KAJIAN TINDAKAN CLASS DOJO

Dojo Class - Bribery or Best Practice?
Nor Alya binti Zulkifli
SMK Bukit Sawa

[email protected]

1 REFLECTION

Student’s motivation is translated through their engagement and contribution in
learning environment. However, there are disadvantages in using online class to teach.
Students may get easily distracted and demotivated to join online class. Some found
that these students tend to ‘withdraw’ when it comes to online learning. One of the
criteria required to successfully join online learning is that students are expected ‘not to
passively sit in a classroom and just listen’ to a teacher. Having these students to stay
motivated joining online class can be very challenging and sometimes frustrating.

2 SCOPE OF STUDY

Few factors that hinder students from staying engaged and participated in the lesson are
lack of confidence and suitable motivation. These students often feel embarrassed to
speak in front of their friends.

3 SCOPE OF STUDY

I had observed an extreme lack of educational motivation which had become apparent
in students' virtual learning attendance. Also, whenever questions are posed to the
students many of them would stay silent instead of volunteering. Students sometimes
refused to cooperate if they are asked to give opinion.

4 OBJECTIVE

Students' interaction is a fundamental concept in producing active learner as how it is
aimed to be achieved in our education blueprint. Not having students interact and
participate in language class will only cause minimal result in target language
production.

5 POPULATION AND SAMPLE

5 Ampuh students

6 INTERVENTION

This issue is discussed in depth and an application name Class Dojo was introduced
during mentoring session with SISC+.

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7 INTERVENTION

To introduce reward system based on certain criteria (attendance, contribution,
engagement and participation, assistance, and task achievement). Each criterion carries
different weightage. The highest accumulated points will be given reward.

8 INTERVENTION

In Phase 1 of the research, a self-developed 5-point Likert scale items are used. This
survey will be administered to measure respondents' attitudes on the use of
motivational theory through Dojo Class to encourage engagement in online class. In the
next stage a group and individual semi-structured interviews are carried out to
determine effectiveness of the theories applied to the participants.

9 INTERVENTION - INNOVATION

Both the Likert scale and interviews provide important insights about learner’s
perception on the theory applied on engagement in online class. External factors i.e.
students' personal problem, limitation to internet and gadget etc. are considered as
constant variables.

10. INTERVENTION - INNOVATION

The intervention used in the study is carried out by using application named Dojo
Class. Students are encouraged to participate and to be reminded that they will receive
points for stated criteria. This is to encourage more participation from the students.
11. FINDING

To see their engagement in online class. This strategy proved to be effective, these
students are more motivated and able to tailor and conduct their own learning. This
promotes another platform for learning in which these students participate in online
classes from anywhere. The flexibility itself translates into another form of motivation
for them and in return will boost their performance.

12. DISCUSSION
I found that my students' manners and engagement improved through the use of reward
system conducted through Dojo Class application. As a result of this study, I will
continue to use positive reinforcement with my students to aid in teaching them
appropriate skills they need to be successful, contributing members of society.

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Action Research: Dojo Class - Bribery or Best Practice?
Nor Alya binti Zulkifli
SMK Bukit Sawa

[email protected]

1.0 Background of the study and Literature Review

Technology in online learning is evolving rapidly in the past two decades. Many are
familiar with online learning and gradually opting to online class learning method. In
this technological era, schools can now provide effective classroom teaching via the
Web. The application of online class has eased both teachers and students in keeping
up with the syllabus despite various limitations one has to face. Online class has also
proven its effectiveness in language teaching which includes as a source of motivation
and provides room for authentic learning (Gedera, Williams & Wright, 2015).
Student’s motivation is translated through their ‘engagement and contribution in
learning environment’ (Gopalan et al., 2017).

However, there are still disadvantages in using online class to teach. Students may get
easily distracted and demotivated to join online class. Some found that these students
tend to ‘withdraw’ when it comes to online learning in (Wladis, Conway & Hachey,
2015).

One of the criteria required to successfully join online learning is that students are
expected ‘not to passively sit in a classroom and just listen’ to a teacher. Knowles and
Kerkman (2007) add that the action of joining online class requires greater
responsibility on their own learning and it depends on students’ solitary initiative to
make the first step of logging in to join the class. Whereas online class is unlike the
traditional classroom setting where students can simply follow herd of other students
to class and it is said to provide more motivation, encouragement, and direction to
students from turning down a lesson (Paul & Jefferson, 2019).

Having these students to stay motivated joining online class can be very challenging
and sometimes frustrating. The starting point for this study was a group of questions
regarding outcomes of the online class during the pandemic where all school are
closed and asked to carry out online learning. How would underachievers feel about
the online class? Would they feel they received more or less? What would be the

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answers to their absence and passive engagement during online class? The next set of
questions involved measuring the effectiveness of positive reinforcement to motivate
secondary school students to engage in online class.
The overarching purpose of this research is to identify whether positive reinforcement
related to engagement in online class and to explore the potentials of the strategy in
motivating students to participate in online class. Malaysia education system is not
prepared for online learning especially for these teenagers. This study is significant as
it aims to bridge the achievement gap among Malaysia secondary school students.

2.0 Intervention:
The use of positive reinforcement as an effective, high-impact strategy for improving
students' behaviours has been supported by documented research for a variety of
school circumstances for both individual students and groups of students (Wheatley et
al., 2009)

Teachers have the opportunity to utilize positive reinforcement to help reduce the
frequency of negative interactions and possibly reduce the likelihood of these long-
term outcomes.

This study introduces reward system based on certain criteria (attendance,
contribution, engagement and participation, assistance, and task achievement). Each
criterion carries different weightage. The highest accumulated points will be given
reward. Therefore Dojo Class digital learning tool is employed pre, while and post
lesson. Students are encouraged to participate and to be reminded that they will
receive points for stated criteria. This is to encourage more participation from the
students.

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3.0 Methodology
3.1 Population and Sample
This study will be carried out to 23 from 5 Ampuh. The students are also selected
based on their engagement in three out of eight online classes held previously during
pandemic. The chosen participants to have full access to internet and mobile gadgets.

3.2 Instrumentation
Various data collection methods such as Likert scale survey and interviews are used
to collect data for this study.
3.3 Questionnaire
In Phase 1 of the research, a self-developed 5-point Likert scale items are used. This
survey will be administered to measure respondents' attitudes on the use Dojo Class
digital tool to encourage engagement in online class. The target students will be 23
secondary school students from SMK Bukit Sawa Marang, Terengganu.
3.4 Interview
A group and individual semi-structured interviews are carried out to determine
effectiveness of the theories applied to the participant. The interviews provide
important insights about learner’s perception on the strategy used on engagement in
online class. External factors i.e. students' personal problem, limitation to internet and
gadget etc. are considered as constant variables.

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4.0 Finding

4.1 Questionnaire

Out of the 23 respondents who participated in the project, 69.6% (16) are female and
30.4% (7) is male and all of them are categorised under the intermediate level group
of students. They are able to speak and respond in verbal as well as written form in
English Language.

Table 1 below shows the students’ responses to the five items enquired in the
questionnaire.

Item Strongly Agree Neutral Disagree Strongly
Agree 43.5% 26.1% 8.7% Disagree
Class Dojo has 17.4% 52.2%
30.4% 4.3%
1 helped me to speak 17.4&
21.7%
confidently in 26.1% 30.4%
39.1%
English. 30.4% 17.4%

2 Class Dojo has 43.5% 17.4% 8.7% 4.3%
helped to not feel 34.8%

shy to volunteer. 52.5%

Class Dojo

3 motivates me to 26.1% 17.4%

finish all homework

given.

Class Dojo

4 motivates me to 30.4% 17.4%
share new

information with my

classmates.

5 Class Dojo is fun 21.7% 4.3%
17.4% 8.7%
and interactive.

6 Class Dojo helps
me to improve

English.

Class Dojo

7 encourages me to 26.1% 4.3%

always join English

lesson.

Table 1

As revealed in Item 1 of the table, most (43.5%) of the participants chose that Class
Dojo has helped them speak confidently in English, meanwhile 17.4% of the
participants stated that they strongly agree to that statement. However, another 4.3%
of the participants viewed Class Dojo differently where the tool did not help them
much speaking confidently in English. Item 2 had majority 52.2% participants stating
that Class Dojo helps them to not feel shy to volunteer and 17.4% of them strongly
agreed to the statement. 17.4% of the respondents felt that they do not share the same
opinion. 4.3% of the participants totally oppose the idea. Item 3 states that 30.4%
agree that Dojo class has motivated them to finish all homework given. While most
(30.4%) strongly agreed that they feel more motivated to share new information with
the classmates.

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Referring to Item 5, it is revealed that most of the participants (43.5%) strongly
agreed Dojo Class as an interactive and fun tool in lesson with extra 30.4% agreed to
the statement. Item 6 showed that the majority participants of 39.1% participants
agreed to the statement stating that Class Dojo helps them to improve English, while
34.8% strongly agreed to the statement. On the contrary, only 8.7% of participants did
not find Class Dojo could improve their English. For the last item of the table, most
participants with 52.5% expressed that they feel encouraged to always join English
lesson.

4.2 Interview Responses

Interview questions Interview responses

What stops you from responding to Student A:
teacher's question? “I was not confident to speak even in front of the
class before because my English was not good. I
was shy.”

Student B:
“I was frustrated about my vocabulary and
grammar. To speak using grammar expressions
made me nervous. Seeing my classmates also had
the same problems, I felt relaxed.”

Student G:
“I was afraid to make mistakes if I had to say
things in English. I needed to see my notes first
before speaking. I sometimes made mistakes in
grammar and vocabulary, and I did not know
what to do then.”

Student I:
“I was worried if my teacher asked me questions
because I could not answer it on the spot. I was
not sure about my answer.”

Student J:
“I feel that my English is broken and not good.
I’m scared that I’m judged too because of my
English.”

How do you think Dojo Class helps you Student E:
in participating class? “When the teacher offered a reward, I feel
confident to talk.it does not make me feel shy to
respond.”

Student F:
“Dojo Class makes helping my classmates
become exclusive as I don’t feel shy to talk or
contribute. I’m confident to talk because no other
students are there to judge me, everyone is
chasing for points. I feel motivated instantly.

Student J:
“I get excited when everyone is going after merit

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given through Dojo Class. I don't want to feel left
out. It is embarrassing to have only few
accumulated points"
Student H:
“Dojo makes me feel excited to contribute
something in class especially when the teacher
displayed it in front of everyone."

5.0 Discussion
This strategy proved to be effective, these students are more motivated and able to
tailor and conduct their own learning. This promotes another platform for learning in
which these students participate in online classes from anywhere. The flexibility itself
translates into another form of motivation for them and in return will boost their
performance. Students' manners and engagement improved through the use of reward
system conducted through Dojo Class application. As a result of this study, I will
continue to use positive reinforcement with my students to aid in teaching them
appropriate skills they need to be successful, contributing members of society.

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