TINTA PENYELIDIKAN TINDAKAN TINGKATAN 6 SESI 2020 - 2021

tepat. Oleh kerana bahagian ini perlu menguasai beberapa kemahiran ini, hal ini telah
menjejaskan kebolehan murid menyiapkan graf bar dalam masa yang ditetapkan. Walau
bagaimanapu penggunaan kotak kecil ini berjaya meningkat jumlah pelajar yang menjawab
di bawah 40 minit. Daripada tidak ada pelajar yang boleh menjawab dalam dalam yang
ditetapkan, dengan penggunaan kotak kecil seramai 12 orang berjaya menjawab bawah 40
minit,

Jadual 1.5 Tempoh masa diambil semasa menjawab Latihan ABK Keenam

Bil Responden Tempoh
1. Ahmad Sheikh Hafeez Bin Nur Shamsudin 48 minit
2. Muhammad Akmal Bin Norisham 40 minit
3. Muhammad Hamizan Bin Mohamad Saad 46 minit
4. Muhammad Iffan Bin Ahmad Basri 47 minit
5. Muhammad Khairul Nazri Bin Mohd Baki 49 minit
6. Hatierah Binti Abu Bakar 35 minit
7. Nur Farah Aida Binti Zakaria 45 minit
8. Nur Aisya Binti Hamzah 38 minit
9. Nur Fadwa Binti Abdul Wahab 35 minit
10. Nur Izzah Inani Binti Mohamad Nasir 38 minit
11. Nur Alieza Natasha Binti Marzuki 37 minit
12. Nur Athirah Binti Ahmad 36 minit
13. Nur Salsabila Binti Mohamad Zahir 36 minit
14. Nur Syuhaida Binti Abdul 40 minit
15. Nur Sabrina Ellysha Binti Saderisam 40 minit
16. Sharifah Intan Shafina Binti Syed Affendi 38 minit
17. Siti Mahidafasya Binti Ali 50 minit
18. Siti Salwa Binti Amir 36 minit

12 orang pelajar menjawab dalam masa 40 minit
6 orang pelajar belum berjaya dalam masa 40 minit yang ditetapkan.
Refleksi kajian pelajar berasa yakin menjawab soalan bahagian ini tanpa hambatan masa
yang menekan pelajar kerana mereka dapat menjawab dengan tepat dalam masa yang
diperuntukkan. Pelajar juga saling membantu rakan-rakan yang kurang faham dan dapat
menilai hasil kerja mereka sendiri.

Saya berasa seronok kerana dapat membantu mengurang masa pelajar menjawab
soalan bahagian ini dalam masa yang ditetapkan walaupun 6 orang pelajar tidak berjaya

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menjawab mengikut masa yang ditetapkan , kegagalan mereka ini disebabkan kelemahan
mereka yang mengambil masa yang lama semasa menukar bentuk prosa kepada data
berjadual.
6.0 CADANGAN KAJIAN SETERUSNYA
Tindakan tidak berjaya mencapai seratus peratus kerana ada faktor-faktor yang menyebab
pelajar tidak menjawab dalam masa yang ditetapkan. Saya akan mengubahsuai tindakan
untuk tangani isu yang sama agar pelajar dapat menyiapkan masa yang ditetapkan.
BIBLIOGRAFI
Bahagian Pengurusan Sekolah Harian, KPM 2013 Modul Pengajaran dan Pembelajaran

STPM Pengajian Am. Card Information Sdn Bhd.
Haji Md Lasa et al., 2020. Lembaran Praktis Pengajian Am, Local Publication Sdn Bhd.
Manual Kajian Tindakan, Bahagian Perancangan dan Penyelidikan Dasar Pendidikan

Kementerian Pendidikan Malaysia.
Muhammad Ariffin, 2019. Pengajian Am STPM Kertas Dua.Kuala Lumpur: Penerbitan

Federal.
Sukatan Pelajaran Sejarah STPM, 2018

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Using Cooperative Learning To Improve Listening Skill In English Language
Among Form 6A6 Muet Students

Hairil Anuar Abdul Hamid
Sekolah Menengah Kebangsaan Syed Alwi

01000 Kangar Perlis

Abstract

This study focuses on the use of Cooperative learning as the tool towards enhance and develop the
competency of English language among the students in Form six classroom. The employment of the
Cooperative learning are assimilated with the normal classroom teaching based on the Syllabus and
national English language curriculum. The students are exposed to utilize the knowledge of language
learned in the classroom by using group work activities to develop the competency of the English
language. The study consists of the use of surveys as the instrument which will measure and explores
the extension of effectiveness of the use of Cooperative learning in the classroom.

