Jurnal TELANGKAI SISWA 2020

an online supplementary resource in grammar instruction in English as a foreign
language. He claims the technology in classroom helps students to learn
English in a fun and meaningful way.

Besides that, another research was conducted by researcher named Xiaoyu He
from China and in his research, researcher focused in improving English writing
by emphasizing on the basic S-V-O patterns. Therefore, in order to produce
good writing students, need to master the basic sentence pattern. In the past
research, it was whole about mastering S-V-O sentence structure.

Based on the journal published by Madhuri V. Tikam (2013), Information and
communication and technologies (ICT) are extremely influencing every
discipline in our Education system. As moving into the modern education
system, ICT is affecting every aspect of education from teaching-learning to
assessment and evaluation as it improves the effectiveness of education.

By taking into account the past research and the concept of fun behind the use
of ICT in the English language classroom, the intervention designed for this
study suits the criteria of an interesting and enjoyable teaching aid, which led to
the success of the teaching and learning session.

METHODOLOGY

This is an action. This study focuses on using and intervention that is Escape-
Room-Minion-Drawer which helps pupils to enhance their understanding in
dentifying and differentiating SVO.

Data collection is very vital in any field of study. It is the process of gathering
and measuring information on variables of interest in a systematic manner
which enables researchers to answer the research question set in a study (Lyon
& Chhabra, 2004). In this study, data were collected through document analysis,
observations and interviews.

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TYPES OF DATA COLLECTION METHOD
DOCUMENT ANALYSIS
This data collection method was practiced through the examination of work
produced by the participants of this study. Instrumens used were worksheet,
photographs, pre-test and post-test

WORKSHEET
There were two type of test I carried out throughout this research which are pre-
test and post-test. To test the participants’ prior knowledge on Subject, Verb
and Object by giving them pre-test before the intervention is implemented
meanwhile post-test were given after the intervention session to analyse the
improvements and their understanding using the same set of questions as in
pre-test. It is done in this way to provide a concrete evidence of the pupils’ prior
knowledge and how they were able to understand SVO by answering some
questions that were exposed and been taught during intervention session
respectively. Meanwhile during intervention cycle 1 and cycle 2 I have also
carried out a test to test their understanding and for improvement. Besides that,
during cycle 1 I tested whether the pupils truly identify the SVO and during cycle
2 tested on differentiating SVO based on the intervention “EVR Game and
Minion Drawer” using worksheet.

OBSERVATION
In this study, observations with the use of an observational protocol and an
observer identified by the researcher were applied.
STUDENT’S BEHAVIOUR PROTOCOL

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This study made use thematic analysis observation method. There are five main
themes in the checklist of student’s behaviour protocol which includes close
observations on how the pupils react to the intervention. The observer will tick
under the indicators ‘YES’ or ‘NO’ based on each pupil’s development
individually. The observation was conducted during each session of the
intervention. The participants’ interest and attention span throughout the
session also gave a clearer picture on the suitability of the intervention.

INTERVIEWS

This study made use of the semi-structured interview

SEMI-STRUCTURED INTERVIEW PROTOCOL

In this research, researcher conducted an informal and semi-structured
interview with all the four research participants after each session is carried out.
The intervention session took up about 30 minutes to an hour and the interview
session will be conducted after the session is completely finished. The interview
session was done individually all the time because group interviews has some
cons where the participants will not answer frankly if there is someone around
due to some personal issues such as shy or anxious if they will be judged by
others.

I prepared a set of 5 questions (refer to appendix) to be asked individually about
the research, intervention and also their feelings and also opinions after each
session is done. All this are mostly done to find and analyse whether the
participants find the session is effective, helpful and not forgetting suggestions
for improvement. The whole interview was carried out in mixed Bahasa Melayu
and English language because most of the pupils does not understand and to
give them friendly environment free from non-threating environment.

INTERVENTION

Intervention is the process of taking action on the strategies and activities that
have been planned during the planning stage of the first cycle. Intervention is

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also called the implementation of the activities as agreed upon by the various
group involved in the action research. In this research, I used instructional
interventional and ICT intervention which is a specific program or set of steps
to help a child improve in an area of need

INTERVENTION SPECIFICATION

The intervention that been produced in this research is aimed to improve the
pupil’s understanding in identifying and differentiating subject, verb and object
in order to form a simple sentence using Escape Virtual Room (EVR) in cycle
one and integrating Minion Drawer in cycle two which helps the pupils to
rearrange the jumbled-up words easily.

Escape Virtual Room is a game inspired by Escape Room game where in the
game there will be some clue and some questions. To escape the room, they
have to sort of the question using the clue and with the answer they have to
escape the room. If the answer they entered is correct they will be able to
escape the room and move to the next level which is next room where as if the
answer is wrong, they will be trapped and lose the game. This research
intervention Escape Virtual Room, is designed in the form of Power Point and
then is uploaded in Web so that the users can access the game in both laptop
and mobile phones. In the Power point pictures, texts and hyperlinks are
included to attract the students.

On the other hand, Minion drawer intervention was introduced during second
cycle of intervention process to test the participants understanding on SVO and
also help them to rearrange the jumbled-up words correctly while playing EVR
game. The Minion Drawer consists of 3 Drawer which are first drawer (Subject),
second drawer is (Verb) and the third drawer is (Object). All the drawers contain
10-word card which the words will be similar with the EVR Game. While playing
the game, pupils need to find and arrange the words from the Minion Drawer
and arrange at a wooden rack provided to make sure the jumbled-up words are
rearranged to form a correct simple sentence.

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DATA ANALYSIS AND FINDINGS

Escape-Room-Minion-Drawer does help improving year 3 Ibnu-Sina pupil’s
understanding on identifying and differentiating SVO to rearrange jumbled up
words which will help them to construct simple sentence. It is based on pre and
post-test, student’s behaviour protocol and semi-structured interview.

The first document is students’ pre and post-test. The results obtained from the
four participants shows a positive improvement in their understanding on
identifying and differentiating SVO. Based on the table below, it is seen that all
four participants have shown some increment in their marks.

Participant PARTICIPANT PARTICIPANT PARTICIPANT PARTICIPANT D
Test AB C
4/10 5/10 2/10 4/10
Pre-test 8/10 8/10 8/10 8/10
Post-test

The five themes analysed from the feedback forms submitted by the participants
were interest, attention, determination, positive behaviour and also involvement.

Theme/Cycle Interest Attention Determination Positive Involvement

Participant Behaviour
PARTICIPANT A
PARTICIPANT B 1 21 2 1 2 1 21 2
PARTICIPANT C
PARTICIPANT D / // /x / x x/ /

x// xx / / /x /

x/x x / / x x/ /

/ /x / x / / // /

The observation during cycle 1 has proved that 2 participant C and B did not
show any interest as they were still thinking that English is still a foreign
language and it’s hard to learn so they did not show proper interest during the

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intervention process. Besides that, for the attention theme participant C still did
not show attention and participant D also showed poor attention after answering
3 question as it was quite hard for them to remember the order and answer the
questions in EVR game. 3 participants except participant C did not show
determination throughout the intervention and participant B also did not show
any involvement during the first cycle as he was a passive boy in the class. Last
theme observed was positive behaviour where participant A and D was talkative
and was lack of positive behaviour compared to the other two participants.
The observation analysis has proved that there are some improvements from
cycle 1 to cycle 2. All the pupils have shown positive behaviour during cycle 2
except for participant A and C because they were quite talkative after being so
excited learning the new interventions. For the determination theme, all the four
participants showed determination as all of them had the determination to win
the game and move forward to the next level. During the second cycle also, all
the pupils showed good interest and involvement in learning and rearranging
the jumbled-up words to construct a single sentence. It boosts their interest
because there were two intervention and Minion Drawer helped them much to
find and rearrange the words. Besides that, two participant B and C have
showed lacked attention because all they wanted was to play the game.
Below are the transcriptions in English of participants answers based on the 5
semi-structured interview questions where during the interview their responses
was in Bahasa Melayu.

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Cycle Q: Do you enjoy playing Q: How do you find
the E-V-R Game? differentiating SVO using
the help of Minion
1 Drawer?
2

Participant Yes, I loved it teacher. I It feels little easy
PARTICIPANT A am very interested with compared to last time
the game and I think I were able to
PARTICIPANT B answer moderately
PARTICIPANT C Yes, I like playing the Kind of easy also for me
game teacher as it helps me to
PARTICIPANT D remember the order
Yes, it was very exciting It is helpful also teacher
playing EVR game as it eases me to
because the illustrations remember all of this
in the game is so
attractive and cute Was very helpful teacher
Yes, I loved it teacher. I because before this I
really like playing with don’t even know how to
the game. Nazreen rearrange it
loves to play games
like PUBG. It feels good
to play game

Transcription of the participants’ answers for the first question:

Q: Do you understand Q: How many questions
the contains in E-V-R were you able to obtain
Game? correct? And will you
improve in next
Cycl 1 session?

