubah dimanipulasikan,
pembolehubah bergerakbalas, dan pembolehubah tetap atau dimalarkan. Terdapat 11
Kemahiran Proses Sains yang diuji dalam Kertas 2 Bahagian A (20 Markah), dan soalan
nombor 10 (5 markah). Lantaran itu, penggunaan KAD MAGETAP sebagai rangsangan
kepada pelajar untuk mengenalpasti pembolehubah diperkenalkan kepada pelajar tingkatan
4 Amanah buat pertama kali pada Julai 2016. Keputusan ujian pos (Peperiksaan Akhir Tahun)
pada tahun 2016 menunjukkan hampir semua pelajar Tingkatan 4 Amanah berjaya menjawab
soalan berkaitan pembolehubah dengan betul, iaitu peningkatan sebanyak 86% berbanding
dengan ujian pra (Peperiksaan Pertengahan Tahun).

1.0 REFLEKSI PENGAJARAN DAN PEMBELAJARAN YANG LALU

Secara keseluruhannya, para pelajar bagi kelas tingkatan 4 Amanah sangat lemah
dalam menguasai isi pelajaran yang berkaitan dengan Kemahiran Proses Sains (KPS)
semasa pengajaran dan pembelajaran dijalankan dalam kelas. Kemahiran Proses
Sains diuji di dalam Kertas 2 Sains SPM yang berjumlah 20 Markah di Bahagian A
dan Bahagian C soalan nombor 10 sebanyak 5 markah. Salah satu puncanya ialah
mereka kekurangan pengetahuan tentang mengenalpasti pembolehubah yang mana
salah satu Kemahiran Proses Sains yang paling penting.

Sepanjang guru mengajar topik yang melibatkan soalan Kemahiran Proses Sains
Mengenalpasti Pembolehubah, murid-murid tidak memberikan tumpuan yang
sepenuhnya dan gagal menjawab soalan dengan tepat. Tambahan pula, mereka
kurang mengetahui cara mengenalpasti pembolehubah melalui rangsangan atau stem
soalan yang berbentuk gambar rajah, jadual, ayat, dan graf. Selain itu, keputusan
pelajar dalam Mata Pelajaran Sains semasa Peperiksaan Pertengahan Tahun 2017
sangat tidak memuaskan guru.

81

Para waktu itu murid gagal untuk menguasai Kemahiran Proses Sains yang diuji.
Hanya 10.8% murid sahaja yang mendapat markah minimum, manakala 89.2% gagal
menjawab soalan Bahagian A dan Bahagian C Sains Kertas 2 yang menguji
Kemahiran Proses Sains tersebut.

Sekiranya perkara ini tidak dibendung dari awal sudah semestinya akan
mendatangkan masalah kepada para murid untuk meneruskan pembelajaran kepada
topik-topik lain dan menjejaskan GPMP Sains SPM pada 2017 kelak. Sehubungan
dengan itu, satu tindakan sistematik tetapi drastik melalui inovasi telah diambil bagi
mengatasi masalah ini.

2.0 FOKUS KAJIAN
Membentuk kaedah P&P yang sesuai dengan aras murid 4 Amanah

3.0 OBJEKTIF KAJIAN
 Memudahkan pelajar mengenalpasti pembolehubah melalui rangsangan
soalan berbentuk gambarajah, jadual, dan graf.
 Meningkatkan kemahiran pelajar menjawab soalan berkaitan pembolehubah
dalam Kertas 2 Sains Bahagian A (4 soalan-20 markah), dan Bahagian C
(soalan nombor 10- 5 markah).
 Meningkatkan markah pelajar dalam Bahagian A dan C semasa menjawab
soalan berkaitandengan pembolehubah.

4.0 KUMPULAN SASARAN
Sasaran inovasi ini adalah 37 orang pelajar lelaki dan perempuan 4 Amanah

LATAR BELAKANG INOVASI
 Kad MAGETAP terdiri daripada Set Mantee (tiada jawapan)
 Bahan rangsangan pembolehubah dicetak di atas kertas berwarna yang keras
 Manual penggunaan KAD MAGETAP disediakan.