1.0 Reflection

Cooperative learning requires students to work with one another closely. This improves their
self confidence and helps in terms of preparation and production of what teachers ask them
to work on. Students and people as a whole need this skill to upgrade them at all times. It is
essential for students to equip themselves with this skill as they are open to ways of solving
problems and taking charge of things in their own hands and at their own time.

There are many advantages of practising this technique of cooperating with one
another as it benefits students and teachers in terms of time and setting. Teachers can leave
students to finish or complete their tasks on their own at their own time with help from their
peers. Being able to work without teacher's supervision is an achievement for students as they
are given the freedom to act and be responsible for themselves. It also encourages the
students to be more creative and active.

Students in the school start to see things clearly as they move ahead with the plan of
this action research and almost all students in our class find it quite hard to activate themselves
to this new approach in the beginning. Luckily when I try to apply this technique during my
observation, the students enjoy it.

Another advantage of this skill is to be very lenient with students as teachers have to
accept students' ability to come up with their own ideas in completing the task assigned to
them. The Cooperative learning esspecially on listening avtivities which encourage students
to be in a heterogeneous group gives a good result as the good students manage to help their
friends. It also build a close ties with one another as they need to come up with product that
will satisfy the teachers.

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Teachers workload can be cut down to the very minimum if they get to teach the class
with higher proficiency in the subject learnt. Teacher can use this extra time to work on some
other things that will enable them to improve their professionalism.

Students as the main business in teaching have to be given the practise of working
collaboratively so that they would know how to express their ideas through the correct channel
or path. Working collaboratively can also expose themselves to different views from different
people and how they make use of this material is a skill that teachers should relate to them. I
personally feel that these students can go far if they practised what has been taught to them
well.

The students from this school are found to be very hardworking and active in class
especially when they are asked to perform something that is of their liking and interest.
Cooperative learning that was carried out according to the plan in our action research has
helped the students a lot in carrying out the tasks assigned to them whether it is carried out in
class or not.

Cooperative learning as a method that has been practised a lot in many other field has
proved to be very effective in producing students that is of very high achievement especially
in thinking skills and the proficiency of the language. The act of working together and
combining heads to solve problems or queries given is a very unique way to get students to
work with high degree of alertness and to get students moving ahead of time.
Students have to settle any problems within their group making it possible for them to have
the different styles and techniques of joining head and ideas together.

Things that take a lot of time to settle can be handled in just half the time by using the
technique of Cooperative learning in Listening activities.

2.0 Problem statement
In general, learning of English language as second language under the Malaysian

environment, especially in the remote and outskirt surrounding is an uphill task. The student
lacks in space and opportunity to use the language defends themselves by the elements of
reticent.

The factors affecting passive response from students in second language classroom
are due to the unsuitable methodologies and poor language proficiency. Cheng (2000) says
that large part of the problem among the student especially in the second language classroom
is contributed to the fact of the lesson is basically teacher centred methodology.

Thus, the teacher conducts classroom teaching by adhering to talking all the time,
hence the students has no opportunities to speak and listen to their friends tought. When
presented with an opportunity, the student takes a long time to speak and the teacher often
becomes frustrated and provides the answer. The solution here is to deal with the

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awkwardness by allowing learners to have more time to answer and involve in the activities
with their peers thus becoming more comfortable with language production and also the
language itself. Moreover, in order to overcome this problem there should be frequent devising
of activities, based on student centred and taking account of the interest and previous
knowledge of the student in the classroom.

This would lead the teaching and learning process of the second language classroom
more progressive and positive. That in turn will reinforce learner’s ability to produce language
and also increase the level of confidence leading to further successful utilization of the
language (Park & Oxford, 1998)

A lot of changes in the education system which given great emphasize on various
techniques and approaches are really significance for the impact of teaching and learning
process. One of the effective techniques which are appropriate in the classroom in teaching
Listening is Cooperative learning. This technique emphasize on students centred which
encourage them to involve actively in learning and not only act as a receiver. In addition, this
study will focus on the use of group work by the teacher as the tool to shift the negative
perception among the student of MUET 6A6, towards building motivation and confidence of
the student to acquire the learning of English language ( Speaking Component 800/2 )

3.0 Purpose of the Study
The purpose of this study is to find out the effect of using Cooperative learning through

group work among the student in MUET 6A6 classrooms. Apart from that, the study is to
identify if the group work technique able to increase the level of competency, effectiveness
and interests of the students towards actively involving in the language acquisition process.
Through Cooperative learning, teachers are encouraged to develop the technique as this will
help to retain their interest in speaking and listening.