2

Participant I don’t understand some I managed to obtain 7
PARTICIPANT A of the words as it is all in question correct out of 10
English questions and maybe
can answer got higher

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PARTICIPANT B I don’t understand most mark next time and little
PARTICIPANT C of the words as it is all in Isha has confident in that
PARTICIPANT D English
I managed to obtain 8
I understand some and question correct out of 10
don’t understand some questions and I didn’t
because I am not good in even think that I will be
English. able to answer 8
question correctly
There are many things I managed to obtain 5
that I don’t understand question correct out of 10
as it is all in English and questions and I have
I don’t understand some hope to get more
English well higher marks in future

I managed to obtain 7
question correct out of 10
questions and I think I
can do better if I revise
and practice this many
time

Transcription of the participants’ answers for the second question:

Cycle Q: How do you feel using Q: Were you able to
E-V-R game to learn differentiate the order of
SVO? SVO using Minion
Drawer?
1 2

Participant The game helps a lot in Yes, I were able to
PARTICIPANT A to rearrange it in correct because it helps as the
order but it’s hard to drawer have 3 slots and
PARTICIPANT B remember the sequence using that I were able to
of correct order differentiate it
PARTICIPANT C The game helps a lot in Yes, I was able to
to learn English because each drawer
differs according to its
Its very fun and feel like colour and that helps
playing it always but Yes, I was able to differs
when it comes to SVO teacher
answering the question it
is quite hard

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PARTICIPANT D It’s very fun but then its Yes, I was able to and
little hard for me to this drawer helped to
understand the contains reduce my confusion
and also the instructions
at time

Transcription of the participants’ answers for the third question

DISCUSSION
The findings also revealed that the participants were having fun in learning
through the use of games. This can be supported by their feedbacks during the
interview protocol. The pupils mentioned in their feedbacks that they had fun
learning and thoroughly enjoyed the whole learning process especially when
they were given chance to play EVR game using laptop and also while finding
and picking word cards using Minion Drawer. Besides that, another factor that
helped pupils to improve their understanding about SVO using the interventions
are most probably the attractive and colorful elements because it attracts the
pupil’s attention and helps them to pay more attention and participate well
during both sessions. Colour is believed to be the most important visual
experience to human beings. It functions as a powerful information channel to
the human cognitive system and has been found to play a significant role in
enhancing memory performance. Colour can be very effective in learning and
educational setting, marketing, communication, or even sport (Mariam
Adawiah,2013).

For this research, both the participants and researcher gained a lot of benefits
from the intervention session. The participants had understood well that learning
SVO is important as it helped them to construct a simple sentence which will
lead them to even write an essay in future. After the implementation of this
intervention, there was a positive rapport formed between the participant and
the researcher. This rapport also gave a positive effect to the participants in
learning sentence structure which are subject, verb and object. They enjoyed

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more in English language because they were given a new method to learn
English.

In conclusion, doing further research can help in improving the quality of the
current research, which indirectly can help in self-improvement of the
researcher. The researcher can collaborate with other researchers or with the
teachers in school in making the suggestions a reality.

REFERENCES

Culicover, P.W (2006). Simpler syntax and Explanation. Freien University
Berlin: CSLI Publications.

Madhuri V. Tikam (2013. Impact of ICT on Education. Retrieved from:

https://dl.acm.org/doi/10.4018/ijicthd.2013100101

Mariam Adawiah,2013. The Influence of Colour on Memory performance. The
Malaysian Journal of Medical Science, volume 20(2). Retrieved from:

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3743993/

Marzano, R.J & Kendall, J.S. (2006). The new taxonomy of educational
objectives. California: Oaks Inc.

Piaget.J. (1955). The construction of reality in the child. London: Routledge &
Kegan Paul.

Raiskinmaki, J. (2017). The use of Technological Devices in English Teaching:
University of Jyvanskyla.

Supyan Hussin (2002). Sustaining an interest in Learning English and
increasing motivation.

Volume 7, Issue 5, p 1-7.

Thayer, R.S. (2003, February 22). DR. Begay Brings Home State Award.

Retrieved from

http://www.turtletrack.org/Issue03/Co02222003/CO_02222003_HaroldBegay.

ah

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MemBoost Games to Enhance Year 3 Pupils’ Vocabulary Acquisition

Mysie Gracia Gositin
[email protected]
Mohd. Jalani bin Hassan, Ph.D
Department of Languages
Institute of Teacher Education Dato’ Razali Ismail Campus

ABSTRACT
Vocabulary learning has been closely related to memorisation. The MemBoost
game consists of memory games that help pupils to memorise thirty chosen
words from the CEFR DSKP wordlist for year 3. The study aims to see the
effectiveness of the MemBoost games on the year 3 pupils’ acquisition of the
chosen words. The data is gathered by performing pre and post-test, interview
and observation on the treatment to the experimental groups. The population of
this study is year 3 pupils in Sekolah Kebangsaan Padang Kemunting. Thirty
pupils from the population are purposely selected as the sample of the study in
the ratio of fifteen experimental to fifteen controlled sample. Triangulation
method is done to confirm the validity and reliability of the study. The data
finding shows that there is visible increment in the mean marks of the
experimental group’s post-test marks from their pre-test. 93% of the
experimental group have shown increment in their post-test marks. From the
interview and observation done, they clearly show positive feedback towards
the MemBoost game. The pupils found that the games are interesting, and they
had fun learning through it. They can memorise the words through repetition of
the games. In conclusion, the MemBoost games does help in enhancing the
vocabulary acquisition of year 3 pupils in Sekolah Kebangsaan Padang
Kemunting.

Keywords: MemBoost games, memory games, vocabulary acquisition, Year 3
Sekolah Kebangsaan Padang Kemunting

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INTRODUCTION

The English language education in primary school of Malaysian educational
system has changed and aligned to the Common European Framework of
Reference (CEFR) since 2013 (Ishak & Mohamad, 2018). The CEFR that is
currently used in the primary and secondary education now was taken from the
Cambridge education system. However, the content of the CEFR textbook did
not represent the culture and norms of Malaysia thus, it was harder for the pupils
to understand the context of the texts or examples from the textbook. Plus, it
contributed to the weak vocabulary acquisition of the pupils due to the unfamiliar
context of the reading reference.

STATEMENT OF PROBLEM

In the recent years, the vocabulary acquisition of the primary school pupils,
especially in suburban or rural areas, the vocabulary acquisition is relatively
weak although they were exposed to various vocabulary learning strategies
(Hariffin & Mohd Said, 2019; Rosidawati Ab Dollah & Parilah Mohd Shah, 2016;
Zulkefly & Razali, 2019) in the formal classroom. Usually educators uses the
technique of rote memorisation (Khasinah, 2014; Khoii & Sharififar, 2013) to
help the pupils to remember the words that they learn in the lesson. There was
a lot of method or approaches taken in the recent years in order to improve
ones’ vocabulary. However, there was still a lot of educators who faced the
problem with vocabulary acquisition and there were many researchers that

255

looked for the best way to solve the problem, especially in the rural areas as
(Rosidawati Ab Dollah & Parilah Mohd Shah, 2016) proved that there was no
significant differences in the vocabulary learning strategies in both urban and
rural school students. Many researchers have suggested on the usage of
memory-based games into the second language lesson to help enhancing the
vocabulary acquisition. (Rosidawati Ab Dollah & Parilah Mohd Shah, 2016)
mentioned that there are a few most common vocabulary learning strategies
and that included; memory category, metacognitive, cognitive, social and
determination and the most common is the memory category as vocabulary
acquisition was very related to memorisation.

RESEARCH OBJECTIVES

1. To find out the effectiveness of the memory booster games in enhancing
the pupils’ vocabulary acquisition level.
2. To verify the relationship of memory booster game and enhancement of
working memory.
3. To study the pupils’ perspective of the memory booster game as a tool
in English language lesson.

RESEARCH QUESTIONS

1. Does MemBoost game enhance pupils’ vocabulary acquisition?
2. Does the MemBoost game has any relationship with the enhancement
of the working memory?

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3. What is the pupils’ perspective of the memory booster game to be used
as a tool in English language lesson?

METHODOLOGY
The research was conducted in the design of quasi-experimental. The research
design meant to compare two groups; controlled group and experimental group.
From the selected population of year 3 pupils in Sekolah Kebangsaan Padang
Kemunting, the researcher did a purposive sampling and chose 30 pupils from
two classes. 15 pupils were chosen for the controlled group (CG) and another
15 for the experimental group (EG).

Instrumens of data collection Pre and pot-test
The pre and post-test questions were derived from the word list in the year 3
CEFR DSKP. Thirty words were chosen to be focused in the study. The
question consists of 30 close-ended questions. The pre and post-test questions
were modified from examples of questions from (Sundram, 2017). The post-test
also consisted of the same attributes as the pre-test but with some modification.
The sequence of the questions will be different so that the students do not cheat
and just memorise their pre-test answer.

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Interview
The interview question would primarily be on the pupils’ experience during the
lesson while the treatment is being implemented. There were six items for the
interview, and they touched on the pupils’ feelings after the treatment and how
did it differ from the normal lesson that they went through every day. Four
respondents were chosen randomly among the EG sample to be interviewed by
the researcher. The researcher took about five to ten minutes to interview each
respondent. The analysis of the interview helped the researcher to answer the
second and the third research question on the relationship of the game and the
working memory, and the pupils’ perspective on the intervention.

Observation
There were three cycles of the treatment done to the EG. Each treatment
consisted of different type of memory booster game. The first cycle was picture
card quiz, the second one was flip card and the last one was matching game.
Every cycle was recorded until the practice stage because the game was carried
out in the practice stage and in the production stage, they just do some exercise.
After the cycles were done, the researcher watched back the video tapes and
observe the criteria that match the observation check list.

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FINDINGS AND DISCUSSIONS
Graph 4.3.1: CG Pre-test Mark Distribution Graph 4.3.2: EG Pre-test Mark
Distribution

The mean for the CG pre-test marks were 45.13% with then minimum mark of
30% and highest mark of 60%. Graph 4.3.1 showed that that the marks leaned
toward the negative skewness. The graph 4.3.2 also showed negative
skewness that the frequency of the EG pre-test mark was at the range of 30%

259

to 60%. It was found that the mean of the EG marks was 48.67% with the
median of 47%.
Graph 4.3.3: CG Post-test Mark Distribution Graph 4.3.4: EG Post-test Mark
Distribution

The graph 4.3.3 showed a normal distribution curve and the pupils averagely
scored 46.73%. the marks were evenly distributed in the range of 20% to 70%.
The mean of the marks for the CG post-test was 46.73% while the mean of the
EG post-test mark from graph 4.3.4 was 67.20%. Both showed normal
distribution curve thus proving the validity of the test questions.
There was only 3.54% difference between the CG and EG at the beginning of
the study. After the treatments, the mean of the post-test of the controlled and
experimental group was 46.73% and 67.20%, respectively, with the difference
of 20.47%. The difference of difference between the mean of the pre and post-
test of CG and EG was 16.93%. The comparison showed big difference and it
might be concluded initially that there was a great influence of the MemBoost

260

game on the EG’s performance. The game also promotes teaching through
technology that made the lesson of second language alive, motivating and
enjoyable, as mentioned in (Aslanabadi & Rasouli, 2013). This was clearly
stated in (Stevens, 2005) that memory games could improve one’s attention
and reasoning. While, it was mentioned in (Drigas et al., 2015) that smart
application and programmes can develop meaningful learning environment for
young learners.

However, It was clear that even without any intervention, the curriculum was
set to somehow increase the performance of the pupils (Azman, 2016). Methods
like picture assisted learning (Jazuli et al., 2019), grammar translation method
and direct method (Navidinia et al., 2019) were used in the normal classroom
but there were only small percentage of increment from that type of teaching.
Many researchers (Moisala et al., 2017; St Clair-Thompson et al., 2010; Toril et
al., 2016; Waris et al., 2019) believed that gaming increased the working
memory of an individual and helped the individual to work better. It trained the
memory to get familiar and help to solve problem better (St Clair-Thompson et
al., 2010). Hence, the bigger increase of the post-test marks compared to the
pre-test marks of the EG than CG.

CONCLUSION

To conclude, it was found that all the research questions were answered. The
pre and post test revealed that there was significant increment in the mean of
the EG post-test result compared to the pre-test and to the CG post-test result.
93% of the EG’s marks improved. Thus, it may be concluded that the MemBoost
game was effective enough in enhancing the vocabulary acquisition of the

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pupils. Furthermore, based on the theme of memory training, it was found that
the repetition and inclusion of visual into the games helped in retaining the
working memory longer to help the information to be converted into the long-
term memory.

RECOMMENDATIONS

The researcher recommended other researchers to do improvisation on the
MemBoost game to make it more attractive and accessible via application. Plus,
more vocabularies and memory training games could be inserted into the
MemBoost game in the future. Next, the school administrators and English
language teacher need to work hand in hand to invent more innovation for
vocabulary learning strategies to enhance pupils’ vocabulary acquisition more,
especially for the schools in the suburban area, Finally, the researcher
encouraged the parents to take the opportunity to help their children to practice
and acquire new vocabulary from educational games such as MemBoost game
at home.

IMPLICATIONS

The study shall give implications on the policy makers, educators in general, the
pupils all over Malaysia and the parents in enhancing the vocabulary acquisition
of the pupils. The Ministry of Education (MOE) Malaysia will be given the insight
on the suitability of the word list of the CEFR curriculum among the pupils. Other
than that, teachers as educators will be benefited in terms of providing them a
tool to help in the vocabulary acquisition of the pupils. Then, primary school

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pupils are also able to learn better and in a more fun way via the MemBoost
game. At the stage of concrete-operational stage (Goertzel et al., 2014), the
pupils may learn through touch and sight. Finally, the parents will be able
monitor their pupils learning from home through the web-based game.

REFERENCES
Hariffin, A., & Mohd Said, N. E. (2019). the Effects of Captioned Videos on
Primary Esl Learners’ Vocabulary Acquisition in a Malaysian Rural Setting.
International Journal of Humanities, Philosophy and Language, 2(7), 23–37.
https://doi.org/10.35631/ijhpl.27003
Ishak, W. I. W., & Mohamad, M. (2018). The Implementation of Common
European Framework of References (CEFR): What Are the Effects Towards
LINUS Students’ Achievements? Creative Education, 09(16), 2714–2731.
https://doi.org/10.4236/ce.2018.916205
Khasinah, S. (2014). Factors Influencing Second Language Acquisition.
Englisia Journal, 1(2), 256–268. https://doi.org/10.22373/ej.v1i2.187
Khoii, R., & Sharififar, S. (2013). Memorization versus semantic mapping in L2
vocabulary acquisition. ELT Journal, 67(2), 199–209.
https://doi.org/10.1093/elt/ccs101
Rosidawati Ab Dollah, & Parilah Mohd Shah. (2016). A comparison between
vocabulary learning strategies employed by urban and rural schools students.

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Journal of Education and Social Sciences, 4, 114–121.
Zulkefly, F., & Razali, A. B. (2019). Malaysian rural secondary school students’
attitudes towards learning English as a second language. International Journal
of Instruction, 12(1), 1141–1156. https://doi.org/10.29333/iji.2019.12173a

264

Teacher Readiness in Conducting English Language Classroom Based
Assessment among Level 1 Primary School Students
Nur Madihah Aqish binti Muhammad Fadzli
[email protected]
Mohamad Jalani bin Hassan, Ph.D
Department of Languages
Institute of Teacher Education Dato’ Razali Ismail Campus

ABSTRACT

Classroom-Based Assessment (CBA) is a newly introduced alternative form of
assessment by the Ministry of Education to be implemented among level 1
primary school students. This research attempts to study teacher readiness in
conducting English Language CBA through the aspect of knowledge,
implementation and integrity. This research is qualitative research in the form
of case study and was conducted in a selected school of Kuala Nerus District.
An English Language teacher participated in this study through random
sampling method. Data was obtained through document analysis, observation
and interview. The triangulated data was then analysed to generate themes and
reported in descriptive and interpretive data. The finding shows that the
participant had insufficient knowledge in conducting CBA for English Language
Subject. The study also displayed that the participant was unable to fully
implement all the supposed elements in CBA and it also gave slightly negative
impact to the aspect of integrity practiced by the participant. The aspect of
knowledge, implementation and integrity by the teacher need to be improved in
order for the CBA can be conducted in an effective way among the level 1
students. As a whole, the findings significantly displayed how teacher readiness
can give impact to the practice of English Language Classroom Based
Assessment among level 1 students.

Keywords: readiness, classroom-based assessment, knowledge,
implementation, integrity

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INTRODUCTION

Implementation of Classroom-Based Assessment (CBA) among level 1 primary
school students to replace formal examination has been announced by the
former Chief Director of Malaysia Education, Datuk Dr Amin Senin (Berita
Harian, 4th November 2019). In line with the announcement of using classroom
based assessment as an alternative to formal examination, Ministry of
Education has produced a module of ‘Panduan Pelaksanaan Pentaksiran Bilik
Darjah (2018)’ as a guideline to be followed and implemented in the classroom.
As teachers have the autonomy in decision making of CBA like deciding
learning objectives that will be assessed, constructing instrumens, evaluating
students’ performance and recording & analysing students’ development
(Ministry of Education, 2019), teachers need to be fully prepared and
understand the process of classroom based assessment to ensure the
effectiveness of the programme can be achieved, although it is newly
implemented in the system.

STATEMENT OF PROBLEM

The researcher intended to study teacher’s readiness in conducting English
Language CBA among level 1 students in selected primary school in Kuala
Nerus. This is due to CBA programme that is newly implemented in 2019 as an
alternative to replace formal examination among level 1 students (primary
school), as being announced by the former Chief Director of Malaysia
Education, Datuk Dr Amin Senin in 2018.

Therefore, teacher’s readiness in applying this newly introduced programme in
our current education system is chosen to be the subject of the study. In the
scope of readiness, this study also aimed to investigate the knowledge gained
by teachers from the authorities like PPD, JPN, KPM and administrators
(documents, guidelines, workshop, seminar or meeting), teacher’s
implementation of CBA elements in the English Language Lesson and how

266

teacher’s integrity being practiced throughout the CBA process. Arsaythamby,
Hariharan & Ruzlan (2015) research demonstrates many issues that contribute
to in readiness of conducting alternative assessment such as lack of knowledge,
time constraints, more familiar with formal examination format, inadequate
resource and training to implement the assessment.
In conjunction with all the problems identified earlier, this present study is to fill
up the gap in the research field in which most researches pertaining to teacher’s
readiness in conducting CBA is more focussing on school based assessment.
It is hoped that the study of teacher’s readiness in English Language CBA
among level 1 primary school students in selected school of Kuala Nerus will
become a useful outcome that contribute to the betterment of this new
programme in future.

RESEARCH OBJECTIVES
The followings are the research objectives that will lead researcher in
conducting this study:

1.1 To identify the implementation of CBA elements in level 1 English’s
teacher practice whether it is compatible to the standard produced by MOE.

1.2 To identify teacher knowledge exposed by the authorities (PPD, JPN &
KPM) in preparing them to conduct CBA in the lesson.

1.3 To discover teacher’s integrity in conducting CBA for the level 1 English
Language lesson.

RESEARCH QUESTIONS

This study will address the following questions:

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1.1 Are the elements of CBA implemented by the teacher in level 1 English

Language Classroom compatible to the standard produced by the MOE?

1.2 How teacher’s knowledge garnered from the authorities gives impact to
the implementation of CBA in English Language lesson?

1.3 How the aspect of integrity is implemented in the practice of CBA in
English Language lesson?

RESEARCH METHODOLOGY
This research is a qualitative research in the form of case study whereby it was
conducted in a selected school of Kuala Nerus District. An English Language
teacher participated in the study through random sampling method conducted.
Data for this research was collected through document analysis, observation
and interview. Document analysis has been done from Buku Panduan
Pentaksiran Bilik Darjah (2018), Pelaporan Pentaksiran Bilik Darjah Sumatif Jun
2019, Panduan Pentaksiran Bilik Darjah (2019), students’ workbook and other
related documents. Meanwhile, observation has been conducted in 30 days
period whereby observation checklist forms were filled with the related field
notes. Non-participant observation was carried out during the teaching and
learning process to gain the exact picture of the practice (Marohaini, 2004).
Interview session was then carried out with the participant. The triangulated
data was then analysed to generate themes and reported in descriptive and
interpretive data. Validity and reliability of the research are garnered through
triangulation of data and from experts’ verification on the themes generated.

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FINDINGS AND DISCUSSION

The findings and discussion of the research are as below:

Reseach Question 1: Are the elements of CBA implemented by the teacher
in English Language Classroom compatible to the standards produced by
the MOE?

There are five elements underlined in the Panduan Pentaksiran Bilik Darjah
(2018) that need to be implemented by the teachers and the implementation of
those elements have been discovered in the findings and the research report.

However, only two major elements will be presented in this research article. In
the implementation of CBA, variety of methods in learning activities that are
used to assess students are important subject that being suggested by the
MOE. However, the finding shows that most of lessons implemented by the
participant only used the same methods to assess the pupils which are students’
workbook and CEFR Superminds Workbook. Elements of PAK 21 and the
practice of suggested learning activities by the MOE were only carried out in the
three lessons out of thirty lessons observed during the data collection period.
The participant clearly denoted that it was difficult for her to implement variety
methods in assessing pupils.

“ada yang saya buat contoh macam simple project. Contoh simple project tu
macam

suruh diorang buat animal masak, collage. Yang lain-lain macam story-telling,
games

tu payah jugak nak mintak murid buat dalam kelas.” (Question 6, line 1-3)

This finding is parallel to the research conducted by Jane (2012) where teachers
did not focussing on numerous possible techniques, methods, tools and
instrumens of assessment. The teachers relied too much on written exercise to
cater different cognitive levels and learning preferences of students. The next

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element in CBA is content and learning standard based assessment. Based on
the findings, most of the formative assessment carried out did not in lined to the
appropriate content and learning standard especially for speaking and listening
skills. The participants denoted that she faced with the difficulties to construct
learning activities or instrumens that parallel to the content and learning
standard as she was not an option English teacher.

“macam saya, saya bukan cikgu opsyen bahasa inggeris, jadi bila sesetengah
language skill tu, agak susah nak buat seperti yang sepatutnya contoh macam
listening dan speaking skill tu” (Question 3, line 10-12)

This finding is parallel to the study conducted by Siti Huzaimah (2019) whereby
71.60% of the teachers reported that they unable to plan the assessment that
was supposedly has to be in lined with the content and learning standard of the
subject. As this format of CBA is newly introduced to the teachers, most of them
still find it difficult and troublesome to produce learning activities and instrumen
to assess pupils formatively (Siti Huzaimah, 2019).

Research Question 2: How teacher’s knowledge garnered from the
authorities (KPM/JPN/PPD/School administrator) gives impact to the
implementation of CBA?

According to the findings, the participant only gained general knowledge from
the authorities on how to implement the CBA through distribution of
announcement letter, CBA guidelines module that has to be downloaded online,
general course on CBA by Pejabat Pendidikan Daerah and online videos
provided by the Jabatan Pendidikan Negeri and school administrators.

The participant claimed that the knowledge garnered emphasized only on the
general things pertaining to CBA such as concept, objectives, aims, reports,
documentation, sample of instrumens and methods to assess the pupils.
However, the participant did not receive sufficient knowledge or input that can
guide her to conduct the CBA precisely for English Language Subject. The
participant denoted that,

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“…jadi kalau macam saya untuk bahasa inggeris, memang tiada panduan
khusus macam mana nak buat instrumen sesuai, cara pdp yang sesuai untuk
buat PBD bagi subjek ni. Tu yang kita buat PBD tu tak ikut macam mana yang
sepatutnya, sebab tak kuasai cara pentaksiran skills dalam bahasa inggeris…”
(Question 4, line 9-13)

Haidzir and Norasmah (2019) in their research also displayed that almost half
of teachers that involved in their study never gained proper training or specific
exposure based on their subject and only practiced the classroom based
assessment from their colleagues’ input. It indirectly explained on why the
elements in the CBA are not successfully implemented by the participant as the
knowledge gained to conduct the assessment for English Subject was
insufficient.

Research Question 3: How the aspect of integrity is being implemented in
the practice of CBA for English Language Subject?

In the process of deciding mastery level to the pupils for summative
assessment, teacher’s integrity is significant to ensure that they are properly
assessed according to the guidelines embedded in the CBA Modules (2018).
However, based on the findings, it is discovered that the process of summative
assessment was not properly done and the mastery’s level decided for the
pupils were only from participants’ observation and discussion with other
teachers. It can be concluded that aspect of integrity on this matter is not fully
practiced by the participant.

“…untuk yang laporan PBD masa setengah tahun haritu, masa nak bagi tahap
penguasaan kepada murid, memang takdop buat pentaksiran formal pun, cuma
based on pemerhatian rawak dalam kelas dan tanya-tanya kat cikgu-cikgu
prestasi murid gane. Lepas tu bagi gitula tahap pencapaian tu..” (Question 1,
line 5-8)

271

This finding is somehow parallel to the research conducted by Abdul Said and
Shanti (2017) whereby the degree of teacher’s integrity in conducting school
based assessment was low. In their research, the lack of integrity can be seen
when 60.2% agreed that they did not properly assessed the pupils before key
in the bands into the system. Teacher’s integrity on this matter is also being
questioned by Fakhri and Isha (2016) and they discovered that the JPN and
PPD only checked the end process of the assessment, which was the report.
Therefore, as the teachers were not monitored throughout the assessment
process, it most likely made them keyed in the pupils’ mastery level or bands
without following the righteous way.

CONCLUSION
Teacher’s readiness in the implementation of CBA can be seen from three major
elements which are knowledge, implementation and integrity’s aspect in
assessing the pupils (Wallace, 1991; Abdul Said and Shanti, 2017). The
research discovered that the knowledge garnered only emphasizing on the
general input on how to implement CBA and the participant did not have
sufficient knowledge to specifically practice CBA for English Language Subject.
Implementation aspect is discovered from how the participant practice all the
major elements in CBA that being embedded in the formal guidelines published
by the MOE. From the findings, the participant implemented all the elements in
CBA but it was not practice in satisfying degree. The implementation of those
elements did not fully covered all the needs of classroom based assessment as
being suggested by the MOE. Meanwhile, the process of deciding mastery level
for the students were not accompanied by any reliable evidence to show that

272

they were qualified enough to gain those kind of bands from the participant.
Stiggins (2005) also believed that teacher’s lack of readiness in conducting new
form of assessment may cause by insufficient opportunities to learn the
appropriate techniques which then lead to improper practices of the
assessment.

IMPLICATIONS

The research displays major implication to the teacher and authorities. First and
foremost, as the implementer of CBA, the teachers have to prepare themselves
with sufficient knowledge and skills to conduct the assessment especially for
the subject they taught. As a professional at work, an effective teacher has to
prepare herself with sufficient knowledge and skills to be applied to the pupils
(Webb, 2002). Other than that, few positive changes in teaching and learning
process should be applied like the practice of PAK 21 elements, integration of
fun learning elements and student-centeredness approach. . Furthermore,
teachers also have to put up more effort to fully implement all the elements in
CBA as this initiative will indirectly improve the aspect of integrity throughout the
process.

Meanwhile, for the authorities, inadequacy of readiness in conducting English
Language CBA among teachers need major attention from the authorities. To
ensure that the teachers are competent enough to conduct CBA for English
Subject, proper training like workshop or in-house training can be held. Mustafa

273

(2013) also believed that teachers should be prepared with practical and
pragmatic training before implementing new form of assessment by the
developer or the designer of the system. Besides that, the whole process of
classroom based assessment should be monitored so that teacher integrity in
applying the process can be improved. School administrator shall use their
authority to ensure that implementation of CBA followed the guidelines prepared
by the MOE and students’ improvement in mastery level is one of the main
priority (Panduan Pelaksanaan Pentaksiran Bilik Darjah KPM, 2018).

RECOMMENDATIONS

Professional Learning Community (PLC) is one of the practices that can be
applied at school especially among each subjects’ committee. In the practice of
PLC, teachers will gather and share their input, experience, skill, expertise and
problems pertaining to teaching and learning matters among their colleagues.
PLC is one of the initiative that can be implemented as a medium of discussion
among teachers to improve their practice in classroom based assessment,
specifically for English Language Subject.

Other than that, Subject-based CBA workshop that emphasized on proper
training to assess pupils from the excellent and experienced teacher can also
be implemented. In the workshop, English teachers will be trained on how to
practice the main suggested learning activities by the MOE for each language
skills. Besides that, teachers can do brainstorming to create suitable instrumens

274

for the respective language skills. Furthermore, teachers can also make use of
teacher online community group like Telegram, Facebook and Instagram to
share and gain input on CBA materials like instrumens, teaching materials and
learning activities that can be used to assess pupils in English Language
Classroom.

REFERENCES

Abdul Said and Shanti. (2017). Tahap Integriti dan Kesediaan Guru Terhadap
Pelaksanaan Pentaksiran Bilik Darjah Sekolah Rendah. International Journal of
Education, Psychology and Counselling, 2 (4). 1-22.
Adzlan Sidek.(2018, November 4). Pentaksiran Tahap Satu Tahun Depan
Tumpu Perkembangan Pelajaran Murid. Berita Harian. Retrieved 2019, March
9 from https://www.beritaharian.com.my.
Arsaythamby, Hariharan & Ruzlan. (2015). Teacher’s Knowledge and
Readiness towards Implementation of School Based Assessment in Secondary
Schools, 8(11), 193-203
Fakhri and Isha (2016). Isu Kesediaan Guru dalam Amalan Pentaksiran
Berasaskan Sekolah. Educatum-Journal of Science, 2(2016), 1-7.
Haidzir and Norasmah (2019). Isu dan Pemasalahan Pentaksiran Alternatif
dalam Sistem Penilaian di Malaysia. e-Prosiding Antarabangsa Sains Sosial
dan Kemanusiaan,337-350.
Jane. (2012). Classroom-Based Language Efficiency Assessment : A
Challenge for EFL Teachers. Adam Mickiewicz University.
Marohaini Yusoff. (2004). Penyelidikan Kualitatif: Pengalaman Kerja Kajian
Lapangan. Kuala Lumpur: Penerbit Univerisiti Malaya.
Malaysia, Ministry of Education. (2018). Panduan Pelaksanaan Pentaksiran
Bilik Darjah.Kuala Lumpur: Ministry of Education.

275

Mustafa. (2013). Teacher’s Difficulties in Preparation and Implementation of
Performance Task. Educational Sciences: Theory & Practice, 13 (3), 1664-
1673.
Siti Huzaimah. (2019). Pengetahuan, Kemahiran, Sikap dan Masalah Guru
dalam Melaksanakan Pentaksiran Bilik Darjah Bahasa Melayu di Sekolah
Rendah.Jurnal Pendidikan Bahasa Melayu, 9 (1), 56-67.
Stiggins R.J. (2005). From Formative Assessment to Assessment for Learning:
A Standard to Success in Standard-Based Schools. Phi Delta Kapan,87(4),
324-328.
Webb. (2002). Challenges Besetting Teachers in Classroom Assessment.
Journal of Education, 12 (3), 66-83.

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Jurnal TELANGKAI SISWA Jilid 1
Terbitan:
Institut Pendidikan Guru Kampus Dato’ Razali Ismail, Kuala Terengganu
© Hak Cipta Terpelihara
Tidak dibenarkan mengeluarkan ulang mana-mana bahagian, artikel,
ilustrasi dan isi kandungan dalam jurnal ini dalam apa jua bentuk dengan
cara apapun sama ada secara elektronik, fotokopi, mekanik, rakaman
dan cara lain sebelum mendapat keizinan daripada Pengarah Institut
Pendidikan Guru Kampus Dato’ Razali Ismail, Kuala Nerus. Perundingan
tertaklum kepada royalti atau honorarium.
Diatur huruf:
Ahmad Fitri bin Mazalam
Muka taip teks: Arial 11
e-ISSN: 2735-1734

i

JURNAL TELANGKAI SISWA JILID 1, 2020
Journal of Telangkai Siswa

KETUA EDITOR

Dr. Mas Norbany binti Abu Samah Jabatan Perancangan, Penyelidikan

dan Inovasi,
IPG Kampus Dato’ Razali Ismail,

21030 Kuala Nerus, Terengganu.

SIDANG EDITOR Ketua Jabatan,
Dr. Yuslaini binti Yunus
Jabatan Perancangan, Penyelidikan
Dr. Nurhijrah binti Zakaria
dan Inovasi,
Dr. Rosli bin Ab Rahman IPG Kampus Dato’ Razali Ismail,
Dr. Mohd Jalani bin Hasan
Dr. Aznida binti Aziz 21030 Kuala Nerus, Terengganu.

Ketua Jabatan

Jabatan Sains Sosial,
IPG Kampus Dato’ Razali Ismail,

21030 Kuala Nerus, Terengganu.

Jabatan Pengajian Melayu,
IPG Kampus Dato’ Razali Ismail,

21030 Kuala Nerus, Terengganu.

Jabatan Bahasa-Bahasa,
IPG Kampus Dato’ Razali Ismail,

21030 Kuala Nerus, Terengganu.

Jabatan Pendidikan Islam dan Moral
IPG Kampus Dato’ Razali Ismail,

21030 Kuala Nerus, Terengganu.

ii

SANTUN BICARA
Pengarah Institut Pendidikan Guru Kampus Dato’ Razali Ismail

Bismillahirrahmanirrahim,
Assalamualaikum warahmatullahi wabarakatuh.
Alhamdulillah, syukur ke hadrat Allah SWT kerana dengan keizinan dan
limpah kurnia-Nya, Telangkai Siswa bagi tahun 2020 bagi Jilid Pertama
Institut Pendidikan Guru Kampus Dato’ Razali Ismail dapat disiap dan
diterbitkan. Setinggi-tinggi tahniah dan syabas saya ucapkan kepada para
siswa guru dan editor yang menyumbangkan idea untuk makalah ini.

Bidang penulisan merupakan medan bagi penulis menyatakan sesuatu
pendapat tentang pelbagai disiplin ilmu, kurikulum, metadologi, dapatan
kajian dan sebagainya. Sebagai sebuah institusi pengajian tinggi, IPGKDRI
sangat menggalakkan para siswa guru agar menjadikan aktiviti penulisan
akademik ini dengan lebih giat untuk mencapai kecemerlangan dalam dunia
pendidikan. Jurnal Telangkai Siswa ini merupakan saluran untuk para siswa
guru IPGKDRI menyebarkan idea, pengalaman dan pemikiran mereka. Dalam
hal ini diharapkan warga IPGKDRI akan terus memupuk budaya penulisan
dan penyelidikan untuk dikongsi bersama dan ssterusnya boleh dimanfaatkan
kepada semua warga pendidik.

Akhir sekali, saya ingin mengucapkan terima kasih dan syabas kepada
Jawatankuasa Telangkai Siswa 2020 dan semua pihak yang terlibat dalam
menghasilkan Jurnal Telangkai Siswa ini. Saya berharap jurnal ini akan
memberi manfaat kepada para pembaca dan menjadi sumber ilham kepada
bakal penulis artikel ilmiah.

Sekian, terima kasih.
DR. AZMAN BIN JUSOH

iii

Dari Meja Ketua Editor Jurnal Telangkai Siswa

Jurnal Telangkai Siswa Jilid 1 merupakan satu wadah penulisan ilmiah yang
intelek dalam bidang pendidikan. Selain itu, diharapkan Jurnal Telangkai
Siswaini berupaya menjadi medan ilmiah kepada para penyelidik untuk
menyebar luas hasil penyelidikan siswa guru dan berupaya menjadi satu
mekanisme membudayakan penyelidikan serta penulisan untuk dikongsi
kepada semua warga pendidikan.
Penerbitan Jurnal Telengkai Siswa Jilid 1 ini memuatkan 20 hasil penyelidikan
terbaik yang dijalankan oleh siswa guru merentas jabatan. Kandungan jurnal
ini memfokuskan kepada kualiti pendidikan, strategi pengajaran dan
pembelajaran dalam bilik darjah dan perbincangan isu-isu dalam dunia
pendidikan pada masa kini.
Sekalung ucapan terima kasih wangian kasturi kepada pihak pengurusan
khususnya Pengarah, Timbalan Pengarah, Ketua Jabatan Perancangan,
Penyelidikan dan Inovasi, penulis dan pensyarah yang telah memberi
kerjasama dan sokongan sehingga terbitnya Jurnal Telangkai Siswa Jilid
Pertama. Terima kasih juga dirakamkan buat para Editor yang sudi terlibat
dalam proses meningkatkan kualiti artikel Jurnal Telangkai Siswa tahun 2020.
Penerbitan Jurnal Telangkai Siswa ini akan diusahakan secara berterusan
dan mengharapkan semua siswa guru dapat menyumbangkan hasil
penyelidikan mereka. Diharapkan juga penerbitan jurnal ini akan
menambahkan lagi koleksi ilmu dalam bidang pendidikan yang boleh
dijadikan bahan rujukan bagi pihak-pihak yang memerlukan.

Sekian, terima kasih.
Dr. Mas Norbany binti Abu Samah

iv

KANDUNGAN

1 Aplikasi Nilai Dalam Pengajaran Pendidikan Islam Dalam 1
Kalangan Siswa Guru Praktikum Opsyen Pendidikan Islam
Institut Pendidikan Guru Kampus Dato’ Razali Ismail
Izzat Rifqi bin Roslan, Sukri bin Berahim, Ph.D

2 Hayatan Akhlak Dan Biah Solehah Siswa Guru Ipg Zon Timur 16
Muhamaad Shahir bin Mohamed Bakri, Mohammad Rusdi bin Ab
Majid, Ph.D

3 Meningkatkan Penguasaan Membaca Jawi Murid Tahun 2 di SK 35

Kompleks Tembesu Menggunakan Buku Cerita Jawi Fun
Nur’Atiqah binti Norselin, Asyraf Ridwan bin Ali, Ph.D

4 Amalan Ciri-Ciri Rabbani Dalam Kepemimpinan Siswa 53
Institut Pendidikan Guru Kampus Dato’ Razali Ismail

Khairul Nissak binti Muhamad Kharii, Rofishah binti Rashid, Ph.D

5 Hubungan Minat Murid Dalam Bidang Al-Quran Dengan Tahap 67

Penguasaan Al-Quran Murid
Rabiatul Adawiyah binti Azhan, Mohd So’od bin Chik, Sabawi bin

Awang

6 Penggunaan ‘Kit Appkake’ Membantu Meningkatkan Kemahiran 79
Tahun 3 Dalam Kata Kerja Aktif Transitif Dan Tak Transitif
Ghayathri A/P Illango, Rosli bin Ab Rahman, Ph.D

7 Meningkatkan Penguasaan Simpulan Bahasa Menggunakan Kit 90
‘Simbas’ Dalam Kalangan Murid Tahun Tiga

Archanaa A/P Krishnamoorthy, Muhammad Irfan Nyia bin

Abdullah, Ph.D

8 Kit B&Kt Membantu Meningkatkan Kemahiran Murid Tahun 4 103
Menulis Karangan Ulasan Menggunakan Tbeknik 4W & 1H
Yogehvalee A/P Kanabathy, Rosli bin Ab Rahman, Ph.D

9 Meningkatkan Kemahiran Membaca Perkataan KV+KV yang 117
melibatkan Diftong dalam Kalangan Murid Tahun Dua Menggunakan
Kit POMINO
Kesavi Indraa a/p Sivakumar, Bahtiar bin Omar

10 Kesediaan Guru Pelatih Institut Pendidikan Guru Malaysia 128
Opsyen Bahasa Melayu Mengajar Khat Jawi
Nuur Shafika binti Shamsuddin, Mohd Asri bin Harun

v

11 Kesediaan Siswa Guru Opsyen Sejarah Melaksanakan 139
Pembelajaran Dan Pemudahcaraan (PdPc) Menggunakan
Perisian TMK
Ainul Anis Khairiya binti Ismail, Hamidi bin Salleh, Rosmani binti
Ali, Ph.D

12 Teknik Penyoalan Sokratik Guru Sejarah Dalam Pengajaran Dan 155
Pembelajaran: Satu Kajian Kes
Nur Khairul Bariah binti Mohd Fauzi, Nurhijrah binti Zakaria, Ph.D

13 Penggunaan Kit Kardeka Dalam Meningkatkan Kefahaman 169
Dan Ingatan Murid Tahun 5 Dalam Kronologi
Perjuangan Menuntut Kemerdekaan
Nur Arifah binti Abdul Rashed, Mansor bin Abd. Rahman

14 Penggunaan Fun-Map Untuk Membantu Murid Tahun 4 Mengingat 178
Nama Dan Lokasi Kerajaan Melayu Awal
Teo Ke Xin, Anisah binti Harun

15 Tahap Efikasi Guru Pelatih Melaksanakan Kaedah Pengajaran 197
Pembelajaran Luar Bilik Darjah (PLBD) Dalam PdP Sejarah
Vikcittra A/P Chuang, Anisah binti Harun

16 Methods Used By An Experienced Muet Teacher In Teaching 208
Writing Skill To Muet Candidates
Nurul Aina Umairah binti Mohd Khalid, Mohd Jalani bin Hj Hasan,
Ph.D

17 D - Magical Slides Model For Year 5 Pupils’ Academic Performance In 223
Learning English
Dharisini A/P Harisankara Rao, Azman bin Mohamed Nor

18 Using Escape-Room-Minion-Drawer ensure Year 3 pupils to 239
identify and differentiate S-V-0
Sanghari A/P Arumugam, Azman bin Mohamed Nor

19 MemBoost Games to Enhance Year 3 Pupils’ Vocabulary 255
Acquisition
Mysie Gracia Gositin, Mohd. Jalani bin Hassan, Ph.D

20 Teacher Readiness in Conducting English Language Classroom 266
Based Assessment among Level 1 Primary School Students
Nur Madihah Aqish Binti Muhammad Fadzli, Mohamad Jalani Bin
Hassan, Ph.D

vi

vii

APLIKASI NILAI DALAM PENGAJARAN PENDIDIKAN ISLAM DALAM
KALANGAN SISWA GURU PRAKTIKUM OPSYEN PENDIDIKAN ISLAM

INSTITUT PENDIDIKAN GURU KAMPUS DATO’ RAZALI ISMAIL

Izzat Rifqi Bin Roslan
[email protected]
Sukri bin Berahim, Ph.D
Jabatan Pendidikan Islam dan Moral
Institut Pendidikan Guru Kampus Dato’ Razali Ismail

ABSTRAK

Pendidikan Islam merupakan mata pelajaran wajib yang diajar di
sekolah untuk setiap pelajar yang beragama Islam. Pendidikan Islam
di sekolah bertujuan menerapkan nilai-nilai murni dalam diri setiap
murid. Guru berperanan dan bertanggungjawab menerapkan nilai
dalam diri setiap murid semasa proses PdPc berlangsung. Aplikasi
nilai ini diterapkan mengikut mata pelajaran di sekolah oleh guru dalam
bidang masing-masing bukan sahaja mata pelajaran Pendidikan Islam
sahaja. Persoalannya, apakah pengetahuan dan amalan pengajaran
tentang pengaplikasian nilai diamalkan oleh siswa guru semasa
berpraktikum? Kajian ini bertujuan melihat pengetahuan tentang
pengaplikasian nilai dalam PdPc siswa guru dan amalan pengajaran
yang digunakan oleh siswa guru untuk pengaplikasian nilai mengikut
bidang dalam kurikulum Pendidikan Islam. Reka bentuk kajian ini
menggunakan kajian kualitatif yang menggunakan instrumen temu
bual dan analisis dokumen. Kajian temu bual dilakukan dengan
menggunakan temu bual berstruktur dan separa berstruktur. Hasil
dapatan kajian pula mendapati pengetahuan siswa guru berada pada
tahap cemerlang. Dapatan kajian bagi amalan pengajaran tentang
pengaplikasian nilai diamalkan oleh guru pelatih adalah pada tahap
sederhana. Implikasi kajian ini dapat memberi maklumat kepada pihak
berwajib dalam menambahbaik amalan profesionalisme keguruan di
IPG.

Kata kunci: Aplikasi Nilai, Siswa Guru, Praktikum, Amalan
Pengajaran, Professionalisme Keguruan

1

PENGENALAN

Pendidikan Islam di sekolah bertujuan menerapkan nilai-nilai murni dalam diri
setiap murid. Guru berperanan dan bertanggungjawab menerapkan nilai
dalam diri setiap murid semasa proses PdPc berlangsung. Aplikasi nilai ini
diterapkan mengikut mata pelajaran di sekolah oleh guru dalam bidang
masing-masing bukan sahaja mata pelajaran Pendidikan Islam sahaja. Dalam
pelaksanaan PdPc, nilai-nilai ini dinyatakan semasa penyediaan Rancangan
Pengajaran Harian setiap kali sesi PdPc. Terdapat beberapa nilai yang
digariskan sesuai dengan pelaksanaan PdPc di dalam kelas. Penekanan
kepada persoalan nilai-nilai mumi dalarn sistem pendidikan di Malaysia amat
diberi perhatian. Perhatian yang serius bemula dengan pelaksanaan
Kurikulum Baru Sekolah Rendah (KBSR) pada tahun 1983 dan Kurikulum
Bersepadu Sekolah Menengah (KBSM) pada 1989 yang menggalakkan guru-
guru melaksanakan pendekatan penerapan nilai merentas kurikulum (Khairi
dan Asmawati, 2010). Penerapan nilai-nilai mumi tidak terhad kepada mata
pelajaran Pendidikan Islam, Pendidikan Moral serta Pendidikan Sivik dan
Kewarganegaraan, malah diterapkan melalui semua mata pelajaran yang
diajar di sekolah, melalui aktiviti-aktiviti harian dan kegiatan kokurikulum
(Khairi,2014). lni jelas membuktikan bahawa penerapan nilai murni dalam
pengajaran menjadi agenda penting dalam sistem pendidikan negara.

PENYATAAN MASALAH

Kurikulum Institut Pendidikan Guru Malaysia yang digubal telah
memperuntukkan bahawa syarat memperoleh Ijazah Sarjana Muda
Pendidikan ialah setiap pelajar perlu menjalani fasa praktikum. Tempoh
praktikum bagi pelajar Program Ijazah Sarjana Muda ini adalah selama dua
fasa sepanjang mengikuti program ini yang dijalankan selama tiga bulan untuk
satu fasa dan melibatkan pelajar PISMP Semester 5 dan Semester 7.
Komponen praktikum ini menyediakan peluang kepada siswa guru
mengaplikasikan ilmu dan kemahiran yang dipelajari secara teori di IPGM ke

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dalam situasi pengajaran dan pembelajaran sebenar di bilik darjah (KPM,
2010). Amalan praktikum diterima dengan meluas sebagai komponen yang
amat penting dalam pendidikan guru dan sentiasa dipandang tinggi oleh siswa
guru sebagai komponen yang membantu mereka membangunkan kecekapan
dan identiti profesional mereka sebagai guru.
Justeru, dalam melihat amalan praktikum siswa guru maka pengakji
mengambil inisiatif falam menjalankan kajian kes pengaplikasian nilai dalam
amalan pengajaran siswa guru di IPGK Dato’ Razali Ismail bagi melihat
sejauhmana pengetahuan siswa guru dan amalan pengajaran yang
digunakan.

OBJEKTIF KAJIAN

Tujuan utama kajian ini dijalankan adalah untuk mengetahui dan meneliti
dengan lebih jelas akan aplikasi nilai semasa pengajaran dalam kalangan
siswa guru major Pendidikan Islam yang berpraktikum fasa dua di Institut
Pendidikan Guru Kampus Dato Razali Ismail. Oleh itu, terdapat beberapa sub-
objektif yang telah dipecahkan untuk memudahkan kajian. Antara objektif
tersebut ialah:
I.Mengkaji pengetahuan tentang aplikasi nilai dalam PdPc siswa guru
II.Mengkaji pendekatan dalam amalan pengajaran tentang aplikasi nilai yang
digunakan oleh siswa guru

SOALAN KAJIAN

Berdasarkan penyataan masalah kajian yang telah dikemukakan sebelum ini,
maka terdapat beberapa soalan kajian yang timbul memerlukan kajian bagi
mendapatkan jawapan yang jelas. Antara soalan kajian yang timbul ialah:

Sejauhmanakah pengetahuan tentang pengaplikasian nilai dalam PdPc siswa
guru?

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I. Apakah amalan pengajaran yang digunakan oleh siswa guru untuk
pengaplikasian nilai mengikut bidang dalam kurikulum Pendidikan Islam?

METODOLOGI KAJIAN

Reka Bentuk Kajian
Menurut Bryman (2001), kajian kualitatif merupakan satu pendekatan yang
digunakan bagi penyelidikan sosial dan tidak memerlukan kepada
pengumpulan data. Dalam kajian ini, pengkaji memilih kajian berbentuk
kualitatif.

Pensampelan
Kajian kes membolehkan setiap pengkaji menggunakan pensampelan
dengan tujuan untuk mengumpul data dan maklumat. Dalam pemilihan
sampel, kajian ini memilih sampel dalam kalangan siswa guru PISMP major
Pendidikan Islam yang telah menjalani praktikum fasa 2 dan mendapat A
dalam praktikum. Hanya dua orang guru yang siswa guru yang dipilih dalam
kajian ini. Kedua-dua siswa guru ini berpraktikum di dua buah sekolah yang
berbeza iaitu di kawasan geografi yang berbeza di sekolah di kawasan
perbukitan dan pantai. Hal ini demikian kerana bagi melihat amalan
pengajaran siswa guru dalam pengaplikasian nilai semasa PdPc dalam bilik
darjah. Kajian ini tidak dijalankan pada populasi yang lebih besar kerana
pengkaji telah mendapatkan tema dan permasalahan umum dari temu bual
keseluruhan pelajar PISMP Pendidikan Islam yang telah menjalani praktikum
fasa 2 dan mendapat A dalam praktikum.

Instrumen
Kajian yang dilakukan adalah berbentuk kualitatif, maka pengkaji bertindak
sebagai instrumen utama dalam kajian. Perkara ini ditegaskan lagi oleh
Creswell (1994) melalui Majid (2004), dalam kajian kualitatif ini penyelidik

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bertindak sebagai instrument kajian. Pengkaji akan bertindak dengan
memungut data secara temu bual dan analisa dokumen sebagai instrumen
kajian. Pengkaji perlu menganalisis perkara yang berlaku ketika data
dikumpulkan.

Kesahan dan kebolehpercayaan
Dalam memperkukuhkan kesahan kajian, pengkaji perlu menghurai maklumat
dan data-data yang dikumpul secara objektif tanpa dipengaruhi emosi dan
perasaan. Bagi mengelakkan kebolehpercayaan dipersoalkan, terdapat
beberapa strategi yang telah dilakukan untuk meningkatkan
kebolehpercayaan. Beberapa kaedah telah digunakan bagi mendapatkan
kesahan data supaya data-data tidak boleh dipertikaikan. Antara kaedah
kesahan dan kebolehpercayaan yang diambil oleh pengkaji adalah transkrip
temu bual dan mendapatkan pengesahan pakar melalui skala persetujuan
Cohen Kappa.

DAPATAN DAN PERBINCANGAN

Pengkaji telah menggunakan instrumen temu bual dan analisa dokumen.
Temu bual yang dijalankan pula telah dilaksanakan kepada dua orang
responden daripada siswa guru yang telah menjalani praktikum fasa dua di
dalam sekolah-sekolah daerah Kuala Nerus.
Pengaplikasian nilai dalam amalan pengajaran siswa guru menepati kaedah-
kaedah yang ditetapkan. Dapatan kajian dianalisis dan dapatan menunjukkan
pengetahuan dan pengaplikasian nilai menggunakan pendekatan perlu
dipertingkatkan lagi agar berlakunya penerapan nilai yang lain daripada yang
biasa digunakan. Cadangan serta penambahbaikan amalan pengajaran perlu
dipertingkatkan oleh pihak berkenaan dan diketengahkan dalam amalan
profesionalismne keguruan.

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Persoalan 1: Sejauhmanakah pengetahuan tentang pengaplikasian nilai
dalam PdPc siswa guru?

Terdapat 15 nilai yang telah digariskan dalam KSSR Pendidikan Islam selari
dengan kurikulum. Kedua-dua responden tahu akan nilai-nilai tersebut.
Jawapan yang telah diberikan agak memuaskan untuk kedua-dua responden.
Responden telah menyatakan dengan jelas 15 nilai yang terdapat dalam
KSSR Pendidikan Islam manakala responden kedua pula kurang pasti
dengan jumlah nilai yang ada tetapi mampu menyenaraikan 12/15 nilai yang
ada dalam KSSR Pendidikan Islam secara lisan.
Responden 1: “Ada lima belas nilai yang ada dalam kurikulum PAI. Nak sebut
semua kurang ingat”
Responden 2: “Banyak nilai-nilainya Tetapi, nak sebut satu-satu tak ingat”

Berdasarkan soalan berstruktur yang diberikan, kedua-dua responden telah
mengenalpasti nilai-nilai yang telah digariskan dalam KSSR Pendidikan Islam.
Responden telah menandakan nilai tersebut dengan jelas walaupun terdapat
penganggu dalam soalan. Kedua-duanya mendapat keputusan 15/15 dari
soalan yang diberikan. Hal ini menjelaskan kedua-dua responden tahu dan
faham akan nilai yang terdapat dalam KSSR Pendidikan Islam. Nilai-nilai ini
boleh diterapkan dalam beberapa Komponen pengajaran.

a) Komponen Isi Kandungan Pengajaran
Hasil daripada analisa data mendapati responden mempunyai pengetahuan
yang baik berkenaan pengaplikasian nilai dalam isi kandungan pelajaran,
Komponen ini memerlukan nilai diterapkan secara langsung dalam proses
PdPc. Kedua-dua responden menjelaskan bahawa tidak kesemua nilai sesuai
untuk diterapkan dalam subjek yang sama. Mereka menjelaskan juga bahawa
dalam isi kandungan, penekanan lebih diberikan kepada isi utama yang
menonjolkan nilai dalam satu-satu pelajaran. Kedua-dua responden
mengetahui nilai-nilai tersebut hanya boleh diterapkan satu hingga tiga dalam

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satu-satu proses PdPc. Responden 1 menyatakan, nilai-nilai yang dipilih perlu
diterapkan dalam langkah yang berbeza. Responden 2 juga mengukuhkan
lagi dengan menyatakan hanya satu nilai sahaja yang boleh diaplikasikan
dalam satu langkah pengajaran. Hal ini menjelaskan kedua-dua responden
bahawa setiap isi dalam pelajaran perlu mempunyai nilai di dalamnya namun
untuk satu-satu pengaplikasian, hanya satu nilai sahaja yang boleh dalam
satu-satu langkah pengajaran. Dalam isi kandungan, responden telah
menyatakan dengan jelas isi kandungan perlu mengandungi input-input
pelajaran yang boleh diterapkan nilai-nilai tersebut. Seorang responden
menyatakan bahawa Komponen ini digunakan dalam beberapa subjek yang
khusus dalam sesi PdPc.

b) Komponen Aktiviti Dalam PdPc
Komponen seterusnya yang terdapat dalam pengaplikasian nilai dalam
amalan pengajaran adalah melalui aktiviti yang dilaksanakan dalam PdPc.
Aktiviti dalam PdPc perlu mempunyai nilai yang boleh diaplikasikan secara
langsung dan secara tidak langsung. Menurut pandangan Responden 2,
responden menggunakan nilai kerjasama dalam aktiviti dalam PdPc. Menurut
Responden 2 lagi, aktiviti-aktiviti yang kebanyakkan berpusatkan murid
kebiasaanya menggunakan nilai kerjasama dalam melengkapkan aktiviti
tersebut. Responden 1 juga turut memberikan satu contoh iaitu nilai
kerjasama dalam melakukan aktiviti. Responden 1 dan Responden 2
memberikan nilai kerjasama dalam contoh aktiviti yang boleh diaplikasikan
nilai tersebut. Responden 1 menyatakan dalam melaksanakan aktiviti di
dalam kelas juga nilai-nilai juga boleh diaplikasikan. Secara konsepnya,
kedua-dua responden memahami bahawa nilai juga boleh diterapkan dalam
aktiviti-aktiviti di dalam kelas. Namun, kedua-dua responden berbeza
pendapat mengenai nilai yang boleh diterapkan dalam aktiviti di dalam kelas.
Selain itu, Responden 1 mevariasikan nilai dalam kepelbagaian aktiviti dalam
PdPc. Responden 1 tidak menggunakan nilai yang sama dalam aktiviti yang
berlainan. Responden 2 pula mengulang nilai yang sama setiap kali PdPc

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walaupun aktiviti yang berbeza. Dengan penggunaan nilai yang sama, nilai-
nilai yang lain tidak digunakan setiap kali PdPc yang berbeza sepanjang tiga
bulan tempoh praktikum. Responden 1 menggunakan nilai yang berlainan
sepanjang tempoh berpraktikum. Hal ini menunjukkan Responden 1
mempunyai kepelbagaian idea dan teknik yang digunakan dalam
mengaplikasikan nilai dalam teknik yang berbeza manakala Responden 2
mempunyai kepelbagaian teknik untuk menerapkan nilai yang sama.

c) KOMPONEN PENUTUP PdPc
Dalam langkah penutup, pengaplikasian nilai juga boleh dilakukan.
Pengaplikasian nilai dilakukan secara langsung dalam penutup PdPc.
Responden 1 memberi contoh nilai bersungguh-sungguh dan nilai kerajinan.
Responden 1 dalam RPH yang dirangka menyatakan nilai bersungguh-
sungguh diaplikasikan melalui pesanan dan peneguhan oleh guru. Manakala,
nilai kerajinan digunakan oleh Responden 2 untuk diaplikasikan kepada
murid. Kedua-dua responden menjelaskan bahawa pada langkah penutup ini
biasanya guru menerangkan semula nilai yang terdapat dalam PdPc yang
terdapat dalam isi pelajaran dan aktiviti pada hari tersebut. Langkah penutup
juga dilakukan untuk menerapakn nilai selain itu kepada murid.

Kesimpulannya, kedua-dua responden mempunyai pengetahuan dalam nilai-
nilai dalam KSSR Pendidikan Islam. Perkara ini dapat dibuktikan melalui
kutipan data yang telah dilakukan. Responden dapat memberi tahu konsep
secara umum berkenaan amalan pengajaran yang dilakukan dalam
pengapliaksian nilai dengan baik. Malah, responden dapat menyenaraikan
satu persatu nilai yang terdapat dalam KSSR Pendidikan Islam. Berlaku
sedikit kelemahan apabila nilai yang diketahui tidak digunakan sepenuhnya
dalam proses PdPc. Mereka mengulang nilai yang sama setiap kali PdPc
berlangsung walaupun mempunyai kefahaman dan pengetahuan tentang
konsep pengaplikasian nilai. Dokumen RPH yang ditulis pula melihatkan
kesejajaran yang berlaku.

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Persoalan 2: Apakah amalan pengajaran yang digunakan oleh siswa
guru untuk pengaplikasian nilai mengikut bidang dalam kurikulum
Pendidikan Islam?

BIDANG AL QURAN
Terdapat beberapa isi kandungan dan aktiviti yang sesuai untuk
pengaplikasian nilai semasa proses PdPc berlangsung. RPH yang dirancang
perlu mengikut kesesuaian tajuk pelajaran. Dari segi pemilihan aktiviti pula,
guru perlu membuat susunan aktiviti yang baik serta melihat kepada kognitif
murid. Hal ini demikian kerana guru perlu melihat tahap kemampuan murid
dalam melakukan perancangan dapat dilaksanakan serta hasil dapat dicapai.
Sekaligus, nilai yang ingin diaplikasikan dapat dilakukan. Dalam mencapai
tujuan tersebut, responden 1 membuat perancangan dengan memilih nilai
berusaha dan nilai keberanian. Amalan pengajaran yang digunakan talaqqi
musyafahah. Dengan menggunakan kaedah talaqqi musyafahah, responden
1 menjelaskan guru membacakan sepotong ayat kepada sekumpulan murid
dan kemudian murid mengikut bacaan guru secara berhadapan dengan guru
beramai-ramai. Murid perlu berusaha menyebut satu persatu ayat yang
dibaca dan guru akan memilih murid secara rawak untuk membacakan
potongan ayat Al Quran. Bagi responden 2 pula, rancangan pengajaran
sangat penting dalam melaksanakan pengajaran. Dengan adanya
perancangan, secara tidak langsung pengajaran akan lebih berfokus dan
pengaplikasian nilai dapat diterapkan dalam diri murid-murid.
Keseluruhannya, kedua-dua responden merancang aktiviti pengajaran
berdasarkan amalan pengajaran yang sesuai degan memilih nilai-nilai yang
sesuai untuk diterapkan kepada murid. Perancangan dan pengaplikasian nilai
berlaku semasa proses PdPc Al Quran.

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