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ISU/MASALAH YANG DITANGANI OLEH INOVASI

Sebelum KAD MAGETAP digunakan, di antara masalah yang dihadapi ialah:
 Pelajar keliru membezakan ketiga-tiga pembolehubah
 Pelajar tidak dapat menjawab soalan menghipotesis, memerhati, menginferens,

meramal, membuat hubungan di antara ruang dan masa, mentafsir maklumat,
berkomunikasi, mendefinisi secara operasi, mengelas, dan mengeksperimen.
 Pelajar lupa teknik menjawab Bahagian A dan Bahagian C soalan nombor 10.
 Setelah menggunakan KAD MAGETAP, pelajar-pelajar dapat:
 Membezakan ketiga-tiga pembolehubah.
 Menjawab soalan menghipotesis, memerhati, menginferens, meramal, membuat
hubungan di antara ruang dan masa, mentafsir maklumat, berkomunikasi, mendefinisi
secara operasi, mengelas, dan mengeksperimen.
 Mengingat teknik menjawab Bahagian A dan Bahagian C soalan nombor 10.

Contoh latihan pelajar sebelum dan selepas menggunakan Kad MAGETAP

SEBELUM SELEPAS

*contoh latihan pelajar sebelum dan selepas menggunakan Kad MAGETAP

SEBELUM SELEPAS

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7.0 HURAIAN INOVASI

Bahan-bahan yang digunakan untuk menghasilkan inovasi:

 Kertas tebal berwarna dicetak dengan bahan rangsangan
 Filem berlamina atau Laminating Film
 Laminating Machine
 Penebuk lubang
 Cincin kad logam
 Kad MAGETAP

CARA INOVASI DIGUNAKAN

 mentor dipilih, dan setiap mentor mempunyai 4-5 orang mantee. Pemilihan
mentor berdasarkan markah Peperiksaan Pertengahan Tahun yang terbaik.

 Mentor mengedarkan set KAD MAGETAP kepada mantee.
 Mentor memulakan dengan bentuk rangsangan gambarajah, diikuti dengan

jadual, dan akhirsekali graf.
 Mantee menulis jawapan menggunakan pen marker dakwat tidak kekal.
 Mentor memeriksa jawapan mantee masing-masing menggunakan panduan

jawapan yangdibekalkan kepada mentor.
 Skor mantee dicatat setiap kali penggunaan KAD MAGETAP dilakukan dalam

Pengajaran danPembelajaran menggunakan buku kecil.
 Guru mengumumkan mentor yang mempunyai skor mantee tertinggi sebagai

pemenangmingguan dan diberi ganjaran secara berkumpulan.

9.0 KOS INOVASI

Bil Bahan Kuantiti Kos seunit (RM) Jumlah (RM)

1. Kertas warna tebal 40 0.40 16.00

2. Laminating film 96 0.15 14.40

3. White board marker 8 1.20 9.60
(small)

4. Beg penyimpanan 8 0.80 6.40

5. Cincin kad logam 8 0.40 3.20

JUMLAH RM 49.20

Kos RM 49.20 menghasilkan 96 keping Kad MAGETAP

KEBERKESANAN INOVASI KEPADA PENGAJARAN DAN PEMBELAJARAN

Keberkesanan kepada pengajaran:

 Dapat membincangkan jawapan kepada soalan menghipotesis, memerhati,
menginferens, meramal, membuat hubungan di antara ruang dan masa, mentafsir

84

maklumat, berkomunikasi, mendefinisi secara operasi, mengelas, dan
mengeksperimen sekaligus dalam satu sesi pdp yangdiadakan.
 Dapat menunjukkan perbezaan di antara ketiga-tiga pembolehubah.
 Mengaplikasikan konsep 2 C, collaboration (bekerjasama) dan communication
(berkomunikasi).
 Berpusatkan pelajar