With this knowledge, it will help the teachers to make proper and systematic lesson plan
which enable them to fulfil the objective in teaching the topic.

4.0 Research objectives
This research is done to improve the listening skill among the students. Emphasize

given on the cooperative learning. The purposes of the objectives of this study are:
(a) To find out the problems faced by students while learning English Listening Component
(b) To expose students with Cooperative learning and help them to captivate their attention in

learning Listening Component
(c) To find out the students’ attitudes in accepting Cooperative learning.

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5.0 Research questions
There are 3 main questions in doing this research:
1) Can Cooperative learning help to improve the effectiveness and motivate students to listen

and understand well in English?
2) How Cooperative learning help to improve the effectiveness and motivate students to learn

English?
3) What are the roles of English language teacher in developing Cooperative learning among

students?

6.0 Significance of the Study
In year 1970, the teaching medium in Malaysia had faced great changes which given

the bahasa Malaysia as the priority. This results the achievement in English subject overall
very weak among students. It becomes more complicating because the system is more exams
oriented. The situation became worst when teachers only focused on how to finish the syllabus
for the year. This results the weak achievement in English subject among students.

Lee (2001), “The standard of English today is too low to cope with the global march of
information and communication technology.” His statements had been supported by
Richardson (2002) in The International Herald Tribune Online which included “The official
statistics shows that barely 50 percent of Malaysians are literate in English.” This statement
shows that the achievements of English language among Malaysians’ students are very low
to cope with the era of globalisation nowadays.

In addition, research done by Chitravelu, Sithamparam dan Teh (2002) showed that
students portrayed their negative attitudes in English subject. Harmer (2002) said, “Many
students are disinclined to participate in front of the whole class since to do so bring with it the
risk of public failure.” This statement showed that the negative attitude among students in
learning English is caused from their own feelings to be shy and less confident in using the
language in the classroom.

7.0 Limitation of Research
Following are the limitations that need to be given attention during the analysis of the

research.
i) The samples of this research are the students of MUET 6A6 students.
ii) The findings of the research are basically focuses on using the group work technique to

motivate the students towards positive learning of on how to listen and understand well in
English.
iii) The lesson and activity of Cooperative learning carried by the researchers is only based
on the text book “Ace Ahead MUET 2019”

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8.0 Research Methodology
This section involved several aspects:

1) Research Design
The purpose of this study is to find out whether the technique of Cooperative learning

is able to enhance the effectiveness of teaching English language among students.
Researcher will be using Cooperative learning which is through group work while carrying out
the activities. The students are from heterogeneous group which selected by the researcher.

Sample of the study involved the form 6 students in Sekolah Menengah Kebangsaan
Syed Alwi, Kangar, Perlis.. The classroom is fixed by the school.

2) Target of the study
The target of the study is only the form 6 students. The subjects in this project consist

of a total of 24 students of Sekolah Menengah Kebangsaan Syed Alwi. This sample represents
a diverse socioeconomic class of students.

3) Measurement Instruments
The instruments used for this research involved the questionnaire of the respondents’

bio data, pre survey and post survey.
The questionnaire of respondents’ biodata and the first pre survey will be given to the students
during the first week. (Refer appendix 1 and appendix 2)
The pre survey form consists of 12 questions. Items will measure by using the likert scale
which involved respondents experience in group work in learning English.
The post survey consists of 10 questions which involved respondents’ reflection towards
Cooperative learning (Refer appendix 3).

