SABTU 25 8.00 PAGI - 1.00 TENGAH HARI IMPERIUM INTERNATIONAL COLLEGE “QUALITY TEACHING PRODUCES EXCELLENT GENERATION” KOLOKIUM KAJIAN TINDAKAN TAHUN 2023 SMK COCHRANE NOV 2023 DIRASMIKAN OLEH ENCIK MOHD NOOR BIN MOHD ISA SENIOR OFFICER PROGRAMME MANAGEMENT YAYASAN AMIR
SEKOLAH MENENGAH KEBANGSAAN COCHRANE JALAN SHAHBANDAR OFF JALAN COCHRANE 55100 KUALA LUMPUR RESEARCHERS’ NAMES: SHAHMIE HAMIZAN BIN ABDULLAH MUHAMMAD AMIR FARIS BIN MOHD ASRI RESEARCH TITLE: IMPLEMENTING STUDENT-CENTERED AND HANDS ON LEARNING TO HELP STUDENT’S MEMORY RETENTION FOR VERBS IN SIMPLE PAST TENSE: AN ACTION RESEARCH 25 September 2023
IMPLEMENTING STUDENT-CENTERED AND HANDS ON LEARNING TO HELP STUDENT’S MEMORY RETENTION FOR VERBS IN SIMPLE PAST TENSE: AN ACTION RESEARCH SHAHMIE HAMIZAN BIN ABDULLAH, MUHAMMAD AMIR FARIS BIN MOHD ASRI [email protected] (0189743001) [email protected] (011-27434816) Abstract: This research is conducted in order to help Form 2 students to strengthen their basic knowledge in grammar, specifically the regular and irregular verbs in Simple Past Tense. A total of 12 Form 2 students were selected to be participants for the study where they consisted of 3 students from 2 Ikhlas, 6 students from 2 Efisien, 2 students from 2 Dinamik and 1 student from 2 Unggul. Participants were specifically selected based on their results in their English exams, UASA (Ujian Akhir Sesi Akademik ) where they still have not mastered the proper usage of regular and irregular verbs in past tense, especially in their writing. This research is also one of the methods conducted in order to help these students to work on their basic grammar without being left behind in their curriculum syllabus studies. This research was conducted in the span of 12 weeks, starting from the end of May until early August every Tuesday where the students will spend only 45 minutes after the school session to learn Simple Past tense through various hands-on activities. Action planning is to improve the student’s basic understanding, interest as well as their memory retention in memorizing the different regular and irregular verbs in Simple Past tense and how to use them in sentences properly. In this study, the students were exposed with multiple activities where they have to create either a mind map, a flow chart or conduct different type of quizzes that focuses on the student’s output, rather than the teacher’s input during the learning session. This research has helped to improve the teaching process especially on how to implement 21st century learning (PAK-21). The result of the post-action test have shown a significant increase in the students abilities to memorize the verbs compared to a teacher centered learning and during the learning session the students shows positive feedback in their participation. Key words: Students centered, hands on learning, memory retention 1.0 REFLECTION ON PAST TEACHING AND LEARNING The result analysis for the UASA (Ujian Akhir Sesi Akademik) for Form 1 students for the year 2022 showed that approximately 30 students failed to achieve a passing score. The analysis showed that the majority of the students were unable to score marks, especially in their writing for Paper 2, where it was found that students were not able to answer properly and even some of them did not bother to answer the questions at all. This is very concerning as the fact that not answering the questions is even considered as an option for the student when they either could not understand the questions or could not figure out what to write. It was also found that students decided not to answer as they are not confident in their writing due to their weakness in the basics of English, notably in their vocabulary and grammar. However, it was also noticeable that some of the students have the ability to write properly if were pointed in the right direction. This research hopes to help these students by involving them in a more hands on learning where they can learn grammar through various types of activities that not only persuade them in participating, but also interest them in learning English itself as a second language.
2.0 ISSUES OF CONCERN The results of the 2022 UASA English examination at SMK Cochrane demonstrated a commendable performance, achieving a great pass rate. As the member of the English panel, I am determined to see this success continue into the 2023 UASA. However, concerns arise when we examine the average marks of the first assessment, which shows a significant decline. What is even more disheartening is the fact that many students who were targeted to achieve a passing grade received an average score ranging from 30 to 38. Various reasons have been provided by the students, including: - Engaging in social media too much such that they experience lower memory retention - They are more interested to learn through active and physical activities In light of these challenges and to enhance students' performance in the English subject, I have conducted an action research study. This research aims to ensure that our students excel and achieve a higher level of mastery in English, contributing to their overall academic performance in school examinations and specifically in the SPM. Action Research (AR) is a method commonly used in educational research. This is because it allows educators to identify and address issues that arise during the teaching and learning process (Lebar, 2011). The problems identified require the best possible solutions to have a positive impact on teaching and learning. Each step taken by educators should involve a robust academic process so that the strategies employed can serve as guidelines for other educators. 3.0 RESEARCH OBJECTIVES 3.1 Main Objectives The main objective of this research is to help students that are weak in English subject by strengthening their basic grammar knowledge, specifically in simple past tense. This research aims for the students to achieve a passing score in their future examination by making them feel confident in their writing, especially for paper 2. 3.2 SPECIFIC OBJECTIVES 1. To increase the student’s interest in the English subject and to remove the negative stigma of English grammar is difficult to master. 2. To help improve the student’s memory retention in memorizing the regular and irregular verbs by implementing hands-on learning. 3. To improve the student’s abilities in scoring their English exams, especially in their writing for Paper 2. 4.0 TARGET GROUP The target group for this research is 30 Form 2 students that failed to achieve a passing score for their English exams, UASA (Ujian Akhir Sesi Akademik) when they were in Form 1. The 30 students were divided among 2 teachers, 15 students for each teacher. 3 students who were supposed to be involved in the research could not be able to due to transportation issues after the school session. The students involved were those who achieved marks between 10-3L0 in their UASA.
5.0 RESEARCH IMPLEMENTATION The research was conducted in the span of 12 weeks every Tuesday for about 45 minutes each day, and each learning session involves a different hands-on activity that teaches the students a stage of learning simple past tense. The learning session each implements different types of activities such as flash cards, online quizzes, and mind maps. Students were selected from the pool of Form 2 students who did not meet the criteria for a passing score on their UASA English exam. Teachers curate a lesson plan to teach Simple Past Tense in different stages. Teachers conducts the lesson plan for 12 weeks while asking the students for feedback Lesson is conducted stage by stage 1. Week 1 Introduction to the programme and pre-test 2. Week 2 Timed Words 3. Week 3 Regular verbs spelling for past tense (Suffixes) 4. Week 4 Irregular verbs for past (Suffixes and Spelling) 5. Week 5 Past tense Quizizz 6. Week 6 Building vocabularies with visuals 7. Week 7 Error correction exercises 8. Week 8 Conversational English through Visual 9. Week 9 Flip cards irregular verbs quiz 10. Week 10 Visualizing Stories and Literature 11. Week 11 Backwards Day 12. Week 12 Post-test and review Teachers analyzes the results from the students (pre-test and post-test) Teachers do reflection on the research and thinks of improvements that can be done in the future
5.1 OVERVIEW OF THE PROBLEM 5.1.1 Analysis Of The Overview Of The Problem Based on the observation of the students result in their UASA, is it recognizable that: I. Students were not able to understand the demand of the exams questions requiring them to answer in past tense. II. Students did not know the proper spelling for the regular and irregular verbs in past tense. 5.2 ACTION IMPLEMENTED 5.2.1 Types Of Visual Aids A research on the effectiveness of audio-visual aids in ELT (English Language Teaching) was undertaken by Mathew & Alidmat in 2013. The authors claim that when language teachers are forced to rely solely on text books for language input, "teaching and learning become monotonous" (p.88). In their study, they looked at the benefits of audio-visual aids for language teachers in undergraduate EFL classes. They discovered that their research's findings suggest that employing audio-visual aids in language instruction benefits both teachers and pupils. According to both parties, it keeps the class engaging and productive (pp. 89, 90). There are many different kinds of visual teaching tools for language acquisition that make use of various media. Pictures are the simplest and most commonly used. Pictures are very effective. Pictures provide associations for the learning of new words. But we cannot use pictures for every unknown or abstract words as they cannot be illustrated easily. The more concrete a word is, the easier it is to find and uses a picture for its illustration (Anderson & Shifrin, 1980). Research has been done in the use of pictures in the area of second language learning. Underwood (1989), as cited in Chun and Plass (1996), has concluded that ―an ordinary principle and opinions for human learning is visual memory. Koren (1999) points out that learning foreign words with associated of words alone can be easier than words without these associations. Photo dictionaries are widely used to increase the vocabulary and speaking skills of learners. Charts, maps, and diagrams are other common visual tools used for learning purposes. Myatt and Carter (as cited in Heinich et al., 1999) in their study suggests that most learners prefer color visuals to black and white visuals, but that no significant difference in the amount of learning occurs except when color is related to the content to be learned. The simplest and most often utilized are images. Images have a powerful impact. In order to learn new words, associations are provided through images. However, since many unfamiliar or abstract terms are difficult to portray, we cannot always use visuals to explain them. The easier it is to identify a term that employs an image as its illustration, the more concrete it is (Anderson & Shifrin, 1980). The use of images in the study of second languages has been studied in detail. According to Underwood (1989), referenced in Chun and Plass (1996), "visual memory is an ordinary principle and opinions for human learning." According to Koren (1999), learning foreign words with their own connections might be simpler than learning words without them. Many students utilize photo dictionaries to expand their vocabulary and improve their speaking abilities. Other popular visual aids for education include diagrams, charts, and maps. According to Myatt and Carter (as stated in Heinich et al., 1999), there is no discernible difference in the amount of learning that takes place when color is associated to the subject matter to be taught. However, most learners prefer color visuals over black and white visuals.