Keberkesanan kepada pembelajaran

BAHAGIAN A BAHAGIAN C SOALAN NO.10
(MAX=20 MARKAH) (MAX=4 MARKAH)

BIL NAMA Peperiksaan Peperiksaan Peperiksaan Peperiksaan
Pertengahan Akhir Tahun Pertengahan Akhir Tahun
1 Anisah Bte Ahmad (Ujian Pos) (Ujian Pos)
Tahun Tahun
2 Asfeyrah Halni
(Ujian Pra) (Ujian Pra)
Asmirul Nizam Bin
3 2 6 02

Talau 11 16 2 4

4 Azmierawati Jaiki 3 7 02

5 Chong Jebiani 4 10 0 2
9 13 1 4
6 Deanzel Duminac 2 9 02

Hanisah Binti 8 12 1 2
7
2 8 02
Mazlan 12 16 2 4
3 10 0 4
Henlen Binti
8 1 4 02
4 7 12
Maumin

9 Howard Pritchard

Jaisicca Florence
10

Amielssey

Fely Eden Rese
11

John Balingkong

12 Marinah Binti Arun

85

13 Mohamad Fierezlleh 1 8 02

Mohammad Indera
14 5 10 0 2

Bin Yunus

Mohammad
15 6 8 0 2

Iskandar Bin Nordin

MohammadRamzan Bin

16 Sanaman 6 9 02

Mohd Azwan Bin
17 12 16 2 4

Jasmin

Mohd Nor Fadzhil
18 2 6 1 3

Bin Samling

Mohd Nur Amie Bin
19 3 7 0 2

Putra Zamzami

Mohd Nuriffat Bin
20 8 11 1 3

Jalimah

21 Mohd Tajul Bin Isnin 9 13 1 3

Nor Shazriani Binti
22 3 8 0 2

S.Rahimi

Norkafinah Binti
23 2 7 0 2

Kamal

24 Nur Asyiqin Fitri 1 10 0 2

25 Rohaidah Bt Masir 1 9 02

26 Saidah Binti Zefri 3 8 0 2

27 Salmiah Binti Salleh 1 8 02

Sharifah Fadhilah
28 1 7 0 2

Saadah

29 Siti Azirah Bt Adar 3 7 02

Siti Hardiah Binti 2 10 0 3

30
Arsat

86

Siti Jeaslina Binti 1 10 0 2
31

Ajak

Siti Masliha Binti
32 1 6 0 2

Hamzah

Siti Noor Fitriah Binti
33 11 16 1 3

Legam

Siti Nur Fadhilah
34 1 7 0 2

Binti Abdul

Siti Razliani Binti 4 12 1 2
35

Sumani

Siti Shariza Binti 1 8 13
36

Samiun

37 Surianih Binti Nasar 2 8 12

Rumusan:

BILANGAN PELAJAR (ORANG)

PEPERIKSAAN PERTENGAHAN PEPERIKSAAN AKHIR TAHUN

JULAT MARKAH TAHUN (UJIAN POS)

0-5 (UJIAN PRA)
6-10
11-15 27 1
16-20
21-25 6 27
Jumlah Pelajar
45

04

00

37 37

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11.0 KESIMPULAN
 Kad MAGETAP ini telah berfungsi secara positif meningkatkan kemahiran
pelajar dalammengenal pasti pembolehubah.
 Markah Ujian Pos menunjukkan peningkatan yang ketara dalam penguasaan
Bahagian A danBahagian C.
 Kemahiran berkomunikasi dalam kalangan pelajar juga turut meningkat
setelah Kad MAGETAPdiperkenalkan bermula Julai sehingga awal Oktober.

12.0 SARANAN DI MASA AKAN DATANG
 Penggunaan idea yang sama dalam melatih tubi Kertas 2 Bahagian B.
 Unsur-unsur kreativiti dan kritis akan diselitkan semasa menggunakan Kad
MAGETAP

LAMPIRAN
Penggunaan Kad Bersama Mentor

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Kad MAGETAP
89