2.7 Classroom Activities Caried Out Throughout All The Cycles The following is an example of activity carried out via Edpuzzle, where students develop words skills for writing by watching a video assigned for them. Figure 4: Preliminary word level task on EdPuzzle The following picture is another example of activities carried out via Quizizz for students to develop vocabulary as well as grammar for writing. Quizizz became a avenue for teacher to understand students’ progress in developing their vocabulary and grammar Figure 5: Preliminary word level task on Quizizz The following are paragraph building activities that were carried out via Wakelet and Jamboard applications. These activities were carried out after students complete the word level activities and they used the words the learnt to construct sentences and paragraphs in class. Some of the activities were individual tasks and some were paired work. 90
Figure 6: Paragraph writing task on Wakelet Figure 7: Paragraph writing task on Jamboard The following picture is an example of students’ post – lesson reflections on what they have learnt. These reflections were done via Padlet and also Jamboard, 91
Figure 8: Post – lesson Reflection Figure 9: Post – lesson Reflection 92
3.0 DATA ANALYSIS The data for this study is analysed based on the the pre -test and post-test scores, as well as student interviews and the teacher’s reflective journal. 3.1 Pre – Test And Post – Test The table below, shows the result of the pre – test and post – test of this study. Table 6: Result of Pretest and Post-test Group N Mean Std. Deviation Std. Error Mean Pre – Test 24 13.44 3.693 .739 Post – Test 24 24.88 3.551 .710 The Table above shows, the mean differences of students’ score for the pre – test and the post – test. Before the intervention the mean score of the pupils were below average (M =13.44 ; SD = 3.693) .After the intervention, the significant differences could be seen in the of the writing scores in the overall mean score (M=24.88 ; SD = 3.551) which shows a much more higher score compared to the pre - test (M = 13.44 ; SD = 24.88). A comparison made to students’ essay in the pre – test and post – test. It was found that students made less grammatical errors as compared to the essays written during the pre -test. Besides, there was improvement in terms of their scores in all the 5 aspects in the assessment rubric namely content, grammar, structure, organisation, punctuation and spelling. Besides, the length of students’ essays also improved in the post-test. The pictures below are some examples of pupils essays comparing the pre - test and the post – test. Figure 10: Students’ pretest and posttest samples 93
Figure 11: Students’ pre – test and post – test samples Figure 12: Students’ pre-test and post-test samples The examples shown in the pictures above are some examples comparing pupils’ work from the before the intervention and also after the intervention which show that pupils have improved tremendously in their writing task after the interventions was carried out. 3.2 Student Interview Interview with students was carried out with 15 students randomly picked from the group involved in the intervention. Six questions were asked to each students pertaining the lessons that was carried out throughout the cycles. The interview was carried out in an online platform – google meet. From the interview it was found that students’ actually enjoyed the writing lessons conducted through various Web 2.0 tools, besides improving in their writing skills. The following is quoted from student A, “I like the writing activities, I learn how to write sentences better and learn new word to write essay” 94
The use of vocabulary and grammar improvisation activity helped pupils to learn new phrases, words that they may want to use for their essay writing which helped them to write better essay. This was pointed out by student C, “I had problem with using the right words and creative phrases but teacher has taught us on how to use them and we enjoyed the vocabulary quiz which helped us to understand the words and phrases better. I also used the new words when I did the writing exercise on google doc and also my own essay writing” Pupils were also asked to make a comparison of the lessons before and after the intervention and provide their opinion on the lesson and the following is a response from student F, ‘I felt very boring at the beginning of the lessons, and could not understand all that the teacher explained, I also did not know what to write, but now after the teacher use so many tools to explain to use and make us understand how to use words and phrases and how to develop our ideas, I learnt to write better. I also like the discussion activity as I can communicate and write together with my friends” When asked on the collaborative writing activities, student G and Student I gave the following responses, Student A I like writing on google doc with friends. I can ask them if I don’t understand and I can also discuss with them new ideas. I don’t feel alone. Student B When I do work with friends they teach me what I don’t understand and I can understand better. I can also understand how to explain my ideas after doing writing activities together with my friends. From the interview done with the pupils, they had stated that they now find writing narratives much easier after the intervention as they know how to start the first paragraph and develop their ideas using the technics and details explained by the teacher and practices they did with the teacher. Pupils also stated they now not only know how to use the vocabulary learnt but also learnt how to acquire and understand new vocabulary and further use it in their essays. The feedback given by pupils show that they are more confident with their writing skills now and more engaging in writing tasks when done collaboratively. Besides, pupils also said that they like to use the online applications such as Quizizz, Edpuzzle, Wakelet and Jamboard. These tools attract students to be more engaged in the writing task. Hence, the use of Web 2.0 tools with collaborative writing activities have not only improved students use of language for writing but also has sparked their interest in writing activities. 3.3 Teachers’ Reflections Throughout The Cycles The teacher kept a reflective journal throughout the intervention period to reflect on the actions and reactions in the classroom which helped teacher to plan and process the next course of action in each cycle (Nunan, 1992). The following are some examples of teacher’s reflective journal reflecting on the activities that was carried out during the lessons: 95
Figure 13: Teacher’s Reflection The picture above shows some examples of the teacher reflecting his own classroom practices. The reflections depicted on teacher’s actions and students’ reactions. Comparing to the teachers’ reflections and lesson plans prior to the intervention. It could be seen that teacher has made the online lessons more student – centered with more hands-on activities that would help pupils to understand the lesson better. Besides, the use of Web 2.0 tools as part of the learning activities also improved pupils’ participation in in-class activities and make them more engaging in developing their writing skills. Besides, the teacher also noticed from his observation that students work well with the writing task when they are put together with their friends to complete the writing task collaboratively. Teacher created the online collaborative option for students to work together with their group members to discuss and complete their writing tasks together. 4.0 FINDINGS Based on the data analysis, from the pretest and post – test pupils performance in the writing tasks have shown significant improvements. Their improvements can be put into three categories namely; Mild, tremendous and intermediate based on their improvement score. While a small group of students had shown tremendous improvements in their writing skills, the others also showed improvements which were mild and intermediate which would be a good start for them to continue striving to improve in their skills. These findings are similar to Yomana et al., (2019) and Herrera (2013). In the pretest, pupils barely attempted to made connections to the task assigned and with rampant errors it was difficult to understand their contents. Their ideas were also inappropriately organized. The link of cohesive devices were very limited to none. Besides, their level of vocabulary used was relatively at the lowest level. However, after the intervention the aforementioned flaws were mostly reduced, though pupil made grammatical errors, their ideas were clearer and one would understand it better. It was the same with the other aspects of the writing task. Besides, in the posttest it was also found that pupils vocabulary and the use of cohesive devices have also improved for better. If in the pretest these to aspect were not found or limited, in the posttest it their use was evident, though some may have come with errors. 96
From the reflective journal and interview with students. It was generally understood pupils like the integration of Web 2.0 tools in their writing tasks as well as collaborative writing activities. It was evident that the collaborative activities they did with their peers were a great learning experience and motivated them to write during the lesson. The intervention of using Web 2.0 tools and the collaborative writing activities increased pupils’ interest and motivation in writing, Richards & Rogers (2001) stated that collaborative activities improve students learning experience and creates a positive learning climate among students. Besides, with student – centered learning activities online it promoted autonomous learning among pupils to understand how to develop learning skills particularly for English language lessons (Prensky, 2010). 5.0 Conclusions This action researched focused on the strategy of using web 2.0 tools and online collaborative writing activity to improve a group of higher secondary students’ English language proficiency in writing. Throughout the intervention carried out in this study pupils’ have learnt ways to improve their vocabulary and grammar for writing as well as learning how to write more complex sentences. This is inline with studies review in the literature (Karimah et al,. 2017 ; Yomana et al, 2019 ; Ahn, 2012; Guittirez et al., 2015 ; Pratam, 2015) During the intervention process, pupils’ knowledge and understanding towards writing skills was noticeably developing especially when they worked collaboratively with their peers. Similar things also happened in a study done by Yomana et al., (2019). The activities also helped pupils to reflect on what they write in terms of the vocabulary used as well as development of ideas for the written tasks (Ahn, 2012).Motivation is a factor that help learners to acquire new knowledge (Karimah et al, 2017). As a result of using online collaborative writing activities as well as web 2.0 tools, pupils’ motivation towards writing could be seen to be improved as they actively participated in the classroom activities and contributed to the classroom discussions. Along they way with the use of various online tools pupils seems to have encouraged to write as they could understand what is expected from them. As pupils engage in learning with the use of web 2.0 tools in their collaborative activities, it encourages autonomous learning among these pupils. Besides, another important point that need to be taken into consideration here is strategies employed by the teacher in using Web 2.0 tools in his English language lessons rather than the tools itself. The outcome of this enabled the teacher to reflect the idea of how learners could be helped with different ways of learning using the web 2.0 tools. Using these tools effectively in English language classroom would also be a way to prepare them for the digitalized work market as marketable human capital as required in the Malaysian Education Blueprint 2015 – 2025. 97
6.0 IMPLICATIONS This study uses the wed 2.0 tools in develop writing skills through collaborative writing strategies. This study can be used to promote online collaborative writing skills among pupils. And the success of the classroom practices depends on the implementation processes and knowing what works and what does not work. Teachers who may want to replicate this study should consider the web 2.0 tools that works with their classroom environment. The online tools that were used in this study were tools that are easy to use and does not require subscription fee. Therefore, it was easy for the teacher to carry the intervention activities online. Teachers should also focus on the language development rather than focusing on the effectiveness of the tools. This intervention activities can be carried out using the process approach to writing and it is advised to use google documents for the collaborative writing activities as students would be able to communicate, comment and correct each other in one platform and teacher can just observe them. 7.0 LIMITATIONS The first limitation of this study as the duration it was conducted. It was carried out in a short period of time. If the study were conducted at a longer period the outcome would have been even better. The process in this study have helped students to improve their writing skills but if it were to be carried out longer it would have been a rewarding and enriching experience for the students. Besides, this study was carried out in an all-girls school and if the study were to carry out in a boys or a co – education school, the impact of collaborative writing might have been different. 8.0 FURTHER RESEARCH The use of online tools for collaborative writing activities have proven to be successful with improvements in students’ writing skills. It might be interested to see collaborative writing activities in classroom during face to face lessons without the involvements of online tools or an experimental study where the experimental group learns via online collaborative writing activities and the control group learn through traditional face to face collaborative writing activities. 98
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ENHANCING CONFIDENCE AND PARTICIPATION AMONG YEAR 3 PUPILS IN SPEAKING USING ROLE PLAY ACTIVITY MARIA FARHANA BINTI ASMAWI SK Seri Iskandar [email protected] ABSTRACT This is a research study that looks at how to enhance pupils’ performance in Occupation topic in English Language subject and improve pupils’ confidence to participate in classroom activities. PSK Model Kurt Lewin 1946 is used in this study. 39 Year 3 Innovative pupils from SK Seri Iskandar with different abilities were chosen. Role play was used as intervention for this research. Survey, interview and observation are used to collect the research data. The data is analysed using descriptive statistics which are percentage and min. The finding shows the role play activity such as the use of costumes and tools has improved pupils’ performance and confidence. Therefore, this action research suggests this role play activity to be applied in teaching and learning process. Key words: role play, occupations, costumes, performance, confidence ABSTRAK Kajian ini bertujuan untuk meningkatkan tahap pencapaian murid dalam topik Occupation dalam subjek Bahasa Inggeris dan keyakinan murid untuk menyertai aktiviti di dalam kelas subjek Bahasa Inggeris. PSK Model Kurt Lewin 1946 digunakan sebagai asas kerangka konseptual kajian. Seramai 39 orang murid Tahun 3 Inovatif daripada SK Seri Iskandar yang mempunyai tahap berbeza dipilih untuk kajian ini. Role play telah digunakan sebagai intervensi dalam kajian ini. Soal selidik, temu bual dan pemerhatian digunakan untuk mendapatkan data kajian. Data dianalisis menggunakan statistik deskriptif iaitu peratus dan min. Hasil dapatan kajian menunjukkan aktiviti role play seperti penggunaan kostum dan alatan dapat meningkatkan pencapaian dan keyakinan murid-murid bercakap dalam Bahasa Inggeris. Oleh itu, kajian ini mencadangkan agar teknik role play diaplikasikan dalam pengajaran dan pembelajaran. Kata kunci: role play, kerjaya, kostum, pencapaian, keyakinan 1.0 Introduction In this globalization era, English language becomes the main medium in communication since it has become the most widely spoken language in the world. English is also a second language to Malaysians. Pupils are expected to have a vast vocabulary to prepare them in English as Second Language (ESL) classes throughout their education in primary and 102
secondary schools. It is also important for Year 3 pupils who are at the final First Level to have grasped a vast vocabulary before going to Year 4 in Second Level. 1.1 Reflection on the Past Teaching and Learning Session Researcher has taught the topic of occupation to Year 3 Inovatif pupils and experienced the lack of interest and confidence among them. It’s quite alarming when majority of Year 3 pupils are not able to identify, spell and name the occupations in English. Occupation topic appears in Unit 2: Everyday in Get Smart Plus 3 textbook that is used in Malaysian Primary Schools. It falls under title People at Work. Pupils are passive and seem afraid during speaking activity. Researcher has encouraged pupils to come up to the front and does articulation beforehand. Only some proficient pupils are encouraged to present in front of the class while the weak and less proficient pupils are reluctant to participate. Researcher has tried different techniques but other proficient pupils in writing and reading are still not eager to volunteer to speak in front of their classmates. These pupils have different abilities and researcher also identifies some of the proficient pupils have lack of confidence in speaking activity, too. If researcher does not overcome this situation, this class might be having difficulty in expressing their idea. This will lead to lack of confidence and performance in speaking skill. 2.0 Research Focus Although there a lot of language skills that pupils have not yet mastered, researcher only focuses on speaking skills. Pupils often face difficulties when it comes to speaking. The difficulties involve: i. Lack of interest to participate in speaking activity. ii. Having lack of confidence to talk about the occupation. By providing the solution to these difficulties using role play, I am convinced that pupils are able to overcome the issues related to speaking skills that eventually helps pupils achieve proficiency in English language. 2.1 Research Objective 2.1.1 General Objective This research action is executed to improve pupils’ achievement and proficiency in English language subject. 2.1.2 Specific Objective i. To improve pupils’ confidence to speak using role play activity. ii. To increase pupils’ interest to participate in speaking activity using role play activity. iii. To improve pupils’ speaking proficiency level. 2.2 Research Question i. Is there any improvement in pupils’ confidence to speak using role play activity? ii. Is there any increment in pupils’ participation in speaking activity using role play activity? iii. Is there any improvement in pupils’ speaking proficiency using role play activity? 103
2.3 Target Group Pupils involved in this research action are 38 Malay students and 1 Indian student Year 3 Inovatif pupils. They are chosen because they have different levels of English language proficiency. 3.0 Methodology 3.1 Research Model This research action uses Kemmis & McTaggart model which are reflection, planning, action and observation. This model is chosen for this action research because it is suitable to the teaching, learning and planning of the researcher. 3.1.1 Reflection Pretest is conducted to test the level of speaking proficiency and confidence to speak in English. 39 pupils of 3 Inovatif involved in this pretest. The duration to test pupils’ proficiency and confidence is a day after Occupation topic is taught. This pretest is given to these pupils to revise the previous lesson and to test their memory on the topic. Researcher has analyzed the observation on pupils’ behaviour in class. Pupils are seen as unmotivated and uninterested in the teaching and facilitating approach by the teacher. Researcher believes this situation is caused by pupils’ interest and their level of language proficiency. Pupils who have lower level of English language proficiency perceive English subject as their least favourite subject. On the other hand, pupils who have higher level of proficiency tend to have lower level of confidence to speak due to their fear of getting laugh at. Researcher also analyzes the pretest given to the pupils. The findings can be seen in the Table 1. Table 1: Pretest marks of Year 3 Inovatif pupils. RESPONDEN MARKS Pupil 1 10 marks Pupil 2 8 marks Pupil 3 7 marks Pupil 4 9 marks Pupil 5 10 marks Pupil 6 5 marks Pupil 7 9 marks Pupil 8 10 marks Pupil 9 8 marks Pupil 10 7 marks Pupil 11 9 marks Pupil 12 10 marks Pupil 13 12 marks Pupil 14 10 marks Pupil 15 6 marks Pupil 16 7 marks 104
Table 1a: Pretest marks of Year 3 Inovatif pupils RESPONDEN MARKS Pupil 17 8 marks Pupil 18 5 marks Pupil 19 8 marks Pupil 20 8 marks Pupil 21 5 marks Pupil 22 8 marks Pupil 23 9 marks Pupil 24 10 marks Pupil 25 10 marks Pupil 26 5 marks Pupil 27 6 marks Pupil 28 8 marks Pupil 29 5 marks Pupil 30 7 marks Pupil 31 6 marks Pupil 32 10 marks Pupil 33 8 marks Pupil 34 3 marks Pupil 35 3 marks Pupil 36 2 marks Pupil 37 4 marks Pupil 38 3 marks Pupil 39 6 marks The highest marks is 12 and the lowest is 2 marks. The pupil that gets the highest marks is an excellent pupil who always shows great effort and proficient. The lowest marks is obtained by a remedial pupil. The marks obtained are really alarming as it is an epitome of their poor performance in understanding vocabulary. Researcher is worried because pretest is conducted a day after the topic is taught. 3.1.2 Planning Introduction to role play activity. Role play activity is introduced after researcher understands pupils’ comprehension on the pretest. Clear explanation is provided to the pupils. Pupils are going to engage in the activity in an organized manner. The activity is justified as the most appropriate approach because it is: i. Student-centered. Pupils are given the opportunity to choose their own occupation and costume. Pupils make their own choice based on their interest and ambition. ii. Suitable to be used for their mental and physical growth. iii. Fun. Pupils use their imagination to describe their occupation creatively. 105
Table 2: The Steps of Conducting the Role Play Activity Step 1 The costumes and tools are shown to pupils. Teacher places five (5) costumes before the pupils. The costumes represent a doctor, police officer, pilot, post officer, and chef. Figure 1: The costumes Step 2 Pupils get to choose which costume they want. They say the name of the occupation when they are asked by the teacher, “What do you want to be?” Step 3 Pupils prepare at least 2 sentences to describe their job. Teacher provides guided sentences for them. E.g. I am a _. My job is to _. Step 4 Pupils wear the costume they choose and present their prepared sentences to their friends. Figure 2: The chef Figure 3: The mail officer 106
Figure 4: The doctor Figure 5: The police officer Figure 6: The pilot Closing Pupils who are wearing the costume ask their audience what their occupation is based on the costume they wear and the description they have presented to test their audiences’ attentiveness. Figure 7: Question and Answer session 107
3.1.3 Observation Post-test After 3 Inovatif class perform role play activity, researcher gives post-test to the pupils. The findings allow researcher to determine the effectiveness of this activity. Table 2 shows the analysis of the comparison between pretest and post-test marks. Table 2: Post-test marks of Year 3 Inovatif Pupils Participant Pretest marks Post-test marks Difference Pupil 1 10 12 +2 Pupil 2 8 12 +4 Pupil 3 7 12 +5 Pupil 4 9 12 +3 Pupil 5 10 12 +2 Pupil 6 5 7 +2 Pupil 7 9 12 +3 Pupil 8 10 12 +2 Pupil 9 8 12 +4 Pupil 10 7 9 +2 Pupil 11 9 12 +3 Pupil 12 10 12 +2 Pupil 13 12 12 0 Pupil 14 10 12 +2 Pupil 15 6 10 +4 Pupil 16 7 12 +5 Pupil 17 8 12 +4 Pupil 18 5 10 +5 Pupil 19 8 12 +4 Pupil 20 8 12 +4 Pupil 21 5 9 +4 Pupil 22 8 12 +4 Pupil 23 9 12 +4 Pupil 24 10 12 +2 Pupil 25 10 12 +2 Pupil 26 5 8 +3 Pupil 27 6 7 +1 Pupil 28 8 12 +4 Pupil 29 5 9 +4 Pupil 30 7 12 +5 Pupil 31 6 12 +6 Pupil 32 10 12 +2 108
Table 2a: Post-test marks of Year 3 Inovatif Pupils Participant Pretest marks Post-test marks Difference Pupil 33 8 12 +4 Pupil 34 5 5 0 Pupil 35 3 3 0 Pupil 36 2 2 0 Pupil 37 4 6 +2 Pupil 38 3 7 +4 Pupil 39 6 6 0 3.1.4 Survey Survey is also conducted to find out pupils’ perception and the effect on this activity on their memory and speaking skill. Survey form is distributed to collect data related to the present facilitating and learning approach. This survey helps researcher to obtain additional information regarding pupils’ perception on role play activity. In total, 39 pupils have answered the questionnaire. In order to find out how the pupils perceive the role play activity, the first question asks what do they think about the activity conducted as elaborated in Chart 1. Graph 1: Pupils’ Rating on the Role Play Activity In this graph, about 51% give the highest rating which is 5 to the role play activity. It means they enjoy the activity and like it. About 21% find the activity quite satisfactorily while 28% find themselves liking the activity but not wholesomely find it interesting. 109
Do you feel comfortable to speak in English during role play activity? 100 90 80 70 60 50 40 30 20 10 0 41 31 5 10 13 1 2 3 Series 1 4 5 Does role play activity make the lesson more... 100 100 90 80 70 60 50 40 30 20 90 69 31 10 10 0 0 fun livy e e l s y no unforgettable Graph 2: Pupils’ Feelings towards Speaking in English during the Activity in Class This graph shows pupils’ confidence to speak in English during role play activity. About 41% feel really confident and comfortable to communicate in English. They are ready to participate and engage in conversation actively. About 15% feel anxious and uncomfortable if they are asked to speak in English. While about 44% build the confidence and move to speaking in English without reluctance. Graph 3: Pupils’ Opinion on the Effects of Role Play on the Lesson In this graph, 100% pupils perceive the execution of role play activity in class makes the lesson become really fun. Majority of the class also agree that the lesson is lively during the role play activity and only about 10% disagree. Almost 70% consider the activity is memorable while the rest do not agree to it. 110
Do you feel it is easier to remember the occupations? 15 yes no 85 Graph 4: Pupils’ Perception on the Effect of Role Play on their Memory This graph shows pupils’ perception on how role play activity affects their memory. About 85% find it easier to memorize the occupations with the help of role play activity. On the other hand, 15% feel it is still hard to memorize the occupations. Based on the survey form filled up by pupils, majority of them agree that role play activity has positive effects on their facilitating and learning strategy. The learning process is more fun, lively and realistic. The activity also boosts their confidence and they feel comfortable to use the language and engage in speaking activity. 3.1.5 Reflection The effectiveness of this technique is proven as it can be seen from the post-test marks. The difference between the pretest and the post-test is the indicator that pupils gain benefits from this activity. From the post-test data, there are 25 out of 39 pupils obtain full marks as compared to their pretest marks. The increment in the post-test among the pupils range from 1- 6. There is one pupil who gets full marks for both tests. This pupil is proficient in English language as well as other subjects. This person also is good at memorizing. Based on the observation, researcher can conclude that pupils’ improvement is caused by their interest to participate in the role play activity when the costumes are shown to them. They are excited and more focus during the lesson and the activity helps them to remember the occupations better. Nonetheless, there are four pupils who do not make any improvement whereby they get the same marks in both pretest and post-test. One of them is in the remedial class and has difficulty in learning. Another one pupil just passes the remedial phase and joins main stream recently. They are still catching up and have lower level of English language proficiency. The other two pupils and the person who gets only one additional marks in the post-test are normal pupils but have attitude problems in learning. They tend to be playful and do not focus on the lesson. These pupils cause so much noise in the class and are hesitate to participate in class activity. These five pupils comply with the findings in the survey whereby 5 pupils think role play activity does not help them remember the occupations. These pupils have the same problem with other subjects and teachers. Therefore, researcher concur that these pupils require different intervention that tackles their disciplinary and learning issues. 111
Researcher also discovers a restriction to this role play activity that involves the costumes. The costumes come in extra large size for kids however there are many of the kids in this class are obese and do not fit into the T-shirts. This hinders all pupils to experience wearing the costume and enjoy the role play activity to the fullest. 4.0 Further suggestion After conducting the role play activity, researcher identifies that this activity indeed has a positive impact on pupils. Although it seems this activity is successful but there are a few hindrances in this focus group. Thus, researcher is going to continue this activity but will add a few improvements to it. For example, researcher will add props instead of costumes alone so those pupils who cannot fit into the costumes can still experience and play the role of the occupations. Researcher also suggests further research using this approach to other subjects for example History or Arabic. The research on different subjects may help to prove the effectiveness of this approach on topics which are related to facts. Researcher hopes that the result of this research action can make facilitating and learning session becomes more interesting, efficient and change the negative perception that many pupils have on English language subject. 112
References Hallmark, B. (2023). 20 Imaginative Role Play Activities. Teaching Expertise. Retrieved August 30, 2023, from https://www.teachingexpertise.com/classroom-ideas/role-play-activity/ Kemmis, S. and McTaggart, R. (eds) (1988) The action research planner. (Third Edition) Waurn Ponds: Deakin University Press. Zakaria, N., Rahmat, N. H., Aripin, N., Jasman, N. H., & Ibrahim, N.. (2019). Exploring Perceptions of Role Play Activities in English as a Second Language (ESL) Classrooms.International Journal of Engineering and Advanced Technology (IJEAT) Volume-8(Issue-5C), 868–872. https://www.ijeat.org/wpcontent/uploads/papers/v8i5C/E11220585C19.pdf Zapata, K.. (2020, November 23). Playing Dress-Up: Benefits, How to Start, and Tips. Healthline. Retrieved August 30, 2023, from https://www.healthline.com/health/childrenshealth/playing-dress-up 113
LIFE BOOK WRITING APPROACH TO IMPROVE INDIGENOUS STUDENTS’ WRITING SKILL IN AN ESL CLASSROOM JASVEEN KAUR BERDEWA SINGH SMK Kampar, Perak [email protected] ABSTRACT This research focused to improve Orang Asli Student’ writing skill in an ESL classroom through Life Book writing approach. The process of learning English as a second language is crucial for Malaysia to remain competitive on a global scale. Among all the English language skills, writing has consistently presented a significant challenge and has often been a leading cause of Malaysian students failing their English courses. Despite receiving 11 years of English language instruction in Malaysia, indigenous Orang Asli students continue to exhibit low English proficiency and struggle with poor writing abilities. This study, conducted through the action research method, aimed to assist indigenous Orang Asli students in realizing their potential in learning English. It sought to achieve this by leveraging their own experiences as a tool for improvement, particularly in enhancing their writing skills. The primary goal was to enhance the writing skills of indigenous Orang Asli students using a Life Book as a mechanism to strengthen this aspect of their language proficiency. The target group for this study consisted of four indigenous Orang Asli students from class 4 Perniagaan, comprising one male and three female students. Data for the study were collected from the scores obtained in the Diagnostic Test, Post Test 1, and Post Test 2. These tests were conducted to assess students' comprehension and the effectiveness of using the Life Book strategy. The scores from these three tests were analysed descriptively. The results of the analysis revealed a significant improvement in the students' writing performance. With guidance and encouragement, students were able to unlock their true potential and effectively express their thoughts, ideas, and emotions through writing activities. Consequently, this improvement in their writing skills also bolstered their confidence in using the English language. The strategies employed not only aided the students in enhancing their writing skills but also contributed to my understanding of the entire action research process. Keywords: Life Book, Orang Asli, Writing Skills, Action Research ABSTRAK Kajian ini dijalankan untuk meningkatkan kemahiran Penulisan dalam Bahasa Inggeris dengan menggunakan teknik Life Book Writing. Belajar Bahasa Inggeris sebagai bahasa kedua adalah penting bagi Malaysia agar dapat bersaing secara global. Dari semua kemahiran Bahasa Inggeris, kemahiran menulis sentiasa menjadi satu cabaran utama dan sering menjadi penyumbang kepada kegagalan pelajar Malaysia dalam mata pelajaran Bahasa Inggeris. Walaupun pelajar-pelajar terdedah kepada 11 tahun pengajaran Bahasa Inggeris di Malaysia, pelajar Orang Asli masih memiliki kecekapan Bahasa Inggeris yang rendah dan kemahiran menulis yang lemah. Kajian ini bertujuan untuk meningkatkan kemahiran menulis pelajar Orang Asli menggunakan ‘Life Book’ sebagai mekanisme untuk mengukuhkan kemahiran menulis. Kumpulan sasaran terdiri 114
daripada empat pelajar Orang Asli dari kelas 4 Perniagaan, iaitu seorang pelajar lelaki dan tiga pelajar perempuan. Data yang digunakan dalam kajian ini diperoleh dari skor Ujian Diagnostik, Ujian Pasca 1 dan Ujian Pasca 2. Ujian-ujian ini dijalankan untuk mengukur pemahaman pelajar dan keberkesanan penggunaan strategi ini. Skor yang diperoleh daripada tiga ujian tersebut telah dianalisis secara deskriptif. Hasil analisis menunjukkan peningkatan yang signifikan dalam prestasi menulis pelajar-pelajar. Dengan bimbingan dan dorongan, pelajar-pelajar dapat menunjukkan potensi sebenar mereka dan dapat mewakili pemikiran, idea, dan perasaan mereka melalui aktiviti menulis. Ini meningkatkan keyakinan mereka dalam menggunakan bahasa Inggeris. Strategi yang digunakan tidak hanya membantu pelajar-pelajar meningkatkan kemahiran menulis mereka tetapi juga membantu pengkaji memahami keseluruhan proses menjalankan kajian tindakan. Kata Kunci: Life Book, Orang Asli, Kemahiran menulis, Kajian Tindakan 1.0 INTRODUCTION In the current era, English is used by people worldwide for international communication and business transactions (Crystal, 2003). Therefore, out of the four basic language skills, writing effectively is a valuable asset treasured by companies alike (National Association of Colleges and Employers, 2018), considering that information is constantly circulated through documents such as letters, memos and reports. Although English is not officially recognised as a second language in Malaysia, Baskaran (1988) stated that it is still a strong second language. Therefore, national schools administered by the Malaysian Ministry of Education offer English as a compulsory subject. Students are taught to read, write, listen, and speak English from Primary Year 1 to Secondary Form 5. Afterwards, they will sit for the Malaysian Certificate of Examination (SPM). Upon graduating secondary school, they are expected to be highly proficient when joining the working sector, as seen in the 2019 Education First English Proficiency Index, where Malaysia was labelled a high proficiency country (Education First, 2019). However, the reality is that some are still deficient in English even though students have been exposed to 11 years of English language instruction, especially in terms of writing skills (Darmi & Albion, 2013; Yamat et al., 2014). For example, according to the Malaysia Education Blueprint 2013–2025, about half of all SPM candidates obtained a failing grade for the Cambridge 1119 writing paper (Ministry of Education Malaysia, 2013). This is especially true for many rural students, including the indigenous Orang Asli students, who comprise the under-represented Malaysian indigenous minority. The indigenous Orang Asli students lacked mastery of words and vocabulary, wrote agrammatical sentences, and had messy and unattractive presentations and generation of ideas in their English essays (Examinations Syndicate, 2019). Kassim and Adnan (2011) and Khan (2017) also confirmed these students’ low English literacy levels. Among the four language skills, they are listening, speaking, reading, and writing, the writing skills in SMK Kampar should be given more attention. This is because the students’ motivation to write was low. Some students were extremely unconfident and reluctant to write due to some reasons. The main reason was that they thought they had nothing to write and when they had already got the ideas of what to write about, the lacks of vocabulary, grammar, and sentence organization made their ideas could not be properly conveyed. Therefore, most students seemed to be frustrating when they have to write about something. Most students even judged themselves that they were not good at writing. They thought that they do not have talents in writing. Actually, those kinds of thoughts often burden themselves and influence their attitudes towards writing. So, the result is that they try to avoid writing, and when they do writing, they do not give their best. Based on the phenomena above, the teacher 115
needs to find alternative teaching techniques and media which can encourage and motivate the students in the writing class, and also can improve their writing skills. Langan (2008 & 2011) states that as writing is a skill, it makes sense that the more they practice to write, the better their writing will be. He also proposes that keeping a daily or almost daily diary can be an excellent way to get practice in writing. Since the main problem in this case is that the students lacked of practices, therefore diary writing can solve this problem. Through diary writing students can keep a record of their ideas, opinions, and their stories of daily life. It may also encourage the students to become involved and interested in writing. 2.0 RESEARCH FOCUS The study that has been carried out focuses on improving my teaching and learning of English writing skills in classroom especially among the indigenous Orang Asli students using the Life Book writing approach. In this study, I am focusing on writing essays which is incorporated in the English KSSM CEFR syllabus for Form 4 and it is compulsory in the SPM English Writing Paper (1119/2). 3.0 STATEMENT OF THE PROBLEM Based on the classroom observation and interview with several indigenous Orang Asli students, there were several problems that the students faced in the writing class. First, the students had low motivation in writing, they were unconfident and reluctant to write because they thought that they did not have enough ideas to write about or they did not have anything to say. Secondly, when they had already got the ideas, then they worried about what words, which tenses they should use to convey their ideas and another consideration such as mechanical considerations likes spelling and punctuation. Those considerations made their ideas could not be properly conveyed and they were also afraid of making mistakes. 3.1 OBJECTIVE OF THE STUDY i. To determine whether the writing skills of the indigenous Orang Asli students Form 4 Perniagaan of SMK Kampar, Perak can improve using Life Book writing approach. ii. To determine the indigenous Orang Asli students interested in writing using Life Book. 4.0 ACTION TAKEN/INTERVENSION Researcher teaching at a school with majority of indigenous Orang Asli students. English is an Alien Language for them and of course due to the Pandemic of Covid –19, many of my students are left out and lost interest in studies especially in English. So, as the English teacher, I should be a facilitator for helping and guiding the students when composing their writing. Not only that, but also the teachers must ready to provide the materials which are relevant to the students’ interest, needs, and appropriate to the situation and condition. As we know that interesting activities can motivate students and make them enjoy in teaching learning process so I used Life Book writing to attract my students. 116
4.1 Concept of Life Book Approach Researcher noticed students are big fan of Facebook, but unfortunately they don’t have enough facilities to access to Facebook, so teacher introduce Life Book to them. Life Book is a daily diary writing. Teacher named it Life Book so students will get excited and write things related to their life. Harmer (2007: 128) states that there are some benefits of diary writing. The first is the value of reflection. A diary provides an opportunity for students to think about what they are learning and also how they are learning. The second is freedom of expression. Diary writing allows students to express feelings more freely. For example, in their writing they can write about their daily life, love story, or anything they want to write to. The next is developing writing skills. Diary writing contributes to the students‟ general improvement such as their writing fluency. Their writing fluency will improve since they write regularly and become more familiar with. To start a life book, they only need a note book and a pen. A Life Book is a written collections of student’s feelings and everyday thoughts. The concept is: What you write is up to you! Life Book writing is different because it is a classroom assignment that does not need to be graded. But of course will be checked by the teachers. It’s simply a free writing! So when it is not graded, they are interested to write! With free writing, students are provided an opportunity to express themselves without any pressure. Students can write about their dreams, wishes, opinions, problems, stress or simply anything! This can help teachers to know their students better and to help them solve any problem they are facing at school such as bully, stress etc. and this is one of the way to support Sekolahku Sejahtera program to create a school environment that is safe, peaceful, comfortable, enjoyable, constructive and inclusive towards achieving social well-being. Teacher believe that it is much more helpful to write just a little daily a rather than to produce a long essay once a month. So although their ideas may not be interesting for other people, they can surely be meaningful to them. At the same time, it will help them to improve their writing skills. 5.0 METHODOLOGY 5.1 Research Design This research was a collaborative action research study. This research was aimed to find problems and implement some actions to solve the existing problem that was to improve the writing skills of the Form 4 Perniagaan indigenous Orang Asli students of SMK Kampar, Perak. This research adapted Lewin (1946) model: The rationale behind their selection is that it helps in conceptualizing action research as cyclical with possibilities of many levels. One cycle consists of four important steps of planning, acting, observing and reflecting. The first cycle will continue to a second cycle consisting of replanning, acting, observing and reflecting. This is illustrated in Fig. 1 (Lewin, 1946). Figure 1: Lewin (1946) Action Research Model 117
5.1.1 Planning In this step, the researcher explains about what, why, when, where, and how the action will be done. In planning step of the study, the researchers prepare everything that will be needed and used in the study. They were providing diary to improving student’s writing skills. 5.1.2 Acting In this step, writing Life Book was applied. This phase was the implementation of the plan that the teacher had made to solve the problems. The action was done by the following steps as follows: i. The teacher explained the materials, ii. The teacher explained about writing Life Book, iii. Students wrote one paragraph about their daily routine in Life Book. 5.1.3 Observation The teacher observed the students’ activities during teaching and learning process. This step included monitoring and evaluating the action. The results of the observation were used as the indicator to assess the students’ progress of writing skill. The activities in this phase were: i. Observing the activities and learning process, ii. Taking note and taking some documentations, iii. Evaluating student’s result. 5.1.4 Reflection In this phase, the teacher analysed the result of the test and observation. The analysis was used to determine the next strategy. The reflection was done after the teacher analysed the data from observation also the test result. The teacher also did the post-test to be compared with the result of the pre-test, to know whether there is an improvement or not along the process. 5.2 Instruments of the Research To gain the valid data, the researcher used three instruments which are interview guideline, observation sheet, and test. The interview guideline was used as the guidance to conduct the interview with the students. This instrument was used in the reflection steps. The observation sheet was used to observe the teaching and learning processes and to take a record of the classroom activities during the implementation of the actions. Moreover, the test was used to see the students’ writing skills. 6.0 Data Collection Techniques In collecting the data, the researcher used three techniques of the data collection. They are the interview, the classroom observation, and the test of the students’ writing. The first is through the interview. The researcher conducted the interview with the students before the implementation of the actions. The second is the classroom observation. The classroom observation was used to record the activities happened in the classroom. Meanwhile, the test was used to see whether there is any difference between the students’ achievement in the Diagnostic Test, post- test 2 and the post-test 3. 6.1 Interview Method Teacher conducted the interview on 6th August, 2022. Teacher randomly selected students to get their problems in the English lessons in Form Four. As a result of the data obtained, Teacher found that students faced problems in writing essays many students are 118
worried about writing especially in English. Unlike speaking, writing requires a lot of preparations and aspects, which have to be considered, causing students to feel frustrated and nervous. One of the most problems students face in writing is what should be written and how to write. 6.2 Diagnostic Test On 8th August 2022, Teacher have conducted the Pre-Assessment (Diagnostic Test) which contains an essay question (email writing) in line with the SPM Writing Paper (119/2), Questions 1. As it is the shortest essay in the SPM English Paper 2, students will need to address all of the required points while being concise. Students need to understand the questions given as well as write an essay according to the question's requirements. From this Diagnostic Test, I found that students still have not mastered essay writing skills. The results of this Diagnostic Test are as follows: Table 1: The results of the Post Test 1 of the 4 Perniagaan indigenous Orang Asli students NO NAME IC NUMBER GANDER Paper 2 After Teacher analysed this Diagnostic Test, teacher found that students were still unable to write essays. Based on Table 1 above, teacher found one student scored only 1 mark and one more student with 2 marks out of 20 marks and the other two students scored 4 marks each. This means that all the students in this class only obtain marks below 5 out of 20 marks. This statistic showed that my students are very weak in constructing essay. They are slow and inefficient in retrieving the right word(s) to express an idea. They struggle to develop their ideas fluently (poor ideation). They also struggle to keep track of their thoughts while also getting them down on paper and they feel that the process of writing on paper is slow and tedious. The summary of the diagnostic test results is as in the graph below: Figure 2: The results of the Diagnostic Test of the 4 Perniagaan indigenous Orang Asli students Total: 60 M 1 ALIA MASDIWARA A/P RINEL 061028080794 F 19 2 ELLY NAZIRA A/P HO SIEW KONG 061220080540 F 12 3 PATRICIA ESTER A/P PAUL 060510080122 F 21 4 SUFIAN A/L BAH UDA 060127080955 M 17 119
9.0 FINDINGS Teacher have tested the indigenous Orang Asli students with Post Test 1 and Post Test 2. The Post Test 1 was conducted on the 15 September 2022. Meanwhile the Post Test 2 was conducted on the 24 November 2022, three months after the implementation of the Life Book approached introduced. For the Post Test 1 and Post Test 2 students were asked to write three essays in total. The time allocated for this paper is 90 minutes, (followed the SPM English Writing Paper -1119/2 format ) As each section is worth 20 marks, the total mark for this paper is 60. Both tests are identical with the same question and format as to reduce the threat to internal validity on students’ scores. The results of the two tests, I present in the form of tables and graphs as below: Table 2: The results of Post Test 2 of the 4 Perniagaan indigenous Orang Asli students. NO NAME IC NUMBER GANDER Post Test 1 Post Test 2 +/- 1 ALIA MASDIWARA A/P RINEL 061028080794 F 15 19 +4 2 ELLY NAZIRA A/P HO SIEW KONG 061220080540 F 9 12 +3 3 PATRICIA ESTER A/P PAUL 060510080122 F 15 21 +6 4 SUFIAN A/L BAH UDA 060127080955 M 9 17 +8 SPM Writing assessment criteria (and tasks) have been developed in accordance with the CEFR descriptors and the features of performance which they ascribe to different proficiency levels. All of ES’ English language proficiency examinations are now aligned with the levels described by the CEFR (Common European Framework of Reference). The students’ writing then was marked based on four writing set criteria stated in the Instructions for Writing Examiners: Content (C), Communicative Achievement (CA), the Organization (O), and the Language (L). Based on the result of the Post Test 1, two students scored mark in the range of 0-10. And the other two students scored 15 marks each. The total marks of this test were 60 marks. So this clearly indicates that my students were still below average range .On the 24 November 2022, the teacher carried out the Post Test 2 to see the 4 Perniagaan indigenous Orang Asli students’ writing progress. In the Post Test 2, all the students managed to score above 10 marks. One students scored 21 marks. This data shows that students are beginning to master writing skills and their interest in writing is growing. The mastery of students' writing skills begins to increase where the essays that have been written in this Post Test 2 are slightly longer than the Post Test 1. The results for both Post-Test 1and Post-Test 2 can be summarised in the table and graph cart as below: Table 3: The following table shows mark Comparison between Post Test 1 and Post Test 2 of 4 Perniagaan indigenous Orang Asli students NO NAME IC NUMBER GANDER Paper 2 Total :60 M 1 ALIA MASDIWARA A/P RINEL 061028080794 F 15 2 ELLY NAZIRA A/P HO SIEW KONG 061220080540 F 9 3 PATRICIA ESTER A/P PAUL 060510080122 F 15 4 SUFIAN A/L BAH UDA 060127080955 M 9 120
4 PERNIAGAAN ORANG ASLI STUDENTS POST TEST 1 AND POST TEST 2 RESULTS 3.5 3 2.5 2 1.5 1 0.5 0 51~ 60 41~50 31~40 21~30 11~20 0~10 POST TEST 1 POST TEST 2 r1 Figure 3: The following chart shows the Post Test 1 and Post Test 2 Results for indigenous Orang Asli students in 4 Perniagaan. Based on the Post 2 Examination, it was found that the students' understanding and mastery in writing essay had improved. All students showed improved marks in the exam. The improvement in the markings is significant as all students have gotten more than 1-10 marks. The writing of the Life Book has helped the teachers improve the teaching in classroom. The result is that students are easier to write essays in a short time. Students are also more interested in writing essays and have more content and vocabulary. Furthermore, in the real life communication, being able to speak in English is not enough. It is because not all communication activities can be held in the form of spoken language, but they sometimes need written form, as stated by Langan, 2005 that writing can be used as a means of communication. In the global era, many aspects of life need writing skill as a part of the requirements. One of the examples which writing takes an important role is in the educational setting. In the educational setting, students are expected to be able to write a kind of academic writing. Therefore, schools or institutions should provide their students with sufficient skills which are needed to face the real world situation with the real language use. 10.0 CONCLUSION This research belongs to action research in which it was conducted in SMK Kampar. It was started from August-December 2022. The participants of this research were the indigenous Orang Asli students of class 4 Perniagaan. Based on the result of the data analysed in this research, it can be concluded that the implementation of Life Book writing in the teaching and learning process of writing is believed to be an effective way to improve the students’ writing skills. In terms of quantitative data, it described the improvement on the students’ writing skills which could be seen from the results of the students’ writing scores. The results show that the scores of the students’ writing increased in each test. In addition, Life Book writing was introduced to students to get them familiar with the writing process so that they would be encouraged to write frequently on their own. The diary writing in this research is meant to keep the students’ personal experiences in which it could be integrated with writing essays. The real practice of the implementation of diary writing in this research was that the researcher provided the students of class 4Perniagaan with a Life Book; so that they could begin to write their personal experiences on it. They were free to determine the topic of writing as long as it was about past experiences. It can be their love story, their family relationship or their friendship. Diary writing was aimed at giving the students more writing practices outside the classroom. In the classroom they got the knowledge about how to write a 121
recount text, and then they implemented their knowledge by writing a diary as the outside classroom activity. Several scholars such as Artof (as quoted by Tin in Tuan, 2010: 82) states that diary writing or personal writing has several values. “It is a powerful tool to find our own untapped creative power, uncover our family history, learn to see the world more clearly, heal unsolved issues, understand our fears, and explore our motivation. Through personal writing, we can develop both writing skills and awareness, can develop greater awareness and interpersonal understanding, increasing the ability to relate to others.” 11.0 IMPLICATIONS According to the research findings, the implications of actions applied during the research are presented as follows: The students showed positive attitudes towards the use of diary writing. It indicated that they were interested and motivated in improving their writing skills. They were happy to be given spaces for practicing their writing ability in composing texts based on their personal experiences. 12.0 SUGGESTIONS After conducting this action research, the researcher proposes the suggestions for English teachers and other researchers as presented below. For the English teacher: It is important for the English teachers, especially the English teacher of SMK Kampar to consider at giving more attention on the writing skills. The teachers should consider using Life Book writing as the media to provide more writing practices to the students both in the classroom and outside the classroom. Since writing is a skill, the more students write, the better their writing will be. For other researchers: The result of this research can be used as one of references for other researchers who want to conduct the similar study related to the use of Life Book writing with other text. 122
REFERENCES Baskaran, L. M. (1988). The “New Englishes.” : Language and Society. Hong Kong Brown, D.H. 2003. Language Assessments: Principles and Classroom Practices.New York: Longman. Crystal, D. (2003). English as a global language (2nd ed.). New York: Cambridge University Press. Curtis, A. and Bailey, K.M. 2007. “Research Digest: Diary Study”. OnCUE Journals, Vol.3, No.1, pp. 67-85. Retrieved: October 17, 2013 at 6.24 a.m. from http://jaltcue.org/files/OnCUE/OCJ3-1articles/OCJ3-1-Curtis- Bailey-pp67- 85.pdf. Darmi, R., & Albion, P. (2013). English language in the Malaysian education system: Its existence and complications. In M. M. Noor, M. M. Rahman, & J. Ismail (Eds.), Journal of Chemical Information and Modeling (pp. 175–183). 3rd Malaysian Postgraduate Conference (MPC2013). Education First. (2019). EF English Proficiency Index 2019. https:// www.ef.com/epi Examinations Syndicate. (2019). Pelaporan pentaksiran sekolah rendah 2019.Putrajaya: Ministry of Education Malaysia. Harmer, J. (2007). The Practice of English Language Teaching (4th Ed.). Pearson Education, Harlow Kassim, Z. A., & Adnan, A. H. M. (2005). The English language performance of Orang Asli pupils at primary level in Perak: A case study. In K. Ariffin, M. R. Ismail, R. A. Aziz, M. Z. A. Latif, & K. L. Ngo (Eds.), English in education: Issues and challenges in the Malaysian classroom (pp. 29–42). https:// doi.org/10.13140/2.1.2509.6483 Langan, J. 2011. College Writing Skills with Readings-International Edition 8th Edition. New York: McGraw-Hill, Inc. Masiello, Lea. 1986. Writing in Action. New York: MacMillan Publishing Company McDonald, C.R. and McDonald, R.L. 2002. Teaching Writing. America: Southern Illinois University Press. Ministry of Education Malaysia. (2013). Malaysia education blueprint 2013-2025 (Preschool to post-secondary education). National Association of Colleges and Employers. (2018). Job outlook 2019. Pennsylvania. Richards, J. C., & Renandya, W. A. (2002). Methodology in Language Teaching An Anthology of Current Practice. Cambridge Cambridge University Press. Tuan, L.T. 2010. Enhancing EFL Learners‟ Writing Skills via Journal Writing”. English Language Teaching Journal, Vol.3, No. 3, pp. 81-88. Retrieved: October 13, 2013 at 9.39 p.m. from http://www.ccsenet.org/journal/index.php/elt/article/download/7217/5568 123
APPENDIX 1 Diagnostic Test Question and students answer. 124
APPENDIX 2 Post Test 1 questions and student’s answer. Student’s name: Alia Masdiwara A/P Rinel Marks: 15 APPENDIX 3 Post Test 2 questions and student’s answer. Student’s name: Patricia Ester a/p Paul Marks: 21 125
APPENDIX 4 The indigenous Orang Asli students of 4 Perniagaan with their Life Book. APPENDIX 5 Students Life Book 126
APPENDIX 6 Students Life Book 127
MENINGKATKAN TAHAP PENGUASAAN KOSA KATA BAHASA INGGERIS TINGKATAN PERALIHAN WAWASAN MENGGUNAKAN ‘SMARTBOARD’ SASHVETA DARSYINI A/P SEGARAN SMK Katholik, Tanjong Malim [email protected] ABSTRAK Kajian Tindakan ini dijalankan bertujuan membantu pelajar yang lemah dalam penguasaan kosa kata Bahasa Inggeris. Kajian ini menggunakan ‘Smartboard’ sebagai alat bahan bantu yang memudahkan pelajar yang lemah untuk menguasai kosa kata Bahasa Inggeris. Peserta kajian ini terdiri daripada 20 orang pelajar tingkatan Peralihan Wawasan dari sebuah sekolah di daerah Muallim. Instrumen yang digunakan bagi pengumpulan data ialah Ujian Pra, Ujian Pos, Temu bual dan Pemerhatian. Berdasarkan hasil dapatan kajian tindakan ini menunjukkan bahawa tahap penguasaan kosa kata Bahasa Inggeris telah meningkat dengan penggunaan ‘Smartboard’ semasa sesi pengajaran dan pembelajaran iaitu sesi tindakan yang telah dijalankan. Selain itu, ia didapati juga tahap penguasaan kosa kata Bahasa Inggeris semua 20 orang pelajar dari kelas tingkatan Peralihan Wawasan melepasi 2 dari segi kemahiran berbahasa yang meliputi kemahiran mendengar, bertutur, membaca dan menulis berdasarkan pemerhatian yang dilakukan sepanjang kajian ini dijalankan. Ini dapat dibuktikan melalui pencapaian markah yang diperoleh oleh semua 20 orang pelajar tingkatan Peralihan Wawasan dari Ujian Pra ke Ujian Pos yang menunjukkan peningkatan. Oleh itu, semua 20 orang pelajar dari kelas tingkatan Peralihan Wawasan mempunyai persepsi positif terhadap keberkesanan penggunaan ‘Smartboard’ bagi meningkatkan kosa kata Bahasa Inggeris. Secara tuntas, ia boleh dikatakan penggunaan ‘Smartboard’ yang merupakan alat bahan bantu berasaskan kemahiran teknologi maklumat dan komunikasi (ICT) dapat membantu kedua-dua pihak iaitu guru dan pelajar dalam menghasilkan pengajaran dan pembelajaran yang berkesan terutamanya dalam kosa kata Bahasa Inggeris. Kata kunci: kosa kata, ‘Smartboard’, Peralihan Wawasan 128
1.0 PENGENALAN Semua kanak-kanak dibesarkan dengan kemahiran bercakap, membaca, menulis dan mendengar selain daripada kanak-kanak yang berasal dari latar belakang dan kehidupan yang kurang bernasib baik. Sebaliknya, satu lagi kemahiran penting yang perlu dimiliki oleh semua kanak-kanak sekarang ialah kemahiran teknologi maklumat dan komunikasi (ICT) berikutan transformasi besar dalam pendidikan akhir-akhir ini. Kebelakangan ini, bidang pendidikan telah melalui peralihan yang ketara daripada berpusatkan guru kepada berpusatkan pelajar (Azhar & Iqbal, 2018). Sebelum ini, guru merupakan sumber maklumat di dalam bilik darjah tetapi buat masa ini bahagian guru dalam proses pembelajaran adalah lebih meluas (Azhar & Iqbal, 2018). Terdapat banyak keutamaan yang perlu diberikan oleh semua guru dalam mengintegrasikan teknologi dalam bilik darjah dengan pendekatan pengajaran kreatif yang membolehkan pelajar mencapai matlamat pembelajaran (Hwang et al., 2015). Selain itu, penggunaan teknologi maklumat dan komunikasi (ICT) dalam pendidikan telah bertukar menjadi keperluan di tahuntahun kebelakangan ini terutamanya semasa pandemik COVID-19 (Aziz, 2020). Selain itu, pertumbuhan pesat teknologi maklumat dan komunikasi (ICT) tidak lama dahulu telah membawa peningkatan besar dalam proses pengajaran dan pembelajaran dalam pendidikan. Teknologi tidak hanya memberi peluang kepada pelajar untuk mengawal pembelajaran mereka, malah menyediakan pelajar untuk mempunyai pengetahuan tanpa had di mana guru tidak mengawalnya (Lam & Lawrence, 2002). Integrasi teknologi maklumat dan komunikasi (ICT) dalam bilik darjah boleh mengubah cara guru mengajar dan sangat menyokong dalam mengukuhkan pendekatan berpusatkan pelajar serta dalam meningkatkan kemahiran berfikir aras tinggi dan memperkasakan aktiviti yang merangkumi kerja berpasukan di kalangan pelajar (Haddad, 2003, seperti yang dipetik dalam Adedokun-Shittu & Shittu, 2014). Menurut Graham (2006), integrasi teknologi maklumat dan komunikasi (ICT) dalam bilik darjah juga boleh membolehkan pelajar mempunyai pembelajaran yang lebih individu dan berdikari. Sebaliknya, integrasi teknologi maklumat dan komunikasi (ICT) dalam pendidikan dikatakan dapat menyampaikan impak positif kepada guru dan pelajar kerana ia memberi keterbukaan, kerjasama dan lebih ruang untuk penglibatan pelajar dalam aktiviti pengajaran dan pembelajaran (Chouthaiwale & Alkamel, 2018). Salah satu matlamat penggabungan teknologi maklumat dan komunikasi (ICT) dalam pendidikan adalah untuk menyediakan pelajar di sekolah dengan kemahiran teknologi maklumat dan komunikasi (ICT) yang diperlukan dan penting untuk sistem pendidikan semasa (Oliver, 2002). Selain itu, satu perkembangan hebat dalam mengintegrasikan teknologi maklumat dan komunikasi (ICT) ke dalam pendidikannya telah dicapai oleh Malaysia. Menurut Mahmud (2013), Malaysia sudah pasti salah satu negara terkemuka di Asia yang telah melancarkan kemajuan pendidikan berasaskan teknologi maklumat dan komunikasi (ICT) yang disengajakan dalam dasar-dasar yang telah ditetapkan dalam Rancangan Malaysia Keenam (1990-1995). Dasar-dasar ini telah dibangunkan dengan bijak sebagai objektif muktamad di mana setiap satu daripada usaha ini adalah untuk meningkatkan keupayaan pembelajaran dan inovasi negara. Selaras dengan itu, beberapa pendekatan pengajaran menggunakan alat bantu mengajar berasaskan teknologi maklumat dan komunikasi (ICT) perlu dilakukan oleh warga pendidik. Penggunaan alat bantu mengajar berasaskan teknologi maklumat dan komunikasi (ICT) yang bersesuaian dengan pengajaran dan pembelajaran abad ke-21 dan dapat meningkatkan penguasaan mata pelajaran perlu diberi keutamaan. Selain itu, Kementerian Pendidikan Malaysia telah membekalkan pelbagai alat bantu mengajar berasaskan teknologi maklumat dan komunikasi (ICT) kepada sekolah-sekolah dengan tujuan untuk meningkatkan keberkesanan proses pengajaran dan pembelajaran. Tambahan pula, penggunaan alat bantu mengajar yang berasaskan teknologi maklumat dan komunikasi (ICT) seperti ‘Smartboard’ mampu membantu pelajar-pelajar lemah mempelajari mata pelajaran yang sukar difahami dan dikuasai. Oleh itu, 129
adalah wajar untuk mengkaji keberkesanan penggunaan ‘Smartboard’ dalam meningkatkan tahap penguasaan kosa kata Bahasa Inggeris dalam kalangan pelajar Peralihan Wawasan. 2.0 FOKUS KAJIAN 2.1 TUJUAN KAJIAN Kajian ini bertujuan untuk membantu meningkatkan tahap penguasaan kosa kata Bahasa Inggeris dalam kalangan pelajar tingkatan Peralihan Wawasan menggunakan ‘Smartboard’ di sekolah pengkaji. Berdasarkan pengalaman mengajar di sekolah pengkaji, masalah yang wujud dalam kalangan murid tingkatan Peralihan Wawasan ialah tahap kemahiran yang lemah dalam penguasaan Bahasa Inggeris terutamanya kosa kata. Ramai pelajar tingkatan Peralihan Wawasan mencapai tahap penguasaan 1 dan 2 dan hanya beberapa pelajar sahaja yang memperoleh tahap penguasaan 3 dan 4 serta tiada pelajar yang mendapat tahap penguasaan 5 dan 6 berdasarkan Pentaksiran Bilik Darjah (PBD) yang telah dilaksanakan. Penguasaan kosa kata yang terhad menyebabkan pelajar tidak memiliki kemahiran berbahasa yang meliputi kemahiran mendengar, bertutur, membaca dan menulis yang baik. Menurut Al-Seghayer (2015), kebanyakan guru-guru mengikuti kaedah tradisional dalam mengajar Bahasa Inggeris yang memberi impak rendah dalam meningkatkan kemahiran berbahasa. Para pendidik harus menjalankan sesi pengajaran dan pembelajaran dengan cara yang lebih efektif seperti adanya integrasi alat bahan bantu yang berasaskan teknologi maklumat dan komunikasi (ICT) bagi meningkatkan kemahiran berbahasa pelajar. Oleh itu, penggunaan ‘Smartboard’ akan dapat membantu pelajar untuk menambah kosa kata dan sekali gus meningkatkan kemahiran berbahasa yang meliputi kemahiran mendengar, bertutur, membaca dan menulis. 2.2 OBJEKTIF KAJIAN Objektif kajian tindakan ini adalah: a) Meningkatkan tahap penguasaan kosa kata Bahasa Inggeris dengan menggunakan ‘Smartboard’ dalam kalangan pelajar tingkatan Peralihan Wawasan. b) Meningkatkan tahap penguasaan pelajar tingkatan Peralihan Wawasan melepasi 2 dengan penggunaan ‘Smartboard’ dalam kemahiran berbahasa. 2.3 PERSOALAN KAJIAN Persoalan kajian dalam penyelidikan ini ialah: a) Adakah penggunaan ‘Smartboard’ dapat meningkatkan tahap penguasaan kosa kata Bahasa Inggeris dalam kalangan pelajar tingkatan Peralihan Wawasan? b) Adakah penggunaan ‘Smartboard’ dapat meningkatkan tahap penguasaan pelajar tingkatan Peralihan Wawasan melepasi 2 dalam kemahiran berbahasa? 3.0 KAEDAH KAJIAN (METODOLOGI) Peserta kajian terdiri daripada 20 pelajar iaitu 12 orang pelajar lelaki dan 8 orang pelajar perempuan. Mereka terdiri daripada pelajar-pelajar yang terlibat dalam pengajaran subjek Bahasa Inggeris kelas tingkatan Peralihan Wawasan di sebuah sekolah menengah kebangsaan di daerah Muallim. Mereka juga terdiri daripada pelajar yang mempunyai tahap penguasaan Bahasa Inggeris terutamanya kosa kata yang rendah berdasarkan Pentaksiran Bilik Darjah (PBD) 130
Perancangan a) Merancang intervensi menggunakan 'Smartboard'. b) Membina beberapa instrumen penilai. Refleksi a) Membuat refleksi dan menilai keberkesanan penggunaan 'Smartboard' dalam meningkatk an tahap penguasaan kosa kata Bahasa Inggeris pelajar tingkatan Peralihan Wawasan. Tindakan a) Melaksanakan intervensi terhadap 20 orang pelajar tingkatan Peralihan Wawasan menggunakan 'Smartboard'. b) Melaksanakan pengumpulan data. Pemerhatian a) Melaksanakan pemerhatian daripada hasil dapatan dan analisis tentang keberkesanan penggunaan 'Smartboard' dalam meningkatkan tahap penguasaan kosa kata Bahasa Inggeris pelajar tingkatan Peralihan Wawasan. yang dilaksanakan. Instrumen yang digunakan untuk mengumpulkan data kajian ialah Ujian Pra dan Ujian Pos, Temu bual dan Pemerhatian yang bertujuan untuk mengesahkan bahawa penggunaan ‘Smartboard’ menunjukkan keberkesanan dalam meningkatkan tahap penguasaan kosa kata Bahasa Inggeris pelajar tingkatan Peralihan Wawasan. 4.0 PERANCANGAN Kajian ini telah menggunakan Model Kurt Lewin (1946) sebagai panduan untuk menjalankan kajian tindakan ini. Rajah 1: Model Proses Penyelidikan Kajian Tindakan 5.0 TINDAKAN DAN PEMERHATIAN 5.1 LANGKAH-LANGKAH TINDAKAN Terdapat beberapa langkah tindakan yang telah diambil oleh pengkaji bagi menjalankan kajian tindakan ini iaitu Ujian Pra, Ujian Pos, Temu bual dan Pemerhatian. Tindakan-tindakan in dijalankan bagi pengumpulan data untuk mengetahui keberkesanan penggunaan ‘Smartboard’ menunjukkan keberkesanan dalam meningkatkan tahap penguasaan kosa kata Bahasa Inggeris pelajar tingkatan Peralihan Wawasan. 131
5.1.1 Ujian Pra Sebagai tinjauan awal, pengkaji telah menjalankan Ujian Pra terhadap 20 orang pelajar tingkatan Peralihan Wawasan. Ujian Pra ini dijalankan untuk memperoleh tahap penguasaan kosa kata Bahasa Inggeris sebelum melaksanakan intervensi menggunakan ‘Smartboard’. 5.1.2 Sesi Tindakan Strategi-strategi yang diambil oleh pengkaji dengan menggunakan ‘Smartboard’ semasa sesi pengajaran dan pembelajaran subjek Bahasa Inggeris kelas tingkatan Peralihan Wawasan bagi meningkatkan tahap penguasaan kosa kata Bahasa Inggeris. Pelaksanaan strategi-strategi ini dengan menggunakan ‘Smartboard’ adalah bertujuan untuk memberi pelajar pendedahan bahawa penguasaan kosa kata Bahasa Inggeris adalah mudah dengan adanya ‘Smartboard’. Strategi-strategi yang diambil dengan menggunakan ‘Smartboard’ telah disenaraikan dalam jadual berikut iaitu Jadual 1. Jadual 1: Strategi-Strategi Menggunakan ‘Smartboard’ Strategi Penerangan 1 Guru menjalankan pengajaran dan pembelajaran kosa kata Bahasa Inggeris melalui paparan visual dengan menggunakan ‘Smartboard’. Paparan visual merujuk kepada gambar, rajah dan penyusun grafik. Visual membantu pelajar memahami kandungan dan mengarahkan perhatian, meningkatkan kemungkinan pelajar akan mengingati perkataan tersebut. 132
2 Guru mewujudkan keseronokan semasa pembelajaran kosa kata Bahasa Inggeris dengan permainan perbendaharaan kata melalui penggunaan ‘Smartboard’. Permainan membawa kelonggaran dan keseronokan untuk pelajar, sekali gus membantu mereka belajar dan mengekalkan perkataan baharu dengan lebih mudah. 3 Guru menggunakan video dan audio media untuk mengajar perbendaharaan kata kepada pelajar. Strategi ini memberi tumpuan kepada penggunaan video dan audio. Apabila pelajar dapat melihat, mendengar dan memahami pelajaran dengan jelas, mereka lebih cenderung untuk mengingati maklumat tersebut kemudian hari. Ini kerana audio boleh memberikan isyarat penting yang membantu mengukuhkan ingatan, seperti nada suara, infleksi dan penekanan. 5.1.3 Ujian Pos Setelah selesai sesi tindakan dijalankan, satu Ujian Pos dijalankan terhadap 20 orang pelajar tingkatan Peralihan Wawasan. Ujian Pos ini dijalankan terhadap mereka bagi melihat pencapaian dan perkembangan tahap penguasaan kosa kata Bahasa Inggeris pelajar tingkatan Peralihan Wawasan selepas selesai sesi tindakan dengan menggunakan ‘Smartboard’. Ia juga dijalankan untuk mengetahui keberkesanan penggunaan ‘Smartboard’ dalam meningkatkan kosa kata Bahasa Inggeris dalam kalangan pelajar tingkatan Peralihan Wawasan. 133
5.1.4 Temu bual Satu sesi temu bual dengan soalan berstruktur dijalankan terhadap lima orang pelajar tingkatan Peralihan Wawasan yang dipilih daripada 20 orang pelajar tingkatan Peralihan Wawasan yang melibatkan diri dalam kajian ini. Temu bual ini dijalankan juga untuk mengetahui keberkesanan penggunaan ‘Smartboard’ dalam meningkatkan kosa kata Bahasa Inggeris terhadap pelajar tingkatan Peralihan Wawasan dengan lebih mendalam. Sesi temu bual dijalankan setelah Ujian Pos dijalankan untuk mendapatkan pandangan pelajar terhadap penggunaan ‘Smartboard’ dalam meningkatkan kosa kata Bahasa Inggeris. 5.1.5 Pemerhatian Pengkaji juga menjalankan pemerhatian terhadap 20 orang pelajar tingkatan Peralihan Wawasan sepanjang sesi tindakan dijalankan menggunakan ‘Smartboard’. Pengkaji juga membuat pemerhatian terhadap 20 orang pelajar ini melalui Ujian Pra dan Ujian Pos yang dijalankan dengan membuat perbandingan dalam pencapaian tahap penguasaan kosa kata Bahasa Inggeris dan kemahiran berbahasa mereka sepanjang kajian ini dijalankan. 6.0 DAPATAN KAJIAN Bab ini mengandungi analisis Ujian Pra dan Ujian Pos, Temu bual serta Pemerhatian. 6.1 ANALISIS UJIAN PRA DAN UJIAN POS Berdasarkan data yang diperoleh, ia didapati penggunaan ‘Smartboard’ dapat meningkatkan tahap penguasaan kosa kata Bahasa Inggeris dalam kalangan pelajar tingkatan Peralihan Wawasan seperti yang terdapat dalam jadual 2 dan graf 1. Jadual 2: Pencapaian Markah Pelajar dalam Ujian Pra dan Ujian Pos Pelajar (Peserta Kajian) Ujian Pra (100%) Ujian Pos (100%) A 38 65 B 34 60 C 28 70 D 30 60 E 18 48 F 40 68 G 43 70 H 10 25 I 22 61 J 46 75 K 52 90 L 48 80 M 40 65 N 45 66 O 25 63 P 18 67 Q 23 64 R 12 30 S 24 64 T 31 61 134
Pencapaian Markah Pelajar dalam Ujian Pra dan Ujian Pos 100 90 80 70 60 50 40 30 20 10 0 A B C D E F G H I J K L M N O P Q R S T Ujian Pra Ujian Pos Graf 1: Pencapaian Markah Pelajar dalam Ujian Pra dan Ujian Pos Berdasarkan pencapaian markah dalam jadual 2 dan graf 1, didapati berlaku peningkatan markah pelajar tingkatan Peralihan Wawasan dari Ujian Pra ke Ujian Pos. Seramai 20 orang pelajar iaitu 100% pelajar telah mendapat markah tahap lemah di Ujian Pra manakala hanya 3 orang pelajar iaitu 15% pelajar telah mendapat markah tahap lemah di Ujian Pos. Terdapat 16 orang pelajar iaitu 80% pelajar telah mendapat markah tahap sederhana dan 1 orang pelajar iaitu 5% pelajar telah mendapat markah tahap tinggi di Ujian Pos. Secara keseluruhannya, penggunaan ‘Smartboard’ dalam pengajaran dan pembelajaran memberi kesan positif kerana berlaku peningkatan dari segi pemarkahan pelajar-pelajar tingkatan Peralihan Wawasan. Hasil dapatan Ujian Pra dan Ujian Pos juga menunjukkan dan membuktikan bahawa tahap penguasaan kosa kata Bahasa Inggeris pelajar tingkatan Peralihan Wawasan telah meningkat dan berada dalam tahap memberangsangkan dengan penggunaan ‘Smartboard’. 6.2 ANALISIS TEMU BUAL Seramai 5 orang pelajar tingkatan Peralihan Wawasan telah ditemu bual oleh pengkaji dan dibuktikan bahawa penggunaan ‘Smartboard’ dapat membantu pelajar-pelajar dalam meningkatkan kosa kata Bahasa Inggeris seperti yang terdapat dalam jadual 3. Jadual 3: Transkrip Temu bual Pelajar Responden Dapatan Pengkaji Ia didapati pencapaian markah anda telah meningkat dari Ujian Pra ke Ujian Pos. Adakah penggunaan ‘Smartboard’ telah membantu anda? Murid A Ya, sangat membantu. Ini kerana penggunaan ‘Smartboard’ membantu saya dalam menguasai kosa kata Bahasa Inggeris dengan lebih mudah. Pengkaji Adakah penggunaan ‘Smartboard’ di dalam pengajaran dan pembelajaran dapat membantu anda? Murid B Ya kerana cikgu menggunakan ‘Smartboard’ untuk mengajar kosa kata melalui paparan visual yang memudahkan untuk mengingati perkataan yang dipelajari. 135
Pengkaji Adakah penggunaan ‘Smartboard’ memberi kesan positif kepada anda dalam meningkatkan kosa kata Bahasa Inggeris? Murid C Penggunaan ‘Smartboard’ memberi kesan positif kepada saya. Ini kerana cikgu menggunakan ‘Smartboard’ untuk mengajar kosa kata Bahasa Inggeris dengan menunjukkan visual dan audio yang menyebabkan saya mengukuhkan ingatan saya. Pengkaji Apakah persepsi anda dalam penggunaan ‘Smartboard’ di dalam pengajaran dan pembelajaran kosa kata Bahasa Inggeris? Murid D Saya rasa penggunaan ‘Smartboard’ adalah baik kerana ia memudahkan pembelajaran saya dalam meningkatkan kosa kata Bahasa Inggeris. Pengkaji Apakah pendapat anda dalam penggunaan ‘Smartboard’ bagi meningkatkan kosa kata Bahasa Inggeris? Murid E Saya rasa penggunaan ‘Smartboard’ banyak membantu pelajar lemah dalam mempelajari perkataan baharu. Berdasarkan temu bual yang dijalankan, ia didapati semua 5 orang pelajar mempunyai persepsi yang positif dalam penggunaan ‘Smartboard’ dalam pengajaran dan pembelajaran kosa kata Bahasa Inggeris. Ia dikatakan penggunaan ‘Smartboard’ dalam pengajaran dan pembelajaran memudahkan mereka menguasai kosa kata Bahasa Inggeris dengan adanya paparan seperti paparan visual dan audio yang banyak membantu mereka dalam mengingati perkataan yang dipelajari. 6.3 ANALISIS PEMERHATIAN Berdasarkan pemerhatian yang dilakukan sepanjang kajian ini, ia didapati tahap penguasaan kosa kata Bahasa Inggeris pelajar tingkatan Peralihan Wawasan telah meningkat. Hasil pemerhatian juga menunjukkan bahawa pelajar tingkatan Peralihan Wawasan telah mula menggunakan Bahasa Inggeris dengan penggunaan kosa kata yang betul terutamanya dalam pertuturan. Secara keseluruhannya, ia dapat dikatakan tahap penguasaan semua pelajar tingkatan Peralihan Wawasan melepasi 2 dari segi kemahiran berbahasa yang meliputi kemahiran mendengar, bertutur, membaca dan menulis berdasarkan pemerhatian yang dijalankan sepanjang masa. 7.0 RUMUSAN DAN IMPLIKASI Berdasarkan kajian tindakan yang telah dijalankan, didapati pelajar mempunyai persepsi yang positif terhadap penggunaan ‘Smartboard’ bagi meningkatkan kosa kata Bahasa Inggeris mereka. Ini kerana pelajar telah memperoleh banyak kesan positif hasil daripada penggunaan ‘Smartboard’ seperti peningkatan dalam markah mereka dari Ujian Pra ke Ujian Pos. Mereka juga telah banyak menguasai kosa kata Bahasa Inggeris disebabkan oleh penggunaan ‘Smartboard’ yang banyak membantu mereka dalam mengingati kosa kata baharu. Selain itu, sebagai pengkaji yang merupakan guru juga, kajian ini memberi satu pendedahan kepada saya dalam penggunaan alat bantu mengajar yang berasaskan teknologi maklumat dan komunikasi (ICT) seperti ‘Smartboard’. Ini kerana hasil dapatan kajian ini menunjukkan kegunaan alat bantu mengajar yang berasaskan teknologi maklumat dan komunikasi (ICT) dapat membantu dalam memudahkan pengajaran dan pembelajaran. Kewujudan alat bantu mengajar yang berasaskan teknologi maklumat dan komunikasi (ICT) juga boleh membantu sekolah dari segi meningkatkan prestasi mata pelajaran Bahasa Inggeris pada tahap yang lebih tinggi. Tambahan pula, kajian ini juga didapati menunjukkan kepelbagaian dalam cara pengajaran seperti penggunaan alat bantu mengajar yang berasaskan teknologi maklumat dan komunikasi (ICT) seperti ‘Smartboard’ adalah penting bagi mendapatkan hasil yang 136
memberangsangkan. Penyelidikan menunjukkan bahawa gaya pengajaran guru boleh memberi kesan kepada pembelajaran dan motivasi pelajar. Kepelbagaian memastikan pelajar berkemungkinan akan didedahkan kepada strategi yang selaras dengan gaya pembelajaran individu pilihan mereka. Pelajar juga akan seronok diajar dengan pelbagai strategi pengajaran dan berkemungkinan kekal terlibat lebih lama. Ini kerana pengajaran yang berkesan membina jambatan antara pengetahuan pelajar dan objektif pembelajaran. 8.0 CADANGAN SETERUSNYA Secara keseluruhannya, jumlah peserta yang mengambil dalam kajian penyelidikan ini hanya 20 orang pelajar tingkatan Peralihan Wawasan. Berdasarkan saiz sampel ini, dapatan kajian ini tidak boleh digeneralisasikan ke arah sistem pendidikan sepenuhnya. Oleh itu, penyelidik masa depan boleh melibatkan saiz sampel yang lebih besar untuk mencapai penemuan yang meluas. Ini adalah kerana penemuan yang mengandungi kebolehpercayaan yang lebih besar boleh dicapai dengan mengambil sampel yang lebih besar saiz dalam kajian lanjutan. Tambahan pula, kajian penyelidikan ini hanya tertumpu kepada pelajar tingkatan Peralihan di mana dapatan kajian penyelidikan ini hanya memaparkan persepsi pelajar tingkatan Peralihan dalam penggunaan ‘Smartboard’ bagi meningkatkan kosa kata Bahasa Inggeris. Oleh itu, ia dicadangkan untuk masa hadapan pengkaji untuk mengambil kira persepsi pelajar tingkatan lain untuk menganalisis keberkesanan penggunaan ‘Smartboard’ dalam meningkatkan kosa kata Bahasa Inggeris. Ini akan membolehkan pengkaji akan datang menjalankan kajian perbandingan. 137
RUJUKAN Adedokun-Shittu, N. A., & Shittu, A. J. (2014). Evaluating the impact of technology integration in teaching and learning. The Malaysian Online Journal of Educational Technology, 2 (1). Al-Seghayer, K. (2015). Salient Key Features of Actual English Instructional Practices in Saudi Arabia. English Language Teaching, 8 (6), 89-99. Azhar, K. A., & Iqbal, N. (2018). Effectiveness of Google Classroom: Teachers' perceptions. Prizren Social Science Journal, 2 (2). Aziz, R. P. (2020, April 24). Bigger role for AI amidst Covid-19 crisis. New Straits Times, Retrieved from https://www.nst.com.my/opinion/letters/2020/04/587169/bigger-role-ai-amidst-covid19-crisis Chouthaiwale, S. S., & Alkamel, M. A. (2018). The positive effect of ICT on the English Language learning and teaching. Graham, C. R. (2006). Blended learning systems. In C. J. Bonk, & C. R. Graham (Eds.), The Handbook of Blended Learning (pp. 3-21). Pfeiffer Publishing. Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: A mobile technologyenhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449-473. doi:https://doi.org/10.1007/s40692-015-0043-0 Lam, Y., & Lawrence, G. (2002). Teacher-student role redefinition during a computer-based second language project: Are computers catalysts for empowering change? Computer Assisted Language Learning, 15(3), 295-315. Mahmud, T. (2013). Abridged report Malaysia education policy review. United Nations Educational, Scientific and Cultural Organization. Oliver, R. (2002). The role of ICT in higher education for the 21st century: ICT as a change agent for education. 138
REFINED TRADITIONAL-DRILLING METHOD TO IMPROVE YEAR 6 MAWADDAH’S RECEPTIVE VOCABULARY MOHAMAD ULWI BIN ABD AZIZ Sekolah Rendah Agama (SABK) Ar-Ridhwaniah [email protected] ABSTRACT This study is sought to improve the vocabulary knowledge and memorisation at receptive level of 28 students from Year 6 Mawaddah from a Government-Aided Religious School (SABK) in Kerian. Vocabulary plays an important role in Learning English as Second Language (ESL) students and its deficit could hinder students’ ability to comprehend English texts during their reading comprehension lessons. During a few classroom observations in the writers’ Year 6 English class, the vocabulary deficit was identified as one of the causes for students’ difficulty in completing their reading comprehension tasks. Using the traditional drilling method, the researcher has varied and improved this method by adding up a few interactive and collaborative activities during the intervention process. Students in this study were given with cloze-text worksheets to reinforce their learning, after their learning instructions. By adapting the quasi-experimental approach, the researcher collected the pre-test and post-test scores to further evaluate their improvement. The findings of this study found that improvised version of traditional drilling has improved the students’ vocabulary and size. The degrees of improvement were also evaluated and it was found that this approach has benefited the students in this class from various vocabulary size or levels in this class. Keywords: vocabulary, reading comprehension, refined traditional drilling method ABSTRAK Kajian ini dijalankan untuk meningkatkan pengetahuan dan ingatan kosa kata, pada peringkat penerimaan (Receptive). Kosa kata Bahasa Inggeris memainkan peranan penting dalam pembelajaran Bahasa Inggeris sebagai Bahasa Kedua. Kekurangan kosa kata boleh menghalang pelajar daripada memahami teks yang dibaca dalam Bahasa Inggeris sewaktu aktiviti pembelajaran membaca. Melalui beberapa pemerhatian di dalam kelas Bahasa Inggeris kelas tahun 6 oleh penulis, penulis mendapati bahawa kekurangan bilangan kosa kata ini menjadi fakor utama dalam melengkapkan tugasan pemahaman dalam aktiviti membaca mereka, iaitu menjawab soalan pemahaman. Seramai 28 orang pelajar 6 Mawaddah dari sebuah Sekolah Agama Bantuan Kerajaan (SABK) di daerah Kerian telah terlibat dalam kajian ini. Menggunakan Kaedah Pengajaran Tradisional Ditambahbaik, pengkaji telah mempelbagai dan menambah baik beberapa aspek dengan menambah beberapa aktiviti yang lebih interaktif dan kolaboratif 139