The teacher will facilitate lessons with a strong emphasis on student-centered learning, using one visual aid per session. These lessons will be conducted from 1:10 PM to 2:00 PM, allowing for a 50- minute duration. During these sessions, students will be expected to actively participate and take the lead in their learning process. They will be responsible for bringing all the necessary materials needed for each lesson, fostering a sense of self-reliance and preparation. The utilization of one visual aid per lesson will serve as a focal point for discussion and engagement, encouraging students to collaborate and generate ideas collectively. The teacher will act as a facilitator, guiding students as they explore the subject matter and encouraging them to express their thoughts using complete sentences. The effectiveness of this student-centered approach will be evaluated through ongoing assessments and discussions, ensuring that students are not only learning but also applying their knowledge effectively. This method will empower students to become active participants in their own education and enhance their skills in critical thinking and problem-solving. Activity 1: Introduction to the programme and pre-test Students are given explanation and an introduction towards the concept of student-centred visual aids learning as well as the introduction to what the pre-test looks like. Activity 2: Timed Words Students are introduced to the time words that can help them identify which questions required them to use Simple Past Tense Activity 3: Regular verbs spelling for past tense (Suffixes) Students learn the different suffixes that are used in order to spell regular verbs into Past Tense Activity 4: Irregular verbs for past (Suffixes and Spelling) Students learn the different suffixes that are used in order to spell irregular verbs into Past Tense Activity 5: Past Tense Quizizz Students learn past tense through answering and reviewing past tense questions through Quizizz. Quizizz engages pupils in learning past tense in English through interactive quizzes. Teachers create quizzes with past tense questions, pupils answer, receive immediate feedback, and track their progress, making learning enjoyable and effective. Activity 6: Building vocabularies with visuals Students are shown pictures associated with vocabularies that can be used to create a full sentence depending on the verb tenses. Activity 7: Error correction exercises Students are shown a simple long paragraph that contains intentional errors in spelling for students to pinpoint and correct. Activity 8: Conversational English through Visual Students converse in complete sentence and do a peer-review on how sentences work in different tenses through the usage of pictures. Activity 9: Flip cards irregular verbs quiz Students plays a game where they need to guess the irregular forms of the verbs given on flip cards. Activity 10: Visualizing Stories and Literature Students read story books which depict certain vocabularies and understand how simple sentences are formed in present tense and past tense. Activity 11: Backwards Day Students write down sentences on what they did in the previous day using a number of Simple Past Verbs Activity 12: Post-test and review Students are given the same questions as the pre-test to gauge how much of the words that they managed to memorize.
5.3.2 Students use the concept of visual-aid learning through hands-on activities.
5.3.3 Pre-Test Question Used During the Research
5.4 REFLECTION OF THE RESEARCH The findings of the research show clear indication of an increase in the student’s memory retention as the result of the students posttest shows a significant increase of how many past tense verbs that the students were able to memorize. Some students shows a significant increase while some only show a minor increase in their answers as some of the students were not able to fully attend the 12 weeks when the research was conducted. The findings also shows that although some students did not manage to write down the correct answer, the answer that they provided followed the spelling rules of the verbs, being the suffixes added to the root words and not irrelevant answers. Name Class Test 1 Test 2 SITI NUR QISTINA 2 IKHLAS 8 16 AIRIL ASYRAF BIN AZMAN 2 IKHLAS 5 10 KHAYRA EISHAL 2 UNGGUL 8 12 MUHAMMAD HEZREEQ SHAZWAN 2 IKHLAS 3 10 IZZ IMTIYAZ 2 EFISIEN 6 12 NUR ADRIANA QISTINA 2 EFISIEN 8 12 MUHAMMAD FIRDAUS SALIHIN 2 EFISIEN 5 10 TUAN MUHAMMAD WAFIUDDIN 2 EFISIEN 6 11 MUHAMMAD FARIS BIN MOHD FAIZAL 2 DINAMIK 5 15 IKRAM HARIS 2 EFISIEN 12 16 MUS ALIMAN 2 DINAMIK 6 10 NUR ADELYA QISTINA 2 EFISIEN 3 9 MUHAMMAD ADAM FIRDAUS BIN ABIDDIN 2 IKHLAS 7 12 AQIF DANISH BIN MOHD FAZLIE 2 DINAMIK 3 13 NUR NAJLA SYAIMA BINTI AHMAD FITRI 2 DINAMIK 6 12 WAN MOHAMAD AIMAN BIN MOHD FUDZI 2 DINAMIK 13 16 AHMAD ZAKUAN BIN AHMAD FADHIL 2 UNGGUL 10 10 = MUHAMMAD ANAS IRFAN BIN MOHD NASAR 2 UNGGUL 2 9 NUR UMMAIRAH IZZATY BINTI MOHD NORHELMI 2 UNGGUL 4 9 SH AQIL AFSYAM BIN ABDULLAH 2 UNGGUL 5 10 MOHAMED SYABIL BIN ISMAIL 2 PINTAR 7 11 MUHAMAD NAJID BIN MD ALI 2 PINTAR 6 9 NUR IMAN KHAIRUNNISA’ BINTI MOHD SYAFIE 2 PINTAR 6 12 MOHAMMAD NURHAKIMI BIN MOHD GHAZALI 2 BAKTI 6 10 MUHAMMAD AQIL HILMI BIN SAHRUL 2 BAKTI 5 11 TENGKU HAZIQ FITRI BIN TENGKU AZLI 2 BAKTI 8 17 Table 1: Students’ Results For Pre-Test and Post-Test
6.0 SUGGESTIONS FOR FUTURE RESEARCH Findings from the research as well as the feedback response from the students throughout show that students who were involved agreed that in a more hands on learning session, they were able to pay attention and engage themselves more. They also agreed that through all the different activities that were conducted, they were able to memorize more verbs in past tense more easily compared to when they are in a formal lesson in class. Thus, in future lessons, it is imperative that teachers implement more hands-on learning in order for the student to be able to engage themselves as well as not to lose interest in the subject. It is also important to find a proper timing to conduct the research as conducting the research after the school session poses difficulties especially for the parents that may or may not have the ability pick up the students at a later time. The main solution for this issue would be conducting the learning session online, but it defeats the purpose of having the students involved in a more hands on learning. It is hoped that the most optimal solution could be created in order to stop this ever-growing issue. 7.0 CONCLUSION This research was conducted in order to investigate whether or not a more student-centered learning is more effective in teaching English grammar compared to the traditional teacher centered learning. Through this research, it is clearly shown that students were able to memorize more regular and irregular verbs compared to before as well as answering questions using them. Not only that, but the research also showed that students were more interested in participating and show willingness and even excitement if the activities involved were interesting during the learning session. From the findings of this research, it is hoped that more and more teacher can apply more hands-on learning activities in their classroom even if it is a simple one that only takes 15 minutes, it will bear positive results not only from their exam results, but their passion and opinions towards English as a subject as well. This research could also help future teachers as a guidance for them to build their teaching practices that can benefit students in our current times.
REFERENCES Anderson, R. &Shifrin, Z. (1980). The meaning of words in context. In R. Spiro, C. Bruce, & W. Brewer (Eds.), Theoretical issues in reading comprehension. Hillsdale, NJ: Lawrence Erlbaum Associates Chun, D., & Plass, J. (1996). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80(2), 183-198. Mathew, N.G., &Alidmat, A.O.H. (2013). A study on the usefulness of audio-visual aids in EFL classroom: Implications for effective instruction. International Journal of Higher Education, 2(2), 86 91. doi:10.5430/ijhe.v2n2p86 Othman Lebar .(2011). Kajian Tindakan Dalam Pendidikan : Teori Dan Amalan. 14(2), 25-26.
1 Permainan Flash Card Ion Dalam Meningkatkan Kefahaman Asas Murid Tingkatan 5 Dalam Topik Formula Kimia (Flash Card Ion Game in Improving the Basic Understanding Form 5 Students in The Topic of Chemical Formulae) Noorsyahirah Mohd Noor1* 1 SMK Cochrane, Kuala Lumpur, Malaysia *Pengarang Koresponden: [email protected] DOI: https://doi.org/10.55057/jdpd.2022.4.3.30 Abstrak: Kajian ini dijalankan untuk meningkatkan kefahaman murid tingkatan 5 yang mengambil matapelajaran Kimia dalam topik formula kimia dan warna garam. Seramai 30 orang murid tingkatan 5 digunakan sebagai peserta kajian di mana mereka terdiri daripada 15 murid daripada kelas 5 Harapan dan 15 murid kelas 5 Ikhlas. Peserta kajian dipilih berdasarkan keputusan pentaksiran 1 yang telah dijalankan pada bulan Mei 2022 yang memperoleh markah 45 dan ke bawah. Tinjauan awal telah dilaksanakan oleh pengkaji dan hasil tinjuan mendapati murid-murid ini menghadapi kesukaran dalam menjawab soalan asas seperti menulis formula kimia dengan tepat, menulis persamaan kimia seimbang serta mengingat warna-warna garam. Pengkaji telah menggunapakai model kajian Tindakan Kemmis dan McTaggart. Perancangan tindakan difokuskan kepada kaedah untuk meningkatkan kefahaman asas dan daya ingatan mereka serta minat murid, iaitu pengenalan kepada satu pembelajaran berasaskan permainan yang dinamakan Flash Card Ion. Dalam kajian ini, murid-murid telah didedahkan kepada permainan Flash Card Ion selama 60 minit bagi setiap sesi selama tiga minggu. Sebelum permainan Flash Card Ion diperkenalkan, pengkaji telah menggunakan kaedah konvensional untuk menguji tahap kefahaman murid tersebut. Keputusan ujian selepas tindakan telah menunjukkan peningkatan prestasi murid yang agak ketara. Dapatan soal selidik pula menunjukkan pelajar lebih berminat dan seronok belajar dengan menggunakan Flash Card Ion. Kata Kunci: Pembelajaran berasaskan permainan, formula kimia, kefahaman Abstract: This study was conducted to improve the understanding of form 5 students taking Chemistry in the topic of chemical formulas and colour of salt. A total of 30 form 5 students were used as study participants where they consisted of 15 students from class 5 Harapan and 15 students from class 5 Ikhlas. Participants were selected based on the results of assessment 1 which was conducted in May 2022 who obtained a score of 45 and below. An initial survey was carried out by the researcher and the results of the survey found that these students face difficulties in answering basic questions such as writing chemical formulas accurately, writing balanced chemical equations and remembering the colors of salt. The researcher has used Kemmis and McTaggart's Action research model. Action planning is focused on methods to improve students' basic understanding and memory as well as interest, which is an introduction to a game-based learning called Flash Card Ion. In this study, students were exposed to the Flash Card Ion game for 60 minutes per session for three weeks. Before the Flash Card Ion game was introduced, researchers had used conventional methods to test the students' level of
2 understanding. The results of the post-action test have shown a significant improvement in student performance. The results of the questionnaire show that students are more interested and enjoy learning by using Flash Card Ion. Keywords: Game-based learning, chemical formulae, understanding 1. Pendahuluan Mata pelajaran Kimia bukanlah satu mata pelajaran yang mudah bagi sesetengah murid. Ini disebabkan oleh beberapa isu seperti kekurangan alat bantu mengajar (ABM), murid kurang berminat dalam mata pelajaran Kimia, kekurangan guru yang berkelayakan dan terlatih serta pengajaran yang masih berpusatkan guru. Oleh itu, bagi mengubah keadaan ini, murid dituntut untuk memberikan komitmen dan penguasaan yang sebaiknya bagi menyahut perkembangan teknologi global yang semakin berkembang. Oleh yang demikian, bagi menanam minat dan asas yang kuat murid terhadap matapelajaran Kimia, antara langkah yang perlu diambil adalah menggunakan pendekatan Pembelajaran Melalui Permainan (Game-Based Learning). Pendekatan Game Based Learning (GBL) merupakan satu pendekatan pembelajaran yang mampu menarik minat murid untuk belajar dengan seronok (fun) dan seterusnya terlibat secara aktif semasa sesi PdPC yang telah diatur oleh pengkaji melalui penerapan pembelajaran kooperatif seperti One-Two-Group dan aktiviti Jigsaw sesuai dengan tuntutan Pembelajaran Abad ke-21 iaitu pembelajaran yang berpusatkan murid. Melalui pendekatan GBL, murid diberikan satu set Donkey yang mengandungi ion -ion positif dan negatif. Murid perlu mengenalpasti formula ion yang diberi seterusnya menghasilkan satu formula kimia berdasarkan cas-cas potitif dan negatif pada permainan Flash Card Ion tersebut. Melalui pendekatan GBL ini, murid diberi peluang untuk menguji kefahaman asas formula Kimia mereka yang telah dipelajari dalam bab 3 semasa tingkatan 4 serta warna-warna garam dalam bab 6. Selain itu, melalui pembelajaran ini, guru turut menyediakan soalan-soalan berbentuk KBAT. Ianya amat sesuai dengan tuntutan PAK-21 iaitu menggalakkan murid berfikiran kreatif dan kritis. Di samping itu juga, melalui permainan Flash Card Ion ini, konsep pendekatan modular juga secara tidak langsung dapat diterapkan kerana ia dapat menghubungkan beberapa konsep sekaligus, selari dengan program yang dilaksanakan oleh Kementerian Pendidikan Malaysia (KPM) iaitu KPM PerkasaKU yang dijalankan dalam tempoh 1 September 2021 sehingga 28 Februari 2022 (Kementerian Pendidikan Malaysia, 2021). 2. Refleksi pengajaran yang lalu Analisa keputusan Ujian Pentaksiran 1 pada Mei yang lalu, pengkaji berasa sangat tertekan. Hanya dua orang sahaja murid yang mendapat gred A, iaitu gred tertinggi dalam ujian Pentaksiran bagi matapelajaran Kimia. Pengkaji berasa amat kecewa dengan keputusan ujian tersebut kerana pengkaji telah banyak meluangkang masa, tenaga dan wang ringgit bagi memastikan kejayaan anak-anak murid, namun masih tidak mendapat keputusan yang memberangsangkan. Setelah membuat sesi Profession learning community (PLC) bersama rakan-rakan setugas, kebanyakan daripada mereka memberikan maklum balas yang negatif. Pengkajisama sekali tidak berpuas hati dan berasakan maklum balas daripada rakan-rakan guru langsung tidak membantu. Setelah membuat refleksi diei selama beberapa hari, pengkaji terpanggil untuk mengubah keadaan dan bertekad untuk membuat pembaharuan demi anakanak murid. Semasa sesi mentor mentee, pengkaji bertekad untuk meminta murid untuk meluahkan segala rasa yang terbuku di hati mereka tentang apa yang mereka rasakan selama
3 ini mengenai matapelajaran Kimia dan mengapa mereka gagal dalam matapelajaran Kimia. Maklumbalas yang diterima daripada murid di antaranya adalah seperti: - Kurang minat - Kurang mahir mencari kata kunci soalan - Kurang fokus semasa guru mengajar Dengan keazaman dan tekad yang tinggi untuk meningkatkan gred purata matapelajaran (GPMP) matapelajaran Kimia, pengkaji merasakan ia adalah tanggungjawab yang harus dipikul demi kemajuan dan kemenjadian murid. Faktor ini telah menjadi mendorong pengkaji untuk menjalankan kajian tindakan ini. 3. Isu-isu pembelajaran 1) Bilangan murid yang mendapat gred A’s(A+, A dan A-) dalam mata pelajaran Kimia kurang memuaskan. 2) Pelajar bosan dengan kaedah konvensional. 4. Persoalan kajian 1) Adakah penggunaan permainan Flash Card Ion boleh membantu meningkatkan kefahaman murid dalam membina formula kimia? 2) Adakah penggunaan permainan Flash Card Ion yang dibangunkan ini dapat membantu murid meningkatkan minat murid dalam matapelajaran Kimia? 3) Adakah penggunaan pendekatan pembelajaran koperatif dapat membantu pelajar dalam membuat keputusan mengikut garis panduan melalui permainan Flash Card Ion? 5. Tinjauan literatur Berdasarkan kajian-kajian lepas yang dijalankan oleh Minghong Bi et.al (2019), pendekatan GBL adalah kaedah pengajaran yang lebih berkesan untuk meningkatkan kemampuan menyelesaikan masalah bagi pelajar siswazah dalam onkologi perubatan. GBL memerlukan persiapan yang lebih rapi oleh murid manakala guru perlu menyediakan strategi yang lebih struktural untuk belajar berdasarkan kes konkrit dan dicirikan oleh pengajaran yang berkesan dan interaktif (Santos, 2021). Kaedah GBL telah digunakan secara meluas dalam pelbagai disiplin ilmu yang diaplikasikan, seperti perubatan, undang-undang, pengurusan, dan sebagainya (Whittion, 2012; Zhuso et. al 2014; Qian & Clark, 2016). Menurut Zafeiropoulou. M (2021), dalam melahirkan murid yang berfikiran kreatif dan kritis, pengintegrasian penggunaan permainan dengan kaedah pengajaran yang berkesan adalah amat diperlukan. Perasaan bosan dan jemu semasa proses penyelasaian masalah khususnya dapat dikurangkan. Prinsip bermain sambil belajar menggunakan aktiviti permainan adalah sebagai kaedah pengajaran dan pembelajaran di dalam dan di luar bilik darjah. Menurut Ismaizam et al., (2022), fantasi, perasaan ingin tahu dan cabaran merupakan tiga perkara penting yang boleh memotivasikan murid di dalam bilik darjah. Pernyataan ini adalah selari dengan kajian oleh Zhang.S (2018). Zhang.S (2018) mengatakan bahawa kaedah pembelajaran berasaskan permainan adalah kaedah pengajaran yang sangai sesuai dan berkesan dalam PAK-21 kerana terdapat dua faktor terpenting iaitu interaktif dan menarik. Melalui permainan juga, ia membenarkan persaingan sihat sesama murid di mana ia merupakan satu faktor yang menjadi motivasi kepada mereka. Melalui pembelajaran berasaskan permainan (GBL) juga, murid tanpa sedar akan belajar sambil bermain secara serentak.
4 Kajian yang dilakukan oleh Zakaria N.Y.K et. al (2021), GBL merupakan satu permainan interaktif yang menggabungjalinkan konsep bermain sambil belajar. Melalui GBL, murid dapat merasakan pengalaman tersendiri dan ia merupakan keseronokan dalam pendidikan awal kanak-kanak. Dalam keseronokan ketika bermain, murid tidak menyedari yang mereka sebenarnya sedang belajar. Menurut Partovi T. (2019), keseronokan dalam GBL sebenarnya secara tidak langsung mampu menjana kemahiran dan motivasi murid, di mana ia dapat menarik minat murid dan sekaligus menjadikan sesuatu pembelajaran itu lebih bermakna dan berkesan. Selain itu, strategi pembelajaran serta keupayaan belajar oleh murid mampu dipertingkatkan. Kesannya, murid dapat memberi tumpuan yang sepenuhnya dalam apa yang mereka pelajari. (Muhridza,2018). Kajian ini selari dengan kajian yang dijalankan oleh Keodara. K (2019) yang menyatakan bahawa setiap murid memerlukan konsentrasi dan penggunaan pemikiran yang kreatif. Menurut Keodara K. (2019) lagi, pemain (murid) memerlukan pemikiran yang kompleks dan perlu memberikan fokus serta perhatian yang sepenuhnya dalam membuat keputusan dan ia adalah sangat selari dengan konsep kemahiran berfikir aras tinggi yang diterapkan dalam pembelajaran abad ke-21. Berdasarkan kajian yang dijalankan oleh Elizabeth et.al (2020) setiap murid menikmati GBL dan meningkatkan mutu pembelajaran mereka. Guru juga menikmati GBL kerana kaedah ini mendorong pembelajaran dalam kumpulan kecil yang boleh memotivasikan murid untuk fokus kepada isi pelajaran dalam bilik darjah. Proses pembelajaran juga akan menjadi lebih mudah dan lancar kerana guru hanya bertindak sebagai fasilitator dan murid sebagai guru muda yang menjadi pemangkin kepada kemajuan rakan-rakan yang lain. 6. Metodologi Kajian Kajian ini dijalankan menggunakan kaedah kualitatif menggunakan rekabentuk kajian tindakan. Seramai 30 orang murid telah dipilih dalam kajian inisebagai peserta kajian. Pengkaji telah menggunapakai model kajian tindakan Kemmis & Mc Taggart (2009). Model kajian tindakan Kemmis & Mc Taggart (2009) ini menggunakan empat langkah iaitu refleksi terhadap isu pengajaran dan pembelajaran, langkah kedua pula adalah penyediaan pelan bagi menangani isu dan mengatasi masalah. Seterusnya, pelan yang disediakan daripada langkah dua perlu dilaksanakan dan dalam masa yang sama, pengkaji harus memerhati dan mencatat sebarang perubahan kelakuan dan tingkah laku serta peningkatan tindakan yang dijalankan itu. Keseluruhan pelaksanaan itu disifatkan sebagai Gelungan Pertama dan jika masalah itu tidak dapat diatasi, maka pengkaji boleh memulakan proses semula ke Gelungan Kedua sehingga masalah itu diselesaikan. Pada Gelungan Kedua pengkaji harus mereflek dan membuat adaptasi terhadap pelan tindakan beliau. Data-data yang diperoleh melalui kajian tindakan ini diuji dengan menggunakan perisian SPSS versi 16.0. Dalam kajian ini juga pengkaji telah menjalankan beberapa kaedah pengumpulan data diantaranya adalah pemerhatian di dalam bilik darjah, pemeriksaan buku latihan, sesi temubual, soal selidik dan ujian sebelum dan selepas tindakan. Bagi soal selidik, tahap minat dan motivasi murid dianalisis secara deskriptif untuk mendapatkan sisihan piawai, min dan peratus. Borang soal selidik atas talian menggunakan ‘google form’ telah diedarkan untuk diisi oleh peserta kajian. Melalui soal selidik, data dianalisis secara deskriptif untuk mendapatkan nilai min dan sisihan piawai.
5 6.1 Pemerhatian Sepanjang sesi PdPC berlangsung, semua tingkah laku peserta kajian sebelum dan selepas kajian telah diperhatikan dan dicatatkan. Hasil pemerhatian pengkaji, pengkaji mendapati sebelum kajian ini dilaksanakan, peserta kajian kurang memberi respons kepada soalan-soalan yang diberikan. Hasil pemerhatian sebelum kajian juga, pengkaji mendapati peserta kajian perempuan yang lebih bersedia dan menunjukkan kesungguhan sebaliknya peserta kajian lelaki kurang bersungguh dan kurang mengambil bahagian di dalam aktiviti PdPC yang dijalankan. 6.2 Ujian sebelum dan selepas tindakan Melalui ujian sebelum tindakan iaitu Ujian Pentaksiran 1 pada bulan Mei yang lalu, pengkaji telah menganalisa setiap kelemahan peserta kajian. Tujuannya adalah untuk mengesan sejauh mana kefahaman dan ingatan mereka mengenai subtopik formula kimia dan garam. Selepas pengkaji menyemak jawapan peserta kajian, pengkaji tidak memulangkan kertas jawapan mereka dan tidak membincangkan jawapannya, sebaliknya pengkaji telah meneruskan PdP seperti biasa dengan menggunakan kaedah konvensional iaitu chalk and talk dan teachercentered learning. Setelah dua minggu, pengkaji telah memperkenalkan pengajaran yang berfokuskan student-centered learning iaitu permainan Flash Card Ion di mana ianya berfokuskan kaedah pembelajaran koperatif seperti One-Two-Group dan pembelajaran terbeza menggunakan kaedah Jigsaw. Seminggu selepas itu pengkaji telah memberikan satu set kertas ujian (ujian selepas tindakan) menggunakan set soalan yang hampir sama dengan ujian sebelum tindakan. 6.3 Soal Selidik Borang soalselidik menggunakan Google form telah disediakan dan diedarkan kepada peserta kajian melalui aplikasi Telegram untuk mendapatkan maklum balas mereka berkenaan subtopik formula kimia dan garam sebelum dan selepas permainan Flash Card Ion diperkenalkan. 6.4 Tindakan yang Dijalankan Setelah peserta kajian menjalani Ujian sebelum tindakan dan sesi PdPC secara konvensional, pengkaji telah meminta peserta kajian membawa beberapa bahan seperti pen dan kertas atau apa sahaja bahan yang boleh digunakan semasa permainan Flash Card Ion. Ini adalah bertujuan untuk memperkenalkan permainan Flash Card Ion. Sebelum pengkaji memulakan permainan Flash Card Ion, pengkaji telah membimbing dan menerangkan serba sedikit mengenai langkah melaksanakan permainan ini. Seterusnya, pengkaji membimbing peserta kajian untuk mencari kata kunci dalam permainan ini. Sebelum itu, pengkaji telah mencungkil idea dan pengetahuan sedia ada peserta kajian mengenai cas-cas ion serta nama-nama garam terlebih dahulu. Peserta kajian diingatkan bahawa mereka perlu menulis formula ion yang terhasil di atas kertas yang telah disediakan oleh pengkaji. Setelah itu, murid juga diberi pilihan (choice board) Sebagai contoh, pengkaji telah memberikan cadangan seperti melakar peta i-think, membuat peta minda, melakukan aksi lakonan dan sebagainya. Ini bertujuan untuk memastikan multiple intelligence dapat ditonjolkan dari dalam diri mereka. Setelah itu, peserta kajian diberikan ujian selepas tindakan yang mengandungi soalan yang hampir sama dengan ujian sebelum tindakan. Bagi mengukuhkan ingatan mereka, pengkaji telah menyediakan beberapa set soalan pengukuhan untuk mengukuhkan kefahaman dan ingatan mereka sebagai kerja rumah.
6 6.5 Penilaian Kajian tindakan ini telah dilaksanakan dalam tempoh dua minggu. Semasa pengkaji menjalankan Pengkaji telah memperuntukkan waktu kelastambahan selama satu minggu untuk membimbing peserta kajian semasa perlaksanaan permainan Flash Card Ion. Peserta kajian telah menjalani ujian selepas tindakan sebaik sahaja selepas permainan Flash Card Ion diperkenalkan. Setelah itu, peserta kajian turut diberikan beberapa set soalan lagi sebagai langkah pengukuhan. Setelah ujian selepas tindakan dilaksanakan, peserta kajian diminta mengisi borang soal selidik yang diedarkan melalui aplikasi Telegram untuk mendapatkan pandangan mereka tentang permainan Flash Card Ion. Selain itu, pengkaji turut menemubual peserta kajian bagi mendapatkan refleksi dan pandangan mereka terhadap permainan Flash Card Ion ini. 6.6 Refleksi Kajian Pencapaian peserta kajian dalam ujian sebelum dan selepas tindakan menunjukkan peningkatan yang agak ketara. Hasil dapatan kajian menunjukkan bahawa adunan pendekatan Game-BasedLearning (GBL) iaitu Flash Card Ion dan Teori Multiple intelligence banyak membantu peserta kajian meningkatkan keyakinan diri, daya ingatan dan kefahaman terhadap apa yang dipelajari disamping menjadikan suasana PdP lebih ceria dan menyeronokkan. Namun, masih terdapat beberapa perkara yang perlu ditambahbaik oleh pengkaji. Pengkaji sepatutnya memastikan mereka mempersembahkan hasil mereka dengan bersungguh- sungguh dan tidak meniru idea dari rakan-rakan mereka sahaja. Pengkaji juga sepatutnya harus lebih bertegas terhadap segelintir peserta lelaki yang agak malas dan bersikap sambil lewa. Namun, apa yang membuat pengkaji bangga adalah terdapat dua orang peserta kajian telah menghantar mesej secara personal melalui aplikasi whatsapp menyatakan yang mereka sangat bersyukur terpilih sebagai peserta kajian in kerana melalui permainan Flash Card Ion, mereka berasa lebih faham dan berharap pengkaji dapat menjalankan lagi permainan ini di masa akan datang kepada rakan -rakan mereka yang lain. 7. Dapatan kajian 7.1 Analisis Pemerhatian Selepas kajian ini dijalankan, hasil pemerhatian mendapati peserta kajian mempunyai tahap keyakinan yang lebih tinggi untuk menjawab soalan-soalan yang diberikan. Selain itu, peserta kajian juga dapat menjawab soalan yang diajukan secara spontan dan mereks lebih bersemangat terhadap setiap soalan yang diajukan baik secara lisan mahupun bertulis. Selain itu, peserta kajian juga didapati lebih aktif semasa sesi PdPC dan mereka seakan-akan berlumba-lumba untuk menjawab setiap soalan yang diajukan oleh pengkaji. Apa yang membuat pengkaji berasa bangga, terdapat beberapa soalan yang jawapannya sengaja disalahkan oleh pengkaji, tujuannya adalah untuk menguji tahap kefahaman dan kepekaan peserta kajian. Namun, mereka dapat mengesan dan membetulkan jawapan bagi soalan tersebut dengan tepat tanpa ada kesalahan. 7.2 Temubual Pengkaji telah menjalankan temubual dengan beberapa orang peserta kajian untuk mendapatkan maklumbalas daripada mereka. Berikut merupakan hasil beberapa temubual di dalam kajian ini. Murid A: “Saya berasa lebih yakin untuk mengikuti sesi PdPC di dalam kelas. Saya juga lebih faham mengenai formula kimia”
7 Pelajar B: “Terima kasih cikgu kerana memilih saya untuk mengikuti kelas ini. Saya rasa lebih faham” Pelajar C: “Cikgu, saya tak bosan kerana saya boleh bermain” Pelajar D: “Seronoknya, cikgu...terbaik cikgu” Pelajar E: “Saya suka la belajar hari ni. Nasib baik saya terpilih..cikgu buatlah lagi macam yang cikgu ajar hari ni.” Pelajar F: “Baru saya faham apa formula kimia ni..Selama ni saya blurr.. Terima kasih cikgu” 7.3 Analisis soal selidik Bagi mendapatkan maklum balas responden terhadap minat dan motivasi mereka terhadap permainan Flash Card Ion, kaedah soal selidik telah digunakan. Maklum balas yang diberikan oleh responden dikategorikan kepada skala likert lima peringkat. Menurut Alley (2022) di dalam artikelnya bertajuk Pengertian Skala Likert, Cara Penggunaan dan Contoh menyatakan bahawa skala likert merupakan salah satu skala yang digunakan untuk mengumpul data bagi mengetahui atau mengukur data yang bersifat kualitatif dan kuantitatif. Data ini diperoleh untuk mengetahui pendapat, persepsi dan persepsi seseorang terhadap sesuatu fenomena yang sedang berlaku atau sedang dikaji. Soal selidik selalu digunakan untuk mengukur konsep yang berkaitan dengan keterangan latar belakang, sikap, persepsi dan pandangan. Dalam kajian ini, pengkaji telah membahagikan skala likert ini kepada lima peringkat iaitu: STS- Sangat Tidak Setuju TS- Tidak Setuju, TP – Tidak Pasti S- Setuju SS – Sangat Tidak Setuju Analisis deskriptif pula dilaporkan melalui nilai skor min dan sisihan piawai. Skor min telah dianalisis menggunakan skor min Landell (1977) seperti Jadual 1 di bawah. Jadual 1: Tahap Skor Min Skor Min Interpertasi 1.00 – 2.33 Rendah 2.34 – 3.67 Sederhana 3.68 – 5.00 Tinggi Jadual 2: Analisis deskriptif min dan sisihan piawai Item Pernyataan Sisihan piawai Peratus Min 1 Saya boleh membina formula kimia berdasarkan ionion dalam permainan Flash Card Ion ini. 1.184 86.7% 3.87 2 Saya berasa lebih faham bagaimana untuk mendapatkan formula kimia daripada permainan ini. 0.958 86.7% 3.69 3 Saya boleh mengingat warna-warna garam secara tidak langsung melalui permainan Flash Card Ion ini 1.389 83.3% 3.89
8 4 Saya mampu mengemukakan idea bagaimana formula ion tersebut terbentuk 1.398 80.0% 3.95 5 Saya boleh menulis persamaan kimia seimbang melalui aktiviti One-two-group dan Jigsaw dalam permainan Flash Card Ion. 1.398 80.0% 3.95 6 Saya berasa lebih yakin untuk menulis formula ion kimia selepas menggunakan permainan Flash Card Ion ini. 1.246 80.0% 3.68 7 Saya berasa seronok sepanjang permainan Flash Card Ion 1.450 91.3% 4.01 8 Saya boleh membimbing rakan-rakan sekelas yang lemah mengikut garis panduan pembelajaran koperatif dengan permainan Flash Card Ion 1.389 83.3% 3.89 Jadual 2 menunjukkan hasil analisis data menggunakan aplikasi SPSS versi 16.0. Melalui aplikasi SPSS versi 16.0 ini, analisis skor min, sisihan piawai dan peratus minat pelajar terhadap PdPc menggunakan permainan Flash Card Ion diperoleh. Melalui kajian ini juga, pengkaji mendapati kesemua item mencapai skor min tinggi iaitu di antara 3.69 sehingga 4.01. Berdasarkan skor min ini, dapat disimpulkan bahawa kesemua peserta kajian menunjukkan persepsi yang sangat positif terhadap permainan Flash Card Ion ini. 7.4 Analisis Ujian Sebelum dan selepas Tindakan. Jadual 3: Skor Ujian sebelum tindakan dan Ujian selepas tindakan Bil Peserta Kajian Ujian Sebelum Tindakan (Kaedah Konvensional) Ujian Selepas Tindakan (Kaedah GBL) 1 A 10 15 2 B 18 21 3 C 16 19 4 D 17 21 5 E 15 19 6 F 13 18 7 G 12 16 8 H 19 23 9 I 11 15 10 J 10 14
9 11 K 17 22 12 L 15 18 13 M 14 17 14 N 13 16 15 O 12 15 16 P 12 18 17 Q 10 19 18 R 18 22 19 S 11 15 20 T 13 20 21 U 13 18 22 V 10 15 23 W 12 20 24 X 17 21 25 Y 11 18 26 Z 13 16 27 AA 18 21 28 AB 12 16 29 AC 13 22 30 AD 11 18 Berdasarkan Jadual 3 di atas, didapati peserta kajian menunjukkan peningkatan yang agak ketara dari segi pencapaian ujian sebelum dan ujian selepas tindakan. Ini menunjukkan permainan Flash Card Ion dapat meningkatkan kefahaman murid dalam membina formula kimia dan seterusnya secara tidak langsung membantu murid dalam mencapai skor yang lebih cemerlang. 8. Perbincangan Kajian tindakan ini telah dijalankan selama tiga minggu. Perbincangan difokuskan bagi menjawab soalan kajian yang terdapat kajian ini. Hasil dapatan kajian mendapati peserta kajian lebih memahami bagaimana untuk menghasilkan formula kimia dengan betul. Kenyataan ini adalah berdasarkan item “saya berasa lebih faham bagaimana untuk mendapatkan formula kimia daripada permainan ini” di mana skor min bagi item ini adalah 3.69. Ia secara tidak
10 langsung telah menjawab persoalan kajian yang pertama dalam kajian ini. Berdasarkan analisis data yang diperolehi, permainan Flash Card Ion dapat membantu meningkatkan minat murid terhadap matapelajaran Kimia. Menurut Hussaini et. al (2022), pembelajaran berasaskan permainan melibatkan pendekatan berpusatkan murid di mana seorang guru menggunakan permainan sebagai alat pengajaran untuk penglibatan murid yang lebih baik. Ini memberi impak yang ketara kepada prestasi dan minat murid kerana ia melibatkan 'belajar dengan melakukan' mengikut kadar mereka sendiri yang bermanfaat kepada kedua-dua murid lambat dan cepat belajar. Murid juga boleh bergerak ke peringkat lanjutan penyelesaian masalah hanya selepas menguasai tahap asas pemahaman dalam pendekatan berasaskan permainan. Hasil kajian juga mendapati mereka gembira, seronok dan teruja terhadap permainan ini. Kenyataan ini adalah berdasarkan min tertinggi pada item “saya berasa seronok sepanjang permainan Flash Card Ion”. Dapatan kajian ini adalah selari dengan kajian yang dijalankan oleh De Carvalho, C.V & Coelho (2022) yang menyatakan permainan dikaitkan dengan aktiviti penyelesaian masalah yang menyeronokkan, dan merupakan sistem endogen yang distrukturkan oleh mekanik permainan (atau peraturan permainan). Ia juga adalah selari dengan kajian yang dijalankan oleh Hussaini et al (2021) yang menyatakan bahawa pembelajaran berasaskan permainan kini menjadi semakin popular sebagai alat pedagogi untuk menyampaikan kepada pelajar set kemahiran baharu yang dikenali sebagai kecekapan abad ke21 zaman baharu. Selain itu, perserta kajian juga didapati berjaya mengadaptasi pembelajaran koperatif seperti One-two-group dan Jigsaw semasa permainan Flash Card Ion. Mereka mampu bekerjasama sesama rakan sepasukan sepanjang aktiviti ini. Kenyataan ini berdasarkan skor min tinggi item soal selidik “saya boleh menulis persamaan kimia seimbang melalui aktiviti One-two-group dan Jigsaw dalam permainan Flash Card Ion” dan “saya boleh membimbing rakan-rakan sekelas yang lemah mengikut garis panduan pembelajaran koperatif dengan permainan Flash Card Ion.” Secara tidak langsung, ia telah menjawab persoalan kajian ketiga pengkaji. Ia adalah selari dengan kajian oleh Camara et. al (2020) yang menyatakan pembelajaran koperatif merupakan pedagogi yang berkesan yang digunakan untuk memupuk pembelajaran dan kemahiran berfikir kritis. Menurut Dendup (2020) pula, pembelajaran koperatif juga boleh digunakan untuk membantu membangunkan kebolehan komunikatif pelajar, meningkatkan pembelajaran terkawal kendiri dan menggalakkan motivasi akademik. Dapatan kajian ini juga didapati selari dengan kajian oleh Barksdale et al. (2021) yang menyatakan bahawa pembelajaran pelajar dipengaruhi oleh hubungan yang mereka bina antara satu sama lain jadi apabila murid berasa selamat dan disokong di dalam bilik darjah mereka, pembelajaran dipertingkatkan. Oleh itu, secara tidak langsung kajian ini dapat membuktikan bahawa pembelajaran koperatif dapat menyediakan persekitaran yang selamat dan murid mempunyai peluang untuk bekerjasama dengan orang lain selain dapat membina pengetahuan dan perhubungan secara sosial. 9. Cadangan Kajian ini dijalankan menggunakan kaedah kualitatif. Oleh itu, pada masa akan datang, pengkaji boleh menggunakan kaedah kuantitatif untuk mengetahui persepsi murid terhadap GBL. Selain itu, kajian ini juga boleh diketengahkan untuk topik yang lain seperti Ikatan Kimia. Kajian lanjutan juga boleh dilakukan untuk meneroka masalah-masalah yang dihadapi dalam GBL dan memperluaskan populasi peserta kajian ke seluruh Malaysia bagi mendapatkan data yang lebih jitu dan konkrit.
11 10. Kesimpulan Kajian tindakan ini dilaksanakan adalah bertujuan mengkaji keberkesanan permainan Flash Card Ion dalam meningkatkan kefahaman asas murid tingkatan 5 dalam topik formula kimia. Melalui kajian ini, secara tidak langsung ianya dapat memberikan gambaran tentang kesediaan dan kehendak murid terhadap GBL berbanding mod pengajaran konvensional. Secara keseluruhannya, penggunaan GBL di dalam PdPC dapat menyediakan ruang dan penghayatan yang lebih jelas kepada murid. Berdasarkan kajian ini juga, didapati murid lebih bersedia dan berkemahuan untuk mengikuti teknik pengajaran berasaskan permainan. Melalui dapatan kajian ini, diharapkan ia dapat memberi implikasi terhadap pengurusan pendidikan seperti Kementerian Pendidikan Malaysia (KPM), Bahagian Pembangunan Kurikulum (BPK), Jabatan Pendidikan Negeri (JPN), Jurulatih Utama (JU), Jurulatih Pakar Pembangunan Sekolah dan juga pentadbir sekolah bahawa pendekatan pembelajaran berasaskan kes adalah salah aspek penting dalam melaksanakan PdP yang berkesan dan sesuai dengan pendekatan PAK-21. Melalui kajian ini juga, diharapkan ia memberikan panduan kepada pelbagai pihak dalam merangka dan menyediakan panduan yang khusus bagi kegunaan guru pada masa akan datang. Rujukan Alley,D.W.(2022).Pengertian Skala Likert, Cara Penggunaan dan Contoh. https://www.cs.auckland.ac.nz/~ian/CBR/8-30%20Aha-Kibler-Albert-91.pdf Barksdale, C.; Peters, M.L.; Corrales, A. (2021) Middle school students’ perceptions of classroom climate and its relationship to achievement. Educ. Stud,47, 84–107. Cámara-Zapata, J.M.; Morales, D. (2020). Cooperative learning, student characteristics, and persistence: An experimental study in an engineering physics course. Eur. J. Eng. Educ.,45, 565–577. De Carvalho, C.V.; Coelho, A. (2022). Game-Based Learning, Gamification in Education and Serious Games Computers. 11, 36. https://doi.org/10.3390/ computers11030036 Dendup, T.; Onthanee, A. (2020) Effectiveness of cooperative learning on English communicative ability of 4th grade students in Bhutan.Int. J. Instr.,13, 255–266 http//:doi:10.1007/978-1-4419-1428-6_437 Elizabeth Thistlethwaite. (2020). The effectiveness of casebased learning in health professional education. A BEME systematic review: BEME Guide No. 23, Medical Teacher, 34:6, e421- e444https://www.tandfonline.com/doi/pdf/10.3109/0142159X.2012.680939?needAcces s=true Hussaini, Nilofer & John, Sunil & Sarkar, Bidisha & jain, sunitha & Alexander, Daisy. (2021). Game-Based Learning in Higher Education: An Effective Pedagogical Tool for Enhanced Competency Building. https//doi:10.4018/978-1-7998-7271-9.ch008. Ismaizam, N. M., Rahman, S. F. A., Ahmad, S. N. S. M., Nazri, N. I. I. M., Idris, N. A. A., Ali, N. A., Rafi, N. F. B. M., Mohamad, S. N. A., Rahim, A. A. A., Rashid, K. K. A., & Aldaba, A. M. A. (2022). An Integration of Game-based Learning in a Classroom: An Overview (2016 - 2021). International Journal of Academic Research in Progressive Education and Development, 11(1), 1207–1221. https://doi: 10.1007/978-1-4419-1428- 6_437 Kementerian Pendidikan Malaysia (KPM). (2021). KPM PerkasaKU: Program Pemerkasaan Pelaksanaan Kurikulum. https://studentportal.my/kpm-perkasaku/ Keodara, K. (2019). The Implementation of Game-Based Learning to Improve in English in Cambodia. Media Education Program.
12 Minghong Bi (2019). Comparison of case-based learning and traditional method in teaching postgraduate students of medical oncology, Medical Teacher, 41:10, 1124-1128, DOI: 10.1080/0142159X.2019.1617414. https://www.tandfonline.com/doi/epub/10.1080/0142159X.2019.1617414?needAccess =true Muhridza, N. H., Rosli, N. A., Sirri, A., & Abdul Samad, A. (2018). Using Game-based Technology, kahoot! for Classroom Engagement. LSP International Journal. 5(2). Partovi, T., & Razavi, M. R. (2019). The effect of game-based learning on academic achievement motivation of elementary school students. Learning and Motivation. 68. 101592. Qian, M., & Clark, K. R. (2016). Game-Based Learning and 21st Century Skills: A Review of Recent Research. Computers in Human Behavior, 63, 50–58 https://doi:10.1016/j.chb.2016.05.023 Santos, J.; Jesmin, T.; Martis, A.; Maunder, M.; Cruz, S.; Novo, C.; Schiff, H.; Bessa, P.; Costa,R.; Carvalho, C.V.d. (2021) Developing Emotional Intelligence with a Game: The League of Emotions Learners Approach. Computers. 10(97). Stephen Kemmis & Mc Taggart (2009) Action research as a practice‐based practice, Educational Action Research, 17:3, 463- 474, https//DOI: 10.1080/09650790903093284 The Jigsaw Classroom. (2019). https://www.jigsaw.org/ Whitton, N. (2012). Game Based Learning. In Encyclopedia of the Sciences of Learning. Springer. Zafeiropoulou, M.; Volioti, C.; Keramopoulos, E.; Sapounidis, T. (2021). Developing Physics Experiments Using Augmented Reality Game-Based Learning Approach: A Pilot Study in Primary School. Computers, 10, 126. Zakaria, N. Y. K., Yunus, M., Hashim, H., Nordin, M. N., Norman, H., & Adnan, N. H. (2021b). Pre-Service Teachers’ Views on the Implementation of Game-Based Learning for Academic Writing Skills. Sains Insani, 6(1), 11–16. https://doi.org/10.33102/sainsinsani.vol6no1.226 Zhang, F. (2018). The application of the game-based approach in primary school English teaching. Proceedings of the 2nd International Conference on Economics and Management, Education, Humanities and Social Sciences (EMEHSS 2018), 595–596. https://doi.org/10.2991/emehss18.2018.120
1 SEKOLAH MENENGAH KEBANGSAAN COCHRANE JALAN SHAHBANDAR, OFF JALAN COCHRANE 55100 KUALA LUMPUR RESEARCHER: MOHD FAHMY IZZUDIN BIN MAD NOR RESEARCH TITLE: THE EFFECTIVENESS OF USING THE GRAMMAR TRANSLATION METHOD FOR THE ENGLISH TENSES IN DEVELOPING 3 EFISIEN, SMK COCHRANE STUDENTS' WRITING SKILLS 23 SEPTEMBER 2023
2 TABLE OF CONTENTS 1.0 INTRODUCTION 5 2.0 PROBLEM STATEMENT 5 3.0 OBJECTIVES OF THE RESEARCH 6 3.1 GENERAL OBJECTIVE 6 3.2 SPECIFIC OBJECTIVE 6 4.0 PARTICIPANTS 7 5.0 IMPLEMENTATION OF THE RESEARCH 7 5.1 PROBLEM OVERVIEW 7 5.2 PROBLEM SURVEY ANALYSIS 7 5.3 METHODS OF IMPLEMENTATION 8 5.4 STUDY REFLECTION 11 6.0 SUGGESTION FOR FUTURE STUDIES 13 7.0 CLOSING 13 BIBLIOGRAPHY 14 APPENDICES 15
3 APPRECIATION Assalamualaikum and Salam Malaysia Madani, First of all, I would like to express my gratitude to Allah S.W.T because with the permission of His grace, I was able to complete this action research within the prescribed period. Hopefully this will be a starting point for me to continue more productive studies in the future to solve problems for teaching in particular. Education is the backbone of a country's development. This can be seen in the government's efforts to generate development, improve the country's image, create social justice and determine the direction of the next generation. In order to realize these efforts, it is appropriate for teachers to act proactively to obtain information and solve problems that arise during teaching by conducting Action Studies. In order to make the National Education Philosophy a success, teachers need to always remember the objective of national education to produce students who are balanced and harmonious from a physical, emotional, spiritual, intellectual and personality point of view. In order to produce wellrounded individuals, teachers need to actively involve students in all school activities to produce excellent human capital that is the nation's aspiration. It is hoped that this action research will be able to help the national education system to achieve the glory of our world-class education.
4 ABSTRACT This study was conducted to overcome the problem of form 3 students' understanding of the use of English Tenses in their writing. A total of 27 Form 3 students from 3 Efisien, SMK Cochrane, Jalan Shahbandar Kuala Lumpur and one teacher were involved in this study. The initial survey was done through quizzes, writing exercises, structured tests and written tests. The results of the survey found that the students did not know the types of English Tenses in an organized manner. Action planning is focused on the situation and the period of time that the verb for conversation is carried out. This Grammar Translation method was implemented for 80 minutes a week and took almost 12 weeks starting from mid-May to the end of August 2023. The test results have shown an improvement in the students' performance. This research finds that it is easier for students to remember English Tenses using this method because the concept is repeated for all three timelines, namely present, past and future. The students also admit that this method is more accurate and easier to remember when doing writing exercises.
5 THE EFFECTIVENESS OF USING THE GRAMMAR TRANSLATION METHOD FOR THE ENGLISH TENSES IN DEVELOPING 3 EFISIEN SMK COCHRANE STUDENTS' WRITING SKILLS By: Mohd Fahmy Izzudin bin Mad Nor Sekolah Menengah Kebangsaan Cochrane 1.0 INTRODUCTION The Common European Framework of Reference for Languages (CEFR) was adopted in Malaysian public schools for the teaching and learning of English. The gradual adoption is consistent with the 2013 National Education Blueprint (Nurul Farehah Mohamad Uri, 2018). The plan includes four major skills: reading, writing, listening, and speaking. All four skills are given equal weight in this new model. Teachers receive ongoing training and extensive guidelines to ensure proper content delivery in accordance with CEFR standards (Zuraidah Mohd Don & Mardziah Hayati Abdullah, 2019). 2.0 PROBLEM STATEMENT Learning English for everyday use requires speakers to be able to use correct grammar. One of the problems that students always face in relation to writing essays often involves the incompetency of not being able to use correct grammar. This includes the use of more complicated English Tenses compared to other languages. For Malay speakers, English grammar is considered difficult to master especially when it comes to the English Tenses. After studying English for eleven (11) years, there are still students who fail to master the correct use of English Tenses. The inability of using the English Tenses will make it difficult for them to master one of the components of the English exam, which is writing. In order to improve students' English essay writing skills, this aspect of Tenses is one of the skills that students need to master. English tenses are considered complicated because their use also involves aspects of verb vocabulary that must be mastered
6 along with sentence building skills. This problem can be overcome if the students understand the use of the English Tenses according to the correct context. If the students cannot distinguish between the Present Perfect and the Past Simple, or between the Future Simple and the Future Progressive for example, it shows that their understanding of the use of Tenses is still vague. This is because the use of each English Tense carries a different connotation in each sentence. However, this problem can still be overcome because even though the sentence structure in the Malay language is different from English, the basics are still almost the same. If the students can understand and use the English Tenses in the right context, then the problems related to their writing will be fixed. With that, this study tries to overcome the problem of students' lack of skills in writing their essays by improving their skills in using English Tenses correctly through a method known as the Grammar Translation Method. The application of this method will be discussed further in the said topic. This method is expected to help students to master the English Tenses better and more effectively, further improving their essay writing skills. 3.0 OBJECTIVES OF THE RESEARCH 3.1 GENERAL OBJECTIVE What are the effective ways to teach the English Tenses to 3 Efisien students? The 3 Efisien class is a group of students who rarely use English at home and school, and spend most of their time with the components of the Islamic teachings like the Quran, Qiraat, Hafazan, Fiqh, Sirah and the like. This research tries to find the best solution to improve the quality of writing for 3 Efisien students at SMK Cochrane. 3.2 SPECIFIC OBJECTIVE The specific objective for this research is to implement the Grammar Translation method to enhance 3 Efisien students writing skills in order to prepare them for different types of writing like creative writing, technical and scientific writing.
7 4.0 PARTICIPANTS 27 students from 3 Efisien were selected to be a part of this action research. The students are in Kelas Aliran Agama (KAA) which English is a major problem among these students since their focus would be more to the Arabic language. English is rarely used in the classroom and at home, compared to the Malay and Arabic language among these students. 5.0 IMPLEMENTATION OF THE RESEARCH 5.1 PROBLEM OVERVIEW Before the next steps are taken, actions to identify the students' problems have been taken to know the problems they face more deeply. The survey was conducted through the following methods: 1. Multiple choice quiz test. 2. The written test involves part 2, paper 2 (PT3 format). 3. Paper 3 speaking test in class. 5.2 PROBLEM SURVEY ANALYSIS Based on observations after the study was conducted on the target group it was found: 1. Pupils have become accustomed to the use of Present Simple on all timelines in English essay writing. For example, I eat the food last night. 2. Students do not master the Past Form and Past Participle of Verbs when constructing sentences. For example, I have find the keys. 3. Students rarely use Continuous, Perfect and Perfect Continuous Tense forms in their essays. 4. Students are often confused with the use of Tenses in the passive form. For example, I have been lived in Ampang for 5 years.
8 5.3 METHODS OF IMPLEMENTATION The study was conducted on class 3 Efficient with a total of 27 students with the class divided into 2 groups, namely the first group with TP4, TP5 and T6. The second group is students with TP3 and below. The intervention materials provided were used on students in the second group. Before the lesson began, the students were given a set of questions containing the Tenses to identify the students' skills in using Tenses. The students' scores were collected and recorded. The teacher then started teaching Tenses starting with the topic of Present Tenses and Past Tenses. The lesson then continued with the topics Future Tenses. The teacher prepared teaching notes in the form of a table with keywords in Malay. The students were required to remember the concept for each Tense that had been taught. The teacher gave exercises to the students with different materials. The material for the first group was in the form of a general order while the second group obtains material with a more specific order. Both groups were required to write a short article containing the components of Present Tenses namely Present Simple, Present Continuous, Present Perfect and Present Perfect Continuous. The same tenses also applied for the Past Tenses and the Future Tenses. The students from the second group were assisted with text materials in Malay and were required to translate the article into English using the keywords that had been taught previously.
9 ACTION PLAN FOCUS Writing Skills: Developing students’ writing skills. WHY To improve 27 Form 3 Efisien students’ writing skills by using the Grammar translation method. STEP WHAT HOW WHO WHEN 1. Preparation of plan Carrying out: Preassessment Research Mohd Fahmy Izzudin (3 Efisien English teacher) 27 students from 3 Efisien Pre-assessment By mid May 2023 Research By June 2023 2. Implementation of the action plan Using the bilingual English Tenses Table and Notes Mohd Fahmy Izzudin (3 Efisien English teacher) 27 students from 3 Efisien June to August 2023 3. Data collection During writing lessons UPSA Examination Mohd Fahmy Izzudin (3 Efisien English teacher) 27 students from 3 Efisien June to August 2023
10 4. Report writing Analysing and drawing conclusions Mohd Fahmy Izzudin (3 Efisien English teacher) 27 students from 3 Efisien 31th of August 2023 In the first and second week, the students were given a quiz to assess their pre-knowledge before the study was conducted. Each student's score was recorded before comparison was made at the end of the research with the final test. Students' results for quizzes or pre-tests were noted and recorded as in the table below: Students’ results Number TP3 5 TP4 9 TP5 8 TP6 5 The teacher started the study by explaining how English Tenses are used in a statement. The teacher related this topic to the Verb topic that has been learnt in the previous session. In order to master English Tenses, students needed to master the verb forms first, namely Base Form, 3rd Person Singular Simple Present Tense, Present Participle, Past Form and Past Participle. They also needed to understand the active and passive sentence forms and why they are used. The students were then given a set of questions containing instructions for them to change the given verbs into the desired Tenses. This process is called conjugation, which is a process of familiarizing students
11 with Tenses that they should use in sentence construction both verbally and in writing. Conjugation was also done passively to train students to be creative in producing interesting and informative essays. Scores for each exercise given were recorded to identify students who have not yet mastered the conjugation process. Starting in the third week, the students began to be given several short articles for them to produce according to the given title. In this first phase, students were given the opportunity to choose whether to use their own initiative in writing an essay or use the materials provided by the teacher. The material provided by the teacher was more focused on the more comprehensive use of Tenses with each verb given to make it easier for them to do conjugation for each sentence. A comparison was also made to see the difference between articles written independently and articles prepared in Malay. The students were also asked which method was easier for them. The articles produced were then reviewed and scores were then recorded. Practice sets were then given in subsequent weeks with different topics. 5.4 STUDY REFLECTION After this study was conducted, it was found: (i) Students are more confident to answer writing questions with more confidence because they have understood the concept of using Tenses in writing papers. (ii) Students successfully detect and correct mistakes in exercises (quizzes) that are deliberately made by the teacher to test the pupils' understanding and memory. (iii) The use of English Tenses in students' writing is growing with more Past Tenses being used especially Past Continuous and Past Perfect Tense.
12 Students’ results Pre-test Post test TP3 5 0 TP4 9 5 TP5 8 13 TP6 5 9 (iv) All 5 students at the TP3 level managed to raise their mastery to a higher level, namely TP4 at a rate of 100%. (v) A total of 9 students at TP4 level have managed to raise their mastery to a higher level, namely TP5 at a rate of 69%. (vi) A total of 8 students at TP5 level have managed to raise their mastery to a higher level, namely TP6 at a rate of 13%. However, there are some limitations in the use of this Grammar Translation Method that can be detected. First, to master this method, students need to master a large number of vocabularies that involves verbs first. This is to ensure that they master the basic verb before conjugation can be done. Second, students must master all 5 verb forms, namely Base Form, 3rd Person Singular Present Simple Tense, Present Participle, Past Form and Past Participle. Without mastery of this topic, the Grammar Translation method is difficult to carry out, not to mention if the student's vocabulary is at a low level. Third, this method is only effective for writing, but may not be for speaking if students fail to visualize the necessary Tenses spontaneously.
13 6.0 SUGGESTION FOR FUTURE STUDIES From the findings of the study, it is proven that the Grammar Translation teaching method has helped students who are weak and do not master English Tenses to master this topic more effectively. This is evidenced by the increase in the TP of the students which went up to one level from before. This method is expected to be expanded to the next topics such as Sentence Structures and 8 Parts of Speech such as Adjectives and Adverbs. This is because these topics also require the students to study the sentences in English as well as the reading materials or text passages that they can read in Malay. 7.0 CLOSING This action research is expected to help students who are weak in mastering English Tenses to master this topic to help them improve their writing and speaking skills for everyday use. This is in line with the goal of the Malaysian Ministry of Education which sets the policy of Enhancing the Malaysian Language and Strengthening the English Language (MBMMBI) in the national education system.
14 BIBLIOGRAPHY Abdul Rahman Abd Majid (2007) Guru Sebagai Penyelidik , Kuala Lumpur , PTS Profesional Publishing Sdn Bhd. Bahagian Teknologi Pendidikan Kementerian Pelajaran Malaysia, Modul Kajian Tindakan Teknologi Pendidikan Bahagian Perancangan , Penyelidikan Dasar Pendidikan : Panduan Asas Menulis Laporan Kajian Tindakan, Kementerian Pelajaran Malaysia Sulaiman Masri, Abdullah Yusof, Mohd Ra’in Shaari (2006), Bahasa Melayu : Dimensi Pengajaran dan Pembelajaran, Kuala Lumpur, Utusan Publication & Distributor Sdn Bhd. Universiti Pendidikan Sultan Idris (2011) Pengajaran , Teknologi dn Penaksiran 2 KPD 3026. http:// pengajaranbahasamelayu.blogspot.com http:// mariasalamperpaduan .blogspot.com
15 APPENDICES
16 Pre-assessment
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18
19
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21 Conjugation
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23
24 Active to passive exercise