Jurnal Penyelidikan Pendidikan 2017 Jilid 18

ing only mastered how to read, write and count.
mportance of knowledge, but also on developing
ion, 2012).
een introduced to primary and secondary schools
Maps will allow teachers to impart thinking skills

ers and be able to apply, analyse, evaluate and
im, 2014). With the i-Think Programme in place,
nking Maps with each of the maps demanding
ss their thoughts and ideas non-linguistically and
ic representation of a student’s thought process
4, as cited in Long & Carlson, 2011), Thinking
hey are used to promote more strategic thinking
es used to produce the correct answer.

eholders about the Malaysian education system
y reduced creativity and our ability to understand
as cited in Normah Othman, 2006). Students
d system and are forced into rote learning and
These include writing essays.
nd Teh (2005), writing is the skill most Malaysian

know how to accomplish the written tasks in
ian Certificate of Education or Sijil Pelajaran
tion Division, Malaysian Ministry of Education
idates had obtained distinctions (Grade A) for the
(Malaysian Examinations Council, 2009 as cited
n part, this weak performance reflects students’
their essays which carry the majority of marks.
eclining, the Ministry of Education has set out to
the effect of Thinking Maps on students’ use of
been comprehensively studied. This small scale

ing research questions.
ing Maps score significantly different in the
king skills in their argumentative essays than
dents towards using Thinking Maps in writing

2

5.0 SIGNIFICANCE OF THE STUDY

The significance of the study is to explor
students apply higher order thinking skills in th
this research the teaching of higher order thinkin
improved.

This study hopes that the findings may
by teachers as well as students in classrooms.
an indicator of the effectiveness of using Think
teachers generate new ideas on how best to in
lessons. Besides, this study may also support th
Maps in the hope of promoting the use higher o
teachers.

6.0 LITERATURE REVIEW

6.1 Bloom’s Taxonomy

In order to create a method that could b
in 1956 Bloom created a taxonomy, or organi
The lower level thinking skills or those that re
are knowledge and comprehension while highe
synthesis and evaluation (Weis, 2011). Each leve
preceding level and requires more cognitive ski
believes that a student must be able to know, u
component parts and synthesize in order to prop

Furthermore, McBain (2011) stated th
educational goals that may be used in the cons
instructional objectives by classroom teachers an
psychologists, curriculum and instructional re
specialists revised the original taxonomy (Ande
(2006) found that the revised taxonomy took
the educational and psychological literature. Fo
learning paradigms such as constructivism into i

Table 1 portrays the difference between
(Cochran, Conklin & Modin, 2007). Although
the old vocabulary to make each word more con
new levels as verbs (Cochran et al., 2007). Acc
although the changes might seem small, they are

Table 1
Difference between Bloom’s Taxonomy and Revised

Level Bloom’s Taxon

1 (low) Knowledg
2 Comprehens
3
4 Applicatio
5 Analysis
6 (high) Synthesis
Evaluation

43

Muhammad Aiman Bin Ismail

re whether or not the use of Thinking Maps help
heir argumentative essays. It is hoped that from
ng skills in learning the English language will be
have implications on the use of Thinking Maps
The analysis of the data and results should be
king Maps. Hopefully, this study will also help
ncorporate higher order thinking skills in their
he ministry’s initiative in introducing Thinking
order thinking skills among students as well as

be applied to classifying instructional objectives,
ised hierarchy, of thinking skills (Weis, 2011).
equire a minimal skill other than memorisation
er order thinking skills are application, analysis,
el in the hierarchy is more sophisticated than the
ill to complete (Conklin, 2005). Conklin (2005)
understand, apply, break information down into
perly use the intellectual skill of evaluation.
hat the taxonomy is a classification system for
struction of test items and in the formulation of
nd educational leaders. Later, a group of cognitive
esearchers as well as testing and assessment
erson et. al., 2001 as cited in Amer, 2006). Amer
into consideration the recent developments in
or instance, it incorporated new learner-centred
its structure (Amer, 2006).
n the original taxonomy and the revised version

both are similar, the revised version modifies
nsistent with the way it should be by listing the
cording to Cochran, Conklin and Modin (2007),
e significant.

Bloom’s Taxonomy

nomy Revised Bloom’s Taxonomy

ge Remember
sion Understand
on Apply
s Analyse
s Evaluate
n Create

3

Muhammad Aiman Bin Ismail

The changes made also broadened the
processes by including metacognitive, declarati
et al., 2007). Therefore, teachers must take the
and tests in order to encourage students to prog
thinking skills (McBain, 2011). Educators should
and employment, where people are required to t
and constantly changing (Friedman, 2006 as cit
Wilson and Montgomey (2005) who believe that
to the forefront as teachers teach how to think an
6.2 Higher Order Thinking Skills (HOTS

Higher order thinking skills or HOTS
higher-levels of the hierarchy of cognitive pr
The skills consist of three components which a
and knowledge acquisition components (Sternb
Prakash Goteti, 2011). These components includ
skills, transferring knowledge-economy skills a
2007). According to Newman (1990 as cited in S
challenges students to interpret, analyse or m
thinking skills also teach students to think critica
reasoning skills (Johnson & Lamb, 2011 as cited

There are plenty of reasons that requi
schools. One of them is the fact that students wi
improve their performance and reduce their wea
Md Yunos, Tee, Razali Bin Hassan & Mimi M
the findings of Resnick’s study have shown that
student to solve problems in their learning proces
developing students’ intellectual and help to av
from that, higher order thinking skills are valu
students for the challenges of adult work and da
(Pogrow, 2005 as cited in McBain, 2011).

In addition, education reforms worldw
of teaching and learning (Miri, David & Uri, 2
teaching strategies by shifting the emphasis fro
to exploration, inquiry-based learning situated
Council, 2007 as cited in Miri, David & Uri, 2
theory recognises that students need to be expo
construct their own knowledge and promote th
cited in Miri, David & Uri, 2007).

In order to be in tandem with the refor
between lower order thinking skills and higher
Thompson, 2008) found that lower order think
of information or the application of concepts t
hand, higher order thinking skills are characteris
taught, where justification or explanation are req
possible (Senk, Beckham & Thompson, 1997 as

44

old taxonomy to emphasize learners’ cognitive
ive and procedural thought processes (Cochran
e responsibility to interpret the goals in lessons
gress through each level to achieve higher order
d also prepare students for all levels of education
think about information that is readily available
ted in Weis, 2011). This is supported by Notar,
t the higher levels of the domain are now coming
nd not what to think.
S)
S means thinking that is taking place in the
rocessing (Ramos, Dolipas & Vilamor, 2013).
are meta-components, performance components
berg, 1995 as cited in Madhuri, Kantamreddi &
de project based learning skills, problem solving
and critical thinking skills (Ahmet Mahiroglu,
Smith & Szymanski, 2013), higher order thinking
manipulate information. Besides, higher order
ally and this involves logical thinking as well as
d in McBain, 2011).
ire higher order thinking skills to be taught in
ith higher order thinking skills are able to learn,
aknesses (Yee, Widad Binti Othman, Jailani Bin
Mohaffyza Binti Mohamad, 2011). Furthermore,
t higher order thinking skills are important for a
ss thus fostering a competitive student’s thought,
void errors in thinking (Yee et al., 2005). Apart
ued because they are believed to better prepare
aily life as well as raise standardised test scores
wide are derived from the constructivist views
2007) and these require teachers to change their
om the traditional textbook-based, rote learning,
d in real-world phenomena (National Research
2007). The reason for this is the constructivist
osed to learning experiences that enable them to
heir thinking skills (Mortimer & Scott, 1994 as
rms, teachers must be aware of the differences
order thinking skills. Resnick (1987 as cited in
king skills are often characterised by the recall
to familiar situations and context. On the other
sed as solving tasks where no algorithm has been
quired and where more than one solution may be
s cited in Thompson, 2008).

4

6.3 Constructivism and Higher Order Th
Constructivism and higher order thinkin

in Weis, 2011) has the same opinion and states t
thinking skills programme is constructivism. Acc
order thinking skills is for students to construc
teachers must learn to guide students without
telling students what to do.

Weis (2011) adds that by having stud
manner, students will be lead to develop more co
using higher order thinking skills. This is in line
teachers to create innovative environments in w
think and explore (Gould, 1996).
6.4 Thinking Maps

Visual tools appear to have enormous im
of academic language and content (Hattie, 2009)
that strong proficiency in academic English coup
engage academic text critically. Therefore, Thin
success as they help students, regardless of whe
auditory or verbal (Holzman, 2004).

The idea of creating a program of Think
when he was teaching in an inner-city middle sc
eventually designed eight Thinking Maps (Lear
Hyerle (1995) can be found in Appendix A. The
a visual language for learning, are consistent gra
integrative and interdisciplinary, and student an
and assessment (Hyerle, 2000).

Each Thinking Map corresponds to a sin
or things in context and presents points of view
logical qualities; double bubble maps compare
between main ideas and supporting details; flow
maps show cause and effect relationships and he
structures and part whole relationships; bridge
metaphors (Hyerle, 1995 as cited in Weis, 2011)

Hyerle (2000) states that Thinking Maps
questioning and posing problems, gathering da
and listening with understanding and empathy. M
are designed to reflect common patterns of thin
comparison, classification and cause-effect reaso

Furthermore, there are stark differences
that are commonly used. For instance, graphic
inconsistent and are difficult to transfer across c
centred, have consistent graphic language and ar
2008). In the present study, Thinking Maps a
capability to use higher order thinking skills in t

45

Muhammad Aiman Bin Ismail

hinking Skills

ng skills go hand in hand. Pogrow (2005 as cited
that an integral part of a formalised higher order
cording to Pogrow, the goal of promoting higher
ct ideas and strategies on their own. Therefore,
t simplifying problems, reducing ambiguity or

dents construct their own ideas in a facilitated
onnections between ideas and manipulate content
e with constructivist frameworks that challenge
which they and their students are encouraged to

mplications for helping students make meaning
). Scarcella (2003 as cited in Lopez, 2011) states
pled with higher-order thinking enable learners to
nking Maps are an important strategy for student
ether their primary learning style is kinesthetic,

king Maps was first incubated by David Hyerle
chool in Oakland, California in the 1980s and he
ry, 1999). The eight types of Thinking Maps by
e five major characteristics of Thinking Maps, as
aphics, flexibility of form, developmental in use,
nd teacher use for reflectiveness, metacognition,

ngle thinking process: circle maps define words
w; bubble maps describe emotional, sensory, and

and contrast; tree maps show the relationships
w maps show events as a sequence; multi-flow
elps predict outcomes; brace maps show physical
e maps help to transfer or form analogies and
).
facilitate more explicitly the four habits of mind:
ata through all senses, thinking about thinking
Moreover, Hyerle reiterates that Thinking Maps
nking from fundamental cognitive skills such as
oning to integrated visual languages.
between Thinking Maps and graphic organisers
c organisers are often text or teacher centred,
curriculum whereas Thinking Maps are student
re based on fundamental thinking skills (Madiri,
are used as the treatment to improve students’
their argumentative essays.

5

Muhammad Aiman Bin Ismail

7.0 RESEARCH DESIGN AND METHO
7.1 The Research Design

This quasi-experimental study has a pre
has two groups which were randomly assigned a
A pre-test was administered to both groups. Then
the experimental group only while the control g
talk’. Following this, a post-test was administere
this will allow the researcher to study the differe
7.2 Sampling

The method of sampling that was emplo
method. This method of sampling has been ch
select participants because they are available t
used two intact form four classes in the school. O
experimental group while the other was the contr
are equal, a pre-test was done prior to the treatm
using the Levene’s Test. As for the interview, th
chosen. They have different levels of proficienc
three proficiency groups of students in the exper
7.3 Participants

The participants of this study are 40 for
students are of three ethnic groups which are Mal
participants are males and the rest are females. T
Their parents are mostly operators at factories
education system for nine years but based on the
these students, they have very low motivation whe
they are finding it difficult to include elements of
7.4 Instruments

The instruments that were used in this st
7.4.1 Pre-test

The students were asked to sit for a pre
argumentative essay question which is ‘Can mo
Do you agree or disagree? Give reasons to su
argumentative essay of 350 words. The purpos
integrate higher order thinking skills in their arg
on the contents of the English Form Four Textbo
7.4.2 Post-test

At the end of all the lessons, students a
post-test question. The essay title of the post-test
tests were analysed to determine if there is signi
group compared to the performance shown by th

46

ODOLOGY
e-test – post-test control group design. The study
as the experimental group and the control group.
n, treatment with Thinking Maps was done with
group used the traditional method of ‘chalk and
ed to both groups. According to Creswell (2014),
ences between the two groups.
oyed by this study is the convenience sampling
hosen because it would allow the researcher to
to be studied (Creswell, 2014). The researcher
One of the classes was randomly assigned as the
rol group. In order to prove that these two classes
ment. Data acquired from the test was analysed
hree students from the experimental group were
cy in English and were chosen to represent the
rimental group.
rm four students and two English teachers. The
lay, Chinese and Indian. As for gender, half of the
These students come from low income families.

around Kulim. The students have been in the
e researcher’s experience as a teacher who taught
en it comes to writing English essays. In addition,

higher order thinking skills in their essays.
tudy are as follows:
e-test for 45 minutes. The pre-test contains one
obile phones be used in teaching and learning?
upport you opinion’. Students were to write an
se of this test is to evaluate students’ ability to
gumentative essays. The topic was chosen based
ook.
again sat for a test. The students attempted the
t is similar to the pre-test. The results for both the
ificant improvement shown by the experimental
he control group.
6

7.4.3 Assessment Rubric
An assessment rubric was used to scor

assessment rubric, this assessment rubric that wi
to use higher order thinking while writing argum
scoring template used in “The ARC Assignment P
which are analysing, applying, evaluating and
elements are ‘Exemplary’, ‘Proficient’, ‘Develop
7.4.4 Interview Protocol

In this study, an interview was done to co
on students’ perceptions towards using Thinkin
interview involved eight open-ended questions a
An interview protocol adapted from Jamieson (2
the experimental group. The students have diffe
chosen to represent similar groups of students
carried out in the library of the school. Each stud
a set of eight questions. Their responses were
inputs were then transcribed for analysis.
8.0 FINDINGS
8.1 Research Question One: Do students ta

differently in the application of highe
essays than students in the control gro
After treatment was done with the exp
was administered to both groups. Using scores f
(α =.05) was done. The results indicate that the
higher order thinking skills between students w
are taught Thinking Maps. This can be seen by
experimental group and control group for post-t
5.20 (SD= 2.51) compared to the mean of the co
samples t-test conducted for the post-test also pr
application of higher order thinking skills betwe
8.2 Research Question Two: What are
Thinking Maps in writing argumenta
Three students from the experimental
different levels of proficiency in English and w
groups of students in the experimental group. In
The themes are ‘good for studies’, ‘help make
length’.
8.2.1 Good for Studies
From the interviews conducted, it has b
Thinking Maps are good for their studies. Acc
reasons.

47

Muhammad Aiman Bin Ismail

re the students’ essays. Unlike, a typical essay
ill be used in this study assesses students’ ability
mentative essays. The rubric is adapted from the
Profile” (2010). It has four performance elements
creating. The descriptors for the performance
ping’, ‘Emerging’ and ‘Not Present’.

ollect data to answer the second research question
ng Maps in writing argumentative essays. The
and was prepared in English and bahasa Melayu.
2006) was used to interview three students from
erent levels of proficiency in English and were
in the experimental group. The interview was
dent was interviewed individually and was asked
recorded using a voice recorder. All interview

aught using Thinking Maps score significantly
er order thinking skills in their argumentative
roup?
perimental group and control group, a post-test
from the post-test, an independent samples t-test
ere is significant difference in the application of
who are in the control group and students who
y comparing the mean score of students in the
test. The experimental group has a higher mean,
ontrol group, 3.45 (SD= 2.37). The independent
roved that there is a significant difference in the
een the two groups of students.

the perceptions of students towards using
ative essays?
l group were interviewed. The students have
were chosen to represent the three proficiency
the end, three main themes have been identified.

thinking easier’ and ‘essays have increased in

been found that all of the interviewees find that
cording to Interviewee A, this is due to several

7

Muhammad Aiman Bin Ismail

“Sometimes when the teacher explains, we
But when we use Thinking Maps, we can th
also help us to do well in exam.”

These reasons reflect the many uses of
understand lessons better and be more interested
that the maps are useful during examinations. Pe
to put forth any ideas and arguments in a more co
also echoed by Interviewee B who stated that:

“The maps can be used for all subjects and

This particular statement by Interviewe
This is because apart from facilitating higher or
used in preparing notes. Besides, the use of Th
subject but is suitable for all subjects.
8.2.2 Help Make Thinking Easier

Another theme that had been identified
among students. Interviewer A stated the reason

“I feel better when using Thinking Maps.
sleepy. But when I use Thinking Maps, I ca
I can try my best.”

From the statement, it can be said that T
They are able to keep students interested and mo
enable students to better perform their task. Inte

“When we do Thinking Maps in groups, ca

This statement by Interviewee C indica
group setting. Furthermore, students gain a bett
utilise Thinking Maps.
8.2.3 Essays Have Increased in Length

The interviewees feel that their essays
because they are able to elaborate on their points

“I can write more now and make less mist
write one or two paragraphs but using Thi
four paragraphs.”

In short, all of the interviewees find Thi
them. Besides, they would recommend Thinking
have benefitted from using the maps. Apart fr
concern or dissatisfaction about Thinking Maps.

48

e don’t like to listen and can’t understand.
hink more and deliver. Thinking Maps can

(Interviewee A)
f Thinking Maps. The maps may help students
d in learning. Besides, the interviewee also thinks
erhaps this is because they allow the interviewee
oherent manner. Interviewee A’s statements were

d can be used to make notes.”
(Interviewee B)

ee B portrays that Thinking Maps are versatile.
rder thinking skills, Thinking Maps can also be
hinking Maps is not restricted to any particular

d is Thinking Maps help make thinking easier
for this.
I think when teachers teach me, I feel like
an think better and don’t feel sleepy.

(Interviewee A)
Thinking Maps may serve as a motivation tool.
otivated throughout a lesson. Moreover, the maps
erviewee C supported this by stating:
an understand what we are writing.”

(Interviewee C)
ates that Thinking Maps can also be used in a
ter understanding of their own work when they

are longer when using Thinking Maps. This is
s.
takes. I can also elaborate better. I used to
inking Maps I can write more than three or

(Interviewee B)
inking Maps useful and intend to continue using
g Maps to their friends. They also feel that they
rom that, none of the interviewees voiced any
.
8

9.0 DISCUSSION AND CONCLUSION
The major finding for this study’s first

Thinking Maps performed significantly better in
than students who were in the control group that
could have caused this. Firstly, the Thinking Map
address the questions being asked (Long & Carls
group understood what was asked of them and c

Secondly, Thinking Maps are able to h
the relationship between ideas and also increase
Due to these, students in the experimental gr
order thinking skills after treatment was done.
performance elements which are analysing, appl

As for the second research question, th
Maps are beneficial to them and are helpful in
can be attributed to the fact that Thinking Ma
essay format (Weis, 2011). As such, students w
argumentative essays for school purposes. Apar
plays a role. According to Ganyaupfu (2013), l
tasked to perform rather than just remembering s

In conclusion, Thinking Maps should be
writing classroom but also in other subjects. This
their higher order thinking skills. Additionally,
learning styles. However, teachers must use the T
This means the maps ought to be deployed in a s
Doing so is crucial as Thinking Maps were desig

49

Muhammad Aiman Bin Ismail

research question is that students taught using
n the application of higher order thinking skills
did not use Thinking Maps. A number of factors
ps enable students to provide relevant details and
son, 2001). As such, students in the experimental
could elaborate on their ideas.
help students organize their comparisons, show
e their higher order thinking skills (Weis, 2011).
roup were able to demonstrate a better higher
They were able to improve their scores in four
lying, evaluating and creating.
he major finding is students feel that Thinking
helping them write argumentative essays. This
aps help students translate their ideas into the
were appreciative of Thinking Maps in writing
rt from that, the teacher’s teaching method also
learning becomes more effective if students are
some information.
e utilised as a teaching tool not only in the ESL
s is because the maps may help students increase
Thinking Maps can also suit students’ various
Thinking Maps the way they are meant to be used.
student-focused and process-oriented classroom.
gned to be student centred (Madiri, 2008).

9

Muhammad Aiman Bin Ismail

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1

Abdul Hameed Abdul Majid

IMPROVING DESCRIPTIVE
FACEBOOK IN A BLEND

ABDUL HAMEED A
Institute of Teacher Education, Ilmu K

abdulhameedma

ABSTR

Learners today anticipate some form of blen
investigated the effectiveness of scaffolding w
ESL class. Using a control-experiment design
experimental group (blended learning class
scaffolding using Facebook after school hou
instruction only. A post-test administered at th
in the essays written by participants of the
study is that a bended learning class using
writing in the ESL classroom.