9.0 Data Analysis
The procedure of analyzing this data is through the manual system. All the data from

the survey questions will be evaluated into min, frequency and percentage. The result will be
divided into three parts:

a) respondents background
b) pre survey
c) post survey

9.1 Respondents background
This research involved the socioeconomic class, gender, achievement in the SPM for

English paper, proficiency level in English language, English reading materials and knowledge
in English knowledge

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Percentage

No. Biodata % % % Enrolment %

1 Socioeconomic Elite Poor Average 00
39.2 19.6
Rich 45.1 19.6 5 19.2
47.1 13.7
Middle Class 49.0 15.7 15 57.7
49.0 39.2
Poor 6 23.1
Poor Average
2 Gender Boy 45.1 19.6 11 42.3
29.4 35.3
Girl 49.0 13.7 15 47.7
49.0 39.2
Achievement in A 0 0
English paper in 1 3.8
3 SPM 3 11.58
8 30.7
B 14 53.8

C 5
20
D 10
5
E

Proficiency Level in Good
4 English language
41.2
My English language 35.3
Teacher 39.2
35.3
My self 11.8

My parents

Guardian

Classmates

I read English Newspapers
5 material

Facebook

Books

Others

Knowledge in Myself Good
6 English language Teacher
Parents 35.3
Classmates 35.3
37.3
11.8

Table 1.1: Respondents Background

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9.2 Pre survey
Pre survey questions consist of 12 questions. Group work and individual participation

are analyzed through the frequent response of answers. Results are transferred into the form
of percentage and min for every calculated item. The pre survey questions are stated
according to the rating which is extremely poor, poor, average, good and excellent.

Item No. Extremely Poor (1) Poor (2) Average (3) Good (4) Excellent (5)
1 22 10 10 5 4
2 22 10 10 5 4
3 24 8 8 6 5
4 12 10 10 5 4
5 10 12 12 15 2
6 17 12 12 12 2
7 10 10 10 10 9
8 5 10 10 10 16
9 12 7 7 10 15
10 10 7 7 12 13
11 6 8 8 15 14
12 10 7 7 12 15
5 7 7 5 2
Min

Table 1.2: Respondents Reponses toward Cooperative Learning

Re s ponde nts Re s pons e Tow ards Coope rative
Le arning

M in

7
6
5
4
3
2
1
0

1 2 34 5

Ite m No.

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The data accumulated in the Table 1.2 can be clearly seen in the table and graph above.
From the research done, the number of students who responded the group works used by
teachers are extremely poor is 2 (min 5). Students who responded the feelings of having
group work is a good way to learn English language (item number 7, 8, 9, 11 and 12) have
showed a positive result (min 10). Through the study, respondents are willing to have group
work in their learning process as this gives them more freedom and inculcate the creativeness.

After comparing the data with the respondents’ response, the figure above showed that
Cooperative learning is beneficial for the students. Apart from that, they have the interest in
learning English listening component through Cooperative learning which is done in group
work.

10.0 Importance of the Study
The technique of Cooperative learning through group work suggested in this study is

relevance with the education changes. According to Harmer (2002) English language teacher
should be able to vary the techniques as this is the significance to captivate students’ attention.

In addition Juriah 1998 emphasized that; the process of teaching language must be
carried with several teaching techniques as this will help the students to participate holistically
and actively.

Later, Cooperative learning helps to create a positive atmosphere where students are
able to interact with each other. This situation will help to decrease the pressure in them.
B.F.Skinner said the learning will happen if students are given positive reinforcement.
Therefore, Cooperative learning is one of the best techniques to enhance the effectiveness of
learning English language.

11.0 Conclusion
In conclusion, my hypothesis was supported. When comparing the effects of the

Cooperative learning method of teaching with students’ responses, there was a difference in
the mean scores of the experimental groups.
Therefore there are some justifications from the results of the study:
a) Students from the beginning have the interest to learn in a group. They find that this is

the best time to share ideas and communication happened without any pressure.
b) Teachers never spend time with them to have group work. They think that they are

wasting time as they need to complete the syllabus. In addition, Malaysia education is
exam oriented.
c) Students are not exposed with their own talent. As in the group work, teachers can
monitor whoever which has the characteristic of a leadership. This will help them to

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help the weak one as cooperative learning main purpose is to have everyone gaining
the same knowledge.
d) After the research was carried out, the result showed that the percentages of students
who like Cooperative learning are more. Majority of them gain benefits after learning
English listening component through Cooperative learning.

BIBLIOGRAPHY

Cheng, X. (2000). Asian Students' Reticence Revisited. System, 28, 435-446
Chitravelu, N., Sithamparam, S., Teh. (2002). ELT Methodology Principles and Practice. 8th

Impression. Selangor: Fajar Bakti Sdn. Bhd.

