Jurnal TELANGKAI SISWA 2020

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%

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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

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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

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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
English Department
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

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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.

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RESEARCH QUESTIONS

This study will address the following questions:

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

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guide her to conduct the CBA precisely for English Language Subject. The
participant denoted that,

“…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

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prestasi murid gane. Lepas tu bagi gitula tahap pencapaian tu..” (Question 1,
line 5-8)
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

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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
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

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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
(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

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practice the main suggested learning activities by the MOE for each language
skills. Besides that, teachers can do brainstorming to create suitable instrumens
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.

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Malaysia, Ministry of Education. (2018). Panduan Pelaksanaan Pentaksiran
Bilik Darjah.Kuala Lumpur: Ministry of Education.
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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