Keywords : Online learning, blended l
descriptive writing

1.0 INTRODUCTION

Online learning whether as a vehicle for
to be beneficial (Abdul Hameed 2012a; 2012b;
aspects of online learning programmes. These n
programmes (Driscoll 2008). According to Drisc
several problems such as organizational difficul
and not to be left out, financial problems. These
to critique the online programmes. To counter
about called the blended mode. A blended mod
face-to-face and online learning community (Gra
Abdul Hameed 2015). The blended mode enga
combining online technology with face-to-face i
blended mode i.e. face-to-face class and through

1.1 Objective

The objective of this study is to invest
among learners of a blended learning ESL clas
written text after 12 weeks of intervention as op

2.0 LITERATURE REVIEW

2.1 Blended Learning as an Alternative L

The potential of blended learning is e
(2012; 2015). They mention that educators an
and communication technologies (ICTs) learnin
teaching and learning process. In relation to th
concepts such as blended learning are being deve
in minimizing dropout rates and in improving st

52

E WRITING ABILITY USING
DED LEARNING CLASS

ABDUL MAJID Ph.D
Khas Campus, Kuala Lumpur Malaysia

[email protected]
RACT
nded instruction using technology. This study
writing using Facebook in a blended learning
n, this study was conducted for 12 weeks. The
s) went through face to face instruction and
urs. The control group received face to face
he end of the study shows marked improvement
experimental group. The implication of this
Facebook would be beneficial in improving

learning, descriptive writing, Facebook,

r writing or other learning areas have been noted
; 2015). Nevertheless, there have been negative
negative aspects have created failures in online
coll (2008), online programmes have had to face
lties, pedagogical problems, technical problems
e problems have caused teachers and educators

this problem, another mode has been brought
de is a learning community comprising both the
aham 2005; Buzzetto-More & Sweat-Guy 2006;
ages students and teachers in active learning by
instruction. In this study, the researcher used the
h Facebook to teach descriptive writing.

tigate how scaffolding writing using Facebook
ss affect the use of descriptive language in the
pposed to a class using face-to-face method only.

Learning Approach
exerted by Victoria (2011) and Abdul Hameed
nd learners are provided with new information
ng environment that stimulate and enhance the
his, Victoria (ibid) points that new educational
eloped and blended learning has a positive effect
tudents’ grades.

2

In further explaining blended learning, (
blended learning integrates or blends learning
common goal. Most of the time, blended learnin
online activities. A blended learning programme
earlier through an asynchronous web-based pro
content on the Facebook wall), then teach new
Additionally, blended learning can also integra
blended learning would be presenting prerequisit
then presenting the next set of content through a
of learning can be blended. The blending could c
types of e-learning, or two or more types of off-l

In the light of the above, the researche
mediates between the best of the face-to-face le
learners. The blended approach has a distinct b
time to be utilised more productively. For examp
able to present learning materials related to the le
platform (Abdul Hameed, 2015). This saves cl
questions from learners. Additionally, online ac
place as long as the learners have Internet access
2.2 Definition of Descriptive Writing

In this study, descriptive writing improv
classroom. Thus a brief mention of what desc
Chitravelu (2005), descriptive writing is a det
qualities of a person, a thing or a place. Descripti
hearing, smell, touch, and taste to convey the id
descriptive writing quite similarly by saying th
people, places, objects, human scenes, habits an
the other hand defines descriptive writing as a pie
on personal observation (s) and also sensory inp
of essay writing that requires the student to desc
or a situation using rich detail. It promotes the
freedom.
2.3 Characteristics of Good Descriptive W

The next point is characteristics of good
uses precise language. It does not simply use gen
specific adjectives and nouns and strong action
paint in the reader’s mind (Schaeffer 2010). From
writing put forth earlier, it can be concluded tha
tell. An example is: The girl is pretty. By only t
Readers will argue about the statement. A good w
girl is pretty by using specific nouns, verbs and
be able to see and with verbs, they will be able
pretty could be described in this way: The girl
me incessantly. The definitions of descriptive w
characteristics of good descriptive writing by S
improved descriptive patterns in the essays of th

53

Abdul Hameed Abdul Majid

(Rossett, Douglis, & Frazee 2003) mention that
programmes in different formats to achieve a
ng programmes merge traditional classroom and
e might present materials needed for the lesson
ogram (for example, notes on particular learning
wer content of the curriculum in a classroom.
ate materials in other formats. An example of
te material in an asynchronous online format and
virtual classroom. In blended learning, any type
comprise classroom and e-learning, two or more
line learning (Rossett, Douglis, & Frazee 2003).
er believes that the blended learning approach
earning and online instruction for the benefit of
benefit over a face-to-face class. It allows class
ple, through the blended approach, the teacher is
esson prior to class time using the online learning
lass time for other activities such as clarifying
ctivities can be completed at any time and any
s (ibid).

vement is examined through the blended learning
criptive writing entails is worth. According to
tailed account of physical attributes as well as
ive writing is related to the senses, such as sight,
deas in the writers mind. Jolly (1984) too defines
hat descriptive writing entails the description of
nd conditions and processes. Dilberto (2004) on
ece of writing which often has a rich detail based
put. In other words, a descriptive essay is a genre
cribe an object, a place, an experience, emotion
ability of the student to write with and artistic
Writing
d descriptive writing. A Good descriptive writing
neral adjectives, nouns, and passive verbs. It uses
verbs to give life to the picture one is trying to
m the definition and characteristics of descriptive
at good writers will always show and not only
telling The girl is pretty, would not be sufficient.
writer will go a step further by showing how the
d strong action words. With nouns, readers will
e to feel. Thus the same description The girl is
is very pretty. Her dark brown eyes gazed at
writing by Jolly (1984) and Dilberto (2004) and
Schaeffer (2010), form the basis of identifying
he participants in this study.

3

Abdul Hameed Abdul Majid

3.0 METHODOLOGY
3.1 The Pre-Testing Phase

During the first week of the study, a vis
was done upon obtaining permission from the M
this visit was to establish rapport with the manag
facilities available at the site of study. The schoo
of the study, its duration and data collection pro
management, a discussion with the Head of th
information regarding the number of classes, th
achievement in the English language examinatio
and they were briefed about the study. The benefi
in improving their second language writing were

Two form four classes (16 years old)
were chosen. One group was the experimenta
The experimental group went through blended
classroom and later were scaffolded using Face
further during the treatment phase. On the other
went through face to face learning alone. All the
the purpose of the study, how the study would be

The study continued with the pre-testin
the participants were of the similar ability. Hom
internal validity as proposed by (Dimitrov & Ru
language teacher conducted the pre-test for both
given sixty minutes to write a descriptive essa
Participants were not given any prior teaching or
writing genre was chosen because the researcher
weak in this genre compared to other essay genr

After the pre-test, the researcher random
training. Two English language teachers who ha
assigned to blindly mark the scripts. The random
anonymity. The scripts were then marked using
(1981). After the papers were marked by both
performed. In order to do this the Pearson’s int
that there was agreement or concordance in th
marked the essays. The results of the Pearson’s
had agreement or concordance with each other.

All the 90 scripts from both the experim
markers to be marked. The first marker marked a
the second marker marked the scripts from the c
for remarking. When the marking exercise was c
tabulating them into a spread-sheet according to
vocabulary, mechanics and overall score. A t-te
Package for Social Sciences). The purpose of the
both groups are homogenous or otherwise. The
the groups in the study are equivalent in their per
internal validity of the study. The researcher then
in detail below.

54

sit to the school where the study was conducted
Ministry of Education, Malaysia. The purpose of
gement of the school and also to familiarize with
ol management were enlightened on the purpose
ocedures. After getting the consent of the school
he English Language Panel was held to gather
heir level of proficiency as well as the school’s
on in past years. Participants were then selected
fits of the study and how the study will help them
e explained in detail.
) that that had similar academic achievement
al group and the other was the control group.

teaching where they learned in the face to face
ebook after school hours. This will be explained
r hand, the participants of the control group only
e participants were briefed by the researcher on
e carried out and the duration of the study.
ng. The pre-testing was carried out to gauge if
mogeneity among participants is an indication of
umrill 2003). The researcher and another English

the experimental and control groups. They were
ay entitled The Person Whom I Admire Most.
r input about descriptive writing. The descriptive
r was told by the class teacher that students were
res.
mly selected essays from both groups for marker
ad more than ten years teaching experience were
mly selected scripts were coded using numbers for
g the validated Jacobs ESL Composition Profile
h the markers, an inter-rater reliability test was
ter-rater reliability test was conducted to ensure
he degree of agreement among the raters who
s correlation conducted revealed that both raters

mental and control group were then given to both
all the scripts from the experimental group while
control group. The scripts were then exchanged
completed, the researcher processed the marks by
o individual categories i.e. content, organization,
est then was carried out using SPSS (Statistical
e t-test is to ascertain whether the participants of
result of the t-test performed revealed that both
rformance in the pre-test. This is an indication of
n continued with the treatment phase as described

4

3.2 The Treatment Phase
The treatment phase lasted for twelve

groups were taught descriptive writing in a face
minutes. Both the experimental and control gro
class for both groups were not carried out at the
school’s time table. Both the experimental and
materials such as handouts or power-point pres
groups was that the experimental group receiv
hours at a predetermined time while the control

Prior to the treatment, the researcher brou
the school’s computer laboratory. Although the r
had already owned a Facebook account, the rese
to all of them. This procedure was fruitful as it
have a Facebook account. All the participants we
step they were guided on how to become a mem
to look for friends and also enlightened about the
class participants into a closed group called the S
3.3 Lesson 1 and lesson 2

The researcher gave all the participants
were taught how to use the synchronous chat (
(delayed time) messaging tool. They also were ta
on their Facebook wall. Additionally, they wer
language they use when chatting with their frie
this group is meant for learning purposes. Partic
not to be discussed in the Scaffolding group and
3.4 Lesson 3 and 4 – Introduction to desc

During the third and fourth lesson, in
introduced to the descriptive writing genre. Expl
good descriptive writing and sample descriptive
presentation was also shown in class about de
apart from the face-to-face teaching, the researc
the Scaffolding group’s wall. The researcher als
video and linked it to the Scaffolding group’s wa
at their own leisure. At the end of the lesson, th
materials on the Facebook and post any questio
between 8 to 9 pm when the researcher would be
3.5 Expert scaffolding with Facebook for

The expert scaffolding is when the re
background knowledge for the particular topic.
relevant learning materials on the Scaffolding gro
the same day at 8 pm, the researcher gave expert
The researcher asked participants about what th
any problems understanding the lesson. The res
online participants and answered all queries mad

55

Abdul Hameed Abdul Majid

weeks. During this phase, participants of both
e to face classroom. Each class lasted for eighty
oups were taught by the researcher himself. The
e same time during the day but depended on the
control groups used the same teaching support
sentations. The only difference between the two
ved scaffolding through Facebook after school
group did not.
ught the participants of the experimental group to
researcher found out that most of the participants
earcher decided to formally introduce Facebook
helped several participants who did not already
ere taught how to log on to Facebook and step by
mber. They were also taught how to use Facebook
e chat function. The researcher then added all the
Scaffolding group.

s training on using the tools in Facebook. They
(real time chat) tool and also the asynchronous
aught how to place links, notes, and how to paste
re reminded to be polite and cautious with the
ends while in the Scaffolding group activities as
cipants were strictly told that personal issues are
d formal language must be observed at all times
criptive writing
the face to face classroom, both groups were
lanations were made about the characteristics of
e writing essays were distributed. A power-point
escriptive writing. For the experimental group,
cher uploaded the sample descriptive essays on
so converted the power-point presentation into a
all so that participants could review the material
he researcher reminded participants to study the
ons that they might have pertaining to the lesson
e online.
r experimental group
esearcher provided participants with necessary
. In this case, the researcher had already placed
oup Facebook wall. Additionally, after school on
t scaffolding to the participants who were online.
hey had learnt earlier in the day and if they had
searcher moderated a chat session with the other
de by them.

5

Abdul Hameed Abdul Majid

3.6 Lesson 5 – Pre-writing
The study was continued with the fifth les

the processes involved in writing. Participants w
essay, one should go through processes such as
and finally arrive at the finished product. A bra
writing activity on an essay entitled My Dream
come up with ideas in groups. Several mind ma
Each group had a representative explain their mi
the end of the lesson, the participants were aske
preparation for the next lesson.
3.7 Expert scaffolding with Facebook for

Similar to the earlier lesson, after clas
between 8 to 9 pm. The researcher moderated a
about the processes of writing earlier on in the d
on the preparations they had made to write the e
3.8 Lesson 6 and 7 – Drafting

During the next two lessons, in class, the
groups started to draft their essay entitled My D
end of the lesson. Comments were made on the d
them during the next lesson.
3.9 Expert scaffolding with Facebook for

The researcher read the essays written
of the Facebook scaffolding later in the day. A
discussions about the lesson on that day. The r
written in class.
3.10 Lesson 8 – Peer reviewing

In this lesson, the researcher gave back
discussed the drafts with participants in view o
exchanged between students. The researcher t
comments that might help improve their friend
group were told to chat with any member of the
essay through Facebook chat.
3.11 Expert and Reciprocal Scaffolding wi

After school at 8 pm, the researcher mod
The researcher helped the participants with idea
comments made by their friends (Reciprocal sca
3.12 Lesson 9 and 10 – Revising

During this lesson, participants from bo
feedback given by the researcher and their peer
of the experimental group were told to have a
Scaffolding Facebook page and remember to go

56

sson. During this lesson, the researcher explained
were told that in order to arrive at a good piece of
s conferencing (brainstorming), drafting, editing
ainstorming session was carried out as the pre-
m House. Participants were asked to discuss and
aps were created and placed in front of the class.
ind map as the teacher moderated the session. At
ed to make their own mind map on the topic as a
r experimental group
ss on the same day, the researcher was online

chat session on what the participants had learnt
day. They were also asked to clarify any doubts
essay.

e drafting of the essay began. Participants of both
Dream House. The essays were collected at the
drafts written by participants and handed back to
r experimental group

by the participants after school in preparation
At 8 pm, the researcher was online moderating
researcher made comments based on the drafts

k the drafts to the participants. The researcher
of making improvements. The drafts were also
told the participants to make suggestions and
d’s essay. The participants of the experimental
group about the suggestions for improving their
ith Facebook for Experimental Group
derated a chat session with the Scaffolding group.
as to improve their essay and also discussed the
affolding).

oth the groups revised their essay based on the
rs. This exercise was done in class. Participants
look at the links on descriptive writing in their
o online at 8 pm after school.
6

3.13 Self-scaffolding with Facebook for ex
At 8 pm the same day, the researcher was

writing. Here the researcher tested the ability of
words, the researcher tested whether the partici
due to constraints of time, only short paragraphs
3.14 Lesson – 11 Grammar and mechanics

After participants had obtained feedba
feedback for experimental group through Faceb
they were given help to improve their grammar a
about the technical aspects of writing such as sp
3.15 Expert scaffolding and self-scaffoldin

As usual, after class on the same day, t
time the researcher scaffolded the participants fu
as spelling, punctuation, capitalization, etc. The
answering participants’ questions and giving feed
also posted on the Scaffolding group wall.
3.16 Lesson – 12 Publishing

During this lesson, the participants of b
about their Dream House. The best three essa
class reading corner wall. This is the final stage
carry out self-scaffolding. The difference betwee
experimental group obtained the added scaffold
did not. The three best essays were placed on
members to view.
3.17 The Post-testing Phase

On the following lesson, participants fro
descriptive writing ability. The test for the experim
himself and for the control group the test was ad
given a descriptive essay entitled An Unforgetta
to write the essay. The finished essays were co
both groups were marked by two experienced E
Composition Profile (1981).
4.0 FINDINGS

In order to answer the research question
in a blended learning ESL class affect the use o
12 weeks of intervention? a content analysis w
The essays written by participants in the experim
tests were analysed and highlighted to identify d
In order to carry out the content analysis of ess
Inductive Category Development was used. Acc
analysis, categories or patterns are derived from
the study formed the data analysed. The definit

57

Abdul Hameed Abdul Majid

xperimental group

s online to assist the participants with their essay
the participants to scaffold themselves. In other
ipants could write descriptive essays. However,
s were written during the chat session.

s (editing)

ack from the researcher and peers (additional
book scaffolding), they revised their essay. Then
and mechanics. In class, both groups were taught
pelling, punctuation, capitalization, etc.

ng with Facebook for experimental group

the researcher went online at 8 pm. During this
urther about the technical aspects of writing such
e chat session was moderated by the researcher
dback. A link to grammar guide and practice was

both groups were told to write their final essay
ays from the control group were placed on the
e where participants of both groups are able to
en the control and experimental groups is that the
ding through Facebook while the control group

the Scaffolding group’s wall for all the group

om both groups were given a post-test to test their
mental group was administered by the researcher
dministered by another teacher. Participants were
able Experience. They were given sixty minutes
ollected at the end of the hour. The essays from
English language teachers using the Jacobs ESL

n How does scaffolding writing using Facebook
of descriptive language in the written text after
was performed on participants’ writing samples.
mental and control groups during the pre and post-
descriptive patterns by two independent coders.
says in this study, the Mayring (2000) Model of
cording to Mayring (2000), in inductive content
m the data. The essays written by participants of
tions of descriptive writing by Jolly (1984) and
7

Abdul Hameed Abdul Majid

Dilberto (2004) together with Schaeffer’s (2010)
used as basis to do an inductive analysis on the
patterns.. As mentioned earlier, a good descripti
not simply use general adjectives, nouns, and pas
and strong action verbs to give life to the picture

Based on the definitions of descriptive w
Schaeffer’s (2010) characteristics of good descr
participants in this study were put through an in
(2000) Model of Inductive Category Developme
that had vivid description using adjectives, noun
ability of producing descriptive patterns in the e
the essays written by them in the pre-test and pos
participants during the pre-test was the same i.e.
test, the topic was An Unforgettable Experience
patterns of the experimental and control gruop is

Table 1:
Comparison of Pre and Post-Test Descriptive Patter

Pre-test Pos
The Person Whom I Admire Most An

i) He is a responsible father. i)

ii) My father is a loving person. ii)

iii) My father is also a responsible person. iii)
He will send me to school at the
morning before he go to his work place.

iv)

v)

vi)

vii)

viii

ix)
x)

xi)

Table 2
Comparison of Pre and Post-Test Descriptive Patter
Pre-test
The Person Whom I Admire Most
i) I admire him because he is a very good

father.
ii) He has six children.
iii) He is a kind father.
iv) He is a strong man.

58

) characteristics of good descriptive writing were
e essays looking for improvement in descriptive
ive writing uses precise language (ibid). It does
ssive verbs. It uses specific adjectives and nouns
e one is trying to paint in the reader’s mind.
writing by Jolly (1984) and Dilberto (2004) and
riptive writing, the descriptive essays written by
nductive content analysis based on the Mayring
ent in order to come up with descriptive patterns
ns and verbs. In order to see the difference in the
essays written by participants of both groups, all
st-test were examined. The topic given for all the
The Person Whom I Admire Most. For the post-
e. An example of analysis comparing descriptive
s presented in Table 1 and 2 below:

rns: Participant 5 (Experimental Group)
st-test
n Unforgettable Experience

I think this is the sweetest experience in my
life.
It still is fresh in my mind
….. my dad brought my family to a wonderful
shopping mall in Putra Jaya.

he took me to a very beautiful shop.
I was the happiest person in the world.
I was singing in my heart.
) I selected a pair of pink dress, exquisite, and
very beautiful.
i) a piece of coloured bracelet that had silver
lining.
a gold necklace which was very fabulous.
The restaurant was a very exotic, luxurious,
had fragrant smells like heaven and neat.
…my father was also a very romantic person

rns: Participant 3 (Control Group)
Post-test
An Unforgettable Experience
i) First things I do is swimming on the beach
under a blue sky.
ii) The water so cold and refreshing.

8

5.0 DISCUSSION
The content analyses performed on the po

group have proven a marked improvement in the
those from the control group. This can be seen fr
improvement is due the scaffoldings using Faceb
control group significantly and the reason is no
this, the researcher conquers with Stone (2011)
Internet, Social Networking Sites) have practical
Facebook by participants of the experimental stu
analyses too have revealed participants’ ability
able to use specific adjectives and nouns and str
writing livelier and they were able to paint a bet

The participants in the control group ho
vivid descriptions compared to those in the exp
through Facebook. Although some were able t
throughout their essay, most of them were not a
to the limited learning resources they received
instruction.
6.0 CONCLUSION

Vygotsky’s (1978) proposition about Z
development level determined by independent
level determined by problem solving with the
in this study. The help from the adult or more a
scaffolding strategies i.e. expert scaffolding, reci
by Holton and Clarke (2006) using Facebook i
of the study has shown an expansion of ZPD
learners in the experimental group in their essay
descriptions in their essays compared to the lear

Taking into account the above, the resear
proven the success of scaffolding using Faceboo
writing performance. It therefore would not be
through social networking sites would be a defi
learners. The inclusion of instruction through
classroom instruction will be able to solve many
boon for writing.

59

Abdul Hameed Abdul Majid

ost-test essays of participants in the experimental
e use of descriptive writing patterns compared to
rom the descriptive patterns they produced. This
book. The experimental group outperformed the
one other but due to the treatment. In relation to
saying that using online tools for learning (ICT,
and pedagogical benefits. The scaffoldings using
udy enabled them to use vivid descriptions. The
to use precise language to describe. They were
rong action verbs. These made their descriptive
tter picture in the reader’s mind.
owever, were not able to come up with as many
perimental group who used blended scaffolding
to come up with one or two vivid descriptions
able to do more than that. Perhaps this was due
d through the traditional face-to-face classroom
ZPD which says that a learner has an actual

problem solving and a potential development
help of an adult or more able peer is depicted
able peer to expand the ZPD was given through
iprocal scaffolding and self-scaffolding proposed
in the blended learning ESL class. The findings
in the form of better achievement among the
y scores and their ability to come up with better
rners in the control group.
rcher reiterates that this research has undoubtedly
ok in a blended ESL class to improve descriptive
wrong to conclude that inclusion of instruction
finite benefit in enhancing b ability among ESL
social networking sites along-side face-to-face
y writing difficulties faced by learners and be a

9

Abdul Hameed Abdul Majid

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0

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Kajian ini dijalankan untuk mengatasi ataupu
masalah kesukaran membina ayat di dalam
murid Tahun 6 Cemerlang. Di dalam kaji
S-V-C Table untuk membantu mereka mema
ayat bahasa Inggeris. Mereka juga diajar un
dibekalkan dengan wordlist HSP (Huraian S
Spelling Assessment Standard) untuk digunak
murid Melayu iaitu 3 lelaki dan 4 perempua
komputer, Powerpoint, dan LCD projektor ju
berkesan di dalam kajian ini terutama sekali
VLE yang banyak membantu mereka untuk
baik.

Kata Kunci : S – V – C, Table, Programm
membina ayat

1.0 MEREFLEK

Saya mula mengajar di kelas Tahun 6 b
2014. Masalah utama bagi murid saya ialah di d
serta berkualiti. Sungguhpun murid telah dibe
lagi menghadapi masalah di dalam membina a
karangan. Oleh itu, kajian tindakan ini dibuat a
tersebut. Murid yang dipilih akan diajar meng
dipilih iaitu 3 lelaki dan 4 murid perempuan.

Pemilihan mereka ini dibuat hasil dar
murid serta keputusan Ujian Peperiksaan Akhir T
mengajar murid tersebut.

Analisis yang didapati daripada semaka

i. Murid kurang perbendaharaan kata
ii. Murid tidak dapat membina ayat yan
iii. Murid juga tidak yakin dan tidak

(compound dan complex sentence)

Berikut analisis dan juga contoh antar
menjawab soalan Ujian Peperiksaan Akhir Tah

i. Kurang faham tentang struktur aya
ii. Penggunaan Tenses yang tidak kon
iii. Kesilapan memilih dan mengguna

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Adiazran Bin Akasah

ENINGKATKAN KEFAHAMAN
D DALAM MEMBINA AYAT)

BIN AKASAH
Balang Darat

yahoo.com.sg

TRAK

un sekurang-kurangnya dapat mengurangkan
subjek Bahasa Inggeris yang dihadapi oleh
ian ini, murid diajar menggunakan Teknik
ahami langkah-langkah di dalam pembinaan
ntuk menggunakan kamus Dwi Bahasa serta
Sukatan Pelajaran) dan juga JOSAS (Johor
kan semasa membina ayat. Seramai 7 orang
an terlibat di dalam kajian ini. Penggunaan
uga dapat menarik minat murid dengan lebih
dengan penggunaan Virtual Learning : Frog
lebih berjaya di dalam membina ayat yang

me, meningkatkan, kefahaman, kemahiran,

bagi mata pelajaran Bahasa Inggeris pada tahun
dalam membina struktur ayat yang betul, mudah
erikan latihan yang bertubi-tubi, mereka masih
ayat terutama sekali di dalam menjawab soalan
agar sedikit sebanyak dapat mengatasi masalah
ggunakan S-V-C Table. Seramai 7 orang murid

ripada pemerhatian terhadap semakan latihan
Tahun pada tahun 2013 dalam kelas semasa saya

an latihan buku kerja adalah seperti berikut :

a bahasa Inggeris
ng betul walaupun ayat mudah (simple sentence).
k berani untuk membina ayat yang lebih baik
).

ra kesilapan yang dapat dikesan semasa murid
hun 2013 :

at.
nsisten
akan perkataan

1

Adiazran Bin Akasah

Masalah ini berlaku di kalangan murid a
yang banyak serta gagal menguasai dan menge
dengan baik. Selain daripada itu, saya ada mene
mereka belajar di Tahun 2012. Menurut guru te
dalam membuat ayat.

Masalah ini juga mungkin berlaku ber
latarbelakang pendidikan murid dengan baik ke
pada pertengahan bulan Mac 2013.
2.0 FOKUS KAJIAN

Daripada refleksi di atas, didapati murid
i. tidak mempunyai perbendaharaan k
ii. tidak menguasai kemahiran membi
Jika perkara ini tidak ditangani, ia aka
mereka akan gagal di dalam peperiksaan UP
mendapat markah yang tinggi di dalam kertas
soalan 3, iaitu soalan membuat karangan.
Satu kajian kes yang bertajuk ‘Improve T
CLSB’ telah dibuat oleh Sofazzara Binti Ada
menghadapi masalah di dalam mengaplikasikan
apabila menulis ayat walaupun mereka telah bel
sekolah rendah. Menurut beliau, pemahaman berk
amat penting untuk mereka apabila menulis kara
Bagi mengatasi masalah ini, saya ak
Programme. Ia adalah sebuah Program yang
(subjek), V@Verb (kata kerja), dan C (Complem
Who, When, Why dan How). Selain daripada i
Program JOSAS dan juga penggunaan Frog – VL
program ini berjaya.
3.0 OBJEKTIF KAJIAN :
3.1 OBJEKTIF AM:
Pada akhir program ini, murid yang ter
dalam setiap ujian dan peperiksaan Bahasa Ingge
UPSR,dan membantu peningkatan peratus seko
sebaya.
3.2 OBJEKTIF KHUSUS:
i. Murid yang cemerlang dan sed

penguasaan di dalam membina ay
sentence).
ii. Murid yang lemah dapat memaham
mudah (simple sentence) dengan b

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adalah kerana mereka tidak mempunyai kosakata
etahui noun (kata nama) dan verb (kata kerja)
emuramah guru Bahasa Inggeris mereka semasa
ersebut, murid memang menghadapi masalah di
rpunca daripada saya kerana tidak mengetahui
erana saya baru sahaja berpindah ke sekolah ini

d:
kata yang banyak
ina struktur ayat.
an menjadi lebih teruk dan kemungkinan besar
PSR kertas Bahasa Inggeris akibat kegagalan
soalan Bahasa Inggeris Kertas 2 soalan 2 dan
The Sentence – Subject Verb Agreement Through
am. Menurut Sofazzara (2013), ramai murid
peraturan berkaitan struktur ayat dan tatabahasa
lajar Bahasa Inggeris selama dua belas tahun di
kaitan struktur ayat (Subject – Verb – Agreement)
angan.
kan mencuba memperkenalkan S-V-C Table
g menggunakan Jadual yang mengandungi S
ment yang terdiri daripada Object (What, Where,
itu penggunaan Kamus, Wordlist daripada HSP,
LE di dalam PdPc amat perlu untuk memastikan

rpilih akan dapat meningkatkan prestasi markah
eris, seterusnya lulus dengan cemerlang di dalam
olah dengan bantuan keluarga, guru dan rakan

derhana dapat mempertingkatkan lagi tahap
yat yang lebih baik (compound dan complex
mi dan seterusnya akan berupaya membina ayat
baik.
2

iii. Guru dapat mempertingkatkan se
dan pengajaran yang lebih berkes
kemahiran membina ayat dengan b

Kajian ini melibatkan 7 orang murid dar
3 murid lelaki dan 4 murid perempuan. Kebany
C dan D pada Peperiksaan Akhir Tahun 2013 s
berpendapat bahawa murid ini adalah diyakini
baik sekiranya didedahkan dengan teknik S-V-C
4.0 MERANCANG

Saya merancang akan mendapatkan data
i. Soal-selidik murid bagi mengetahu

pembinaan ayat mudah serta berku
ii. Mengadakan Ujian-Diagnostik un

murid.
Pelaksanaan tindakan yang akan saya ja
4.1 Aktiviti 1 : Membuat soal-selidik terh
Tarikh : 7 Januari 2014
Jadual 1:
Contoh Soalan Soal-Selidik
SOALAN SOAL-SELIDIK
Anda tahu cara buat ayat dengan betul?
Tidak tahu banyak makna perkataan?
Bahasa Inggeris sangat susah?
Bahasa Inggeris sangat penting?
4.1.1 Langkah 1 :
Guru bersemuka dengan murid seora
penguasaan murid serta kebolehan-upayaan muri
dan ayat yang lebih baik (compound dan comple
4.1.2 Langkah 2 :
Murid dikehendaki membuat akujanji u
sebaik mungkin terutama sekali di dalam subjek
dalam UPSR.

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Adiazran Bin Akasah

erta mempelbagaikan lagi teknik pembelajaran
san untuk memastikan murid dapat menguasai
baik.
ripada kelas Tahun 6, 2014 yang terdiri daripada
yakan daripada meraka ini mendapat keputusan
semasa mereka berada di dalam Tahun 5. Saya
berpotensi untuk mendapat markah yang lebih
C Table Programme ini.

a bagi tinjauan masalah menggunakan kaedah :
ui masalah yang mereka hadapi berkaitan dengan
ualiti.
ntuk mengenal pasti kelemahan dan kekuatan

alankan ialah :
hadap 7 orang respondan murid Tahun 6

YA TIDAK

29% 71%
86% 14%
86% 14%
100% 0%

ang demi seorang bagi mengenal pasti tahap
id dalam membina ayat mudah (simple sentence)
ex sentence).

untuk belajar bersungguh-sungguh dan berusaha
k Bahasa Inggeris yang menjadi subjek killer di
3

Adiazran Bin Akasah

4.2 Aktiviti 2 : Mengadakan Ujian Diagn
Tarikh : 5 Februari 2014

4.2.1 Langkah 1 :
Guru mengadakan Ujian Diagnostik B

terdiri daripada 7 orang murid.
4.2.2 Langkah 2 :

Murid in akan menjalani S-V-C Table P
5.0 BERTINDAK

Tindakan yang telah saya jalankan ialah seperti b
5.1 Aktiviti 1 : Memperkenalkan verb (kata
Tarikh : 7 Januari 2014
5.1.1 Langkah 1 :

Guru memberikan murid word list yan
(kata nama) berdasarkan Word List HSP (Hur
KBSR dan juga JOSAS (Johor Spelling Asessme
membantu murid.
Jadual 2 :
JOSAS (Johor Spelling Assessment Standard) bagi

64

nostik
Bahasa Inggeris ke atas kumpulan sasaran yang
Programme seperti yang telah dirancangkan.

berikut :
a kerja) dan noun (kata nama)
ng terdiri daripada verb (kata kerja) dan noun
raian Sukatan Mata pelajaran) Bahasa Inggeris
ent Standard) Tahun 4, Tahun 5 dan Tahun 6 bagi
Tahun 6

4

5.1.2 Langkah 2 :
Murid dikehendaki mencari makna mela

perkataan tersebut.
Pemerhatian yang saya jalankan menun

pendedahan kepada murid betapa banyaknya p
yang perlu diketahui bagi memudahkan mereka

Refleksi yang saya boleh nyatakan apab
penguasaan perbendaharaan dan kosakata 7 ora
seterusnya mereka boleh membina ayat dengan
Jadual 3 :
Contoh Wordlist daripada Curriculum Specification

5.2 Aktiviti 2 : Memperkenalkan S-V-C T
Tarikh : 13 Januari 2014

5.2.1 Langkah 1 :
Guru memberi penerangan tentang peng

Murid diajar mengenali Kata Nama Am (Comm
serta kata Kerja (Verb). Selain daripada itu, pene
juga Kata Hubung (Conjunction) diajar kepada
membuat ayat mudah menggunakan S-V-C Tabl

65

Adiazran Bin Akasah

alui kamus dan cuba untuk menghafal perkataan-
njukkan bahawa aktiviti ini dapat memberikan
perbendaharaan kata di dalam Bahasa Inggeris
membina ayat dengan baik.
bila aktiviti ini dijalankan menunjukkan bahawa
ang murid respondan ini dapat ditingkatkan dan
lebih baik dan mudah.
n For English Tahun 6

Table (Subject – Verb – Complement)
ggunaan S-V-C Table Programme kepada murid.
mon Noun) dan Kata Nama Khas (Proper Noun)
erangan berkaitan Kata Sendi (Preposition) dan
a murid. Kemudian, murid akan mencuba untuk
le Programme melalui bimbingan guru.

5

Adiazran Bin Akasah

Jadual 4 :
S-V-C Table Programme yang Diperkenalkan kepad

Jadual 5:
S – V – C Table Programme

Gambar 1 : Murid sedan
66

da Respondan

ng mencuba S-V-C Table
6

Gambar 2 : Penggunaan Powerpoint dan LCD
Gambar 3 : Penggunaan Frog- VLE di
67