Coelho, E. (1994). Learning Together in the Multicultural Classroom. Ontario: Pippin
Publishing Limited.

Dishon, D., & O’Leary, P.W. (1984). A Guidebook for a Cooperative Learning: A
Technique for Creating More Effective Schools. Holmes Beach, Fl: Learning
Publications

Harmer, J. (2002). The Practice of English Language Teaching. 2nd Impression.
Malaysia: Longman.

Hilke, V.E. (1990). Cooperative Learning. Bloomington, IN:Phi Delta Kappa.
Juriah Long (1998). Inovasi dalam Perkaedahan Pengajaran – Bahasa, Sains Sosial

dan Teknologi Maklumat. Bangi: Penerbit Universiti Kebangsaan Malaysia

Larson, C.O. et. al (1984). Verbal Ability and Cooperative Learning. Journal of Reading
Behavior, 16, 289-295

Lee, L.T. (2001). Mastery English is the Way to Knowledge. Retrieved February 4,
2005 from http://www.cikgunet.my/english/gossip.php3?page=hotnews3

Park, Y.Y., Oxford, R., (1998). Changing Roles for Teachers in the English Village
Course in Korea. System, 26, 107-113

Richardson, M. (2002). In Asia, the English Imperative. Retrieved February 4, 2005
from http://www.iht.com/articles/73674.html

Slavin, R.E. (1990). Cooperative Learning: Theory, Research and Practices.
Englewood Cliffs. New Jersey: Prentice Hall.

Webb, N.M. (1991). Task- Related Verbal Interaction And Mathematics Learning in
Small Groups. Journal of Research in Mathematics Education, 22, 366-389.

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Improving Reading Comprehension Through Extensive Reading Activity :
A Classroom Action Research for The Upper Sixth Formers of SMK Syed Alwi,

Kayang, Kangar, Perlis

Asriyah Binti Abidin
[email protected]
Sekolah Menengah Kebangsaan Syed Alwi

01000 Kangar Perlis

Abstrak

The objectives of this research are: to improve the quality of teaching and learning process of reading
through Extensive Reading Activity; to describe the students’ response in learning reading through
Extensive Reading Activity, and to improve the students’ reading comprehension through Extensive
Reading Activity. The subjects and the setting of the research were the upper six students of SMK Syed
Alwi from class 6A2/ 6A4 batch 2019/2020. The research was conducted in two cycles and there were
two meetings (for reading) in every cycle. The data were collected by doing observations and
conducting interviews (through speaking practices) and reading pre-test and post-test. The pre-test and
post-test results were analysed using quantitative analysis technique T-test. The results of the research
showed: First, using Extensive Reading Activity was able to improve the quality of the teaching and
learning process of reading in the research setting. The indicator of the improvement was the teaching
and learning process received good response from the students. Second, the students commonly
performed good response in following Extensive Reading Activity. Third, the implementation of
Extensive Reading Activity had successfully improved the students’ reading comprehension. Before
implementing the action, the students’ mean score in the pre-test was (50.77) After conducting
Extensive Reading Activity in Cycle 1, the students mean score in the Post-test 1 increased to (60.62)
Then the students’ mean score had improved in the post-test 2 (64.27) after conducting the Action
research in Cycle 2

1.0 REFLECTION OF PREVIOUS TEACHING AND LEARNING
Previously, before the implementation of Extensive Reading Activity, students were asked to
read the passages loudly in the class so that other classmates could hear and tried to
understand the content of the passages together. This was done because if they were asked
to read and answer the questions individually, many of them were not focusing on the content
of the texts they were reading. Instead they copied the answers from their friends. However,
the same habit of copying still happened and the researcher felt that something must be done
so that students would be more responsible to their own study (of English language). The
disappointment led the teacher to find out other method in teaching reading that is Extensive
Reading Activity. Observations and interviews proved to the teacher that their main reason is
lacking in vocabulary. According to Day and Bamford (1998: 7-8) Extensive Reading has
several characteristics, these are: (a). Students read as much as possible, (b). A variety of
materials on a wide range of topics are available, (c). Students select what they want to read,
(c). The purposes of reading are usually for pleasure, information, and general understanding,

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(d). Reading is its own reward, (e). Reading materials are well within linguistic competence of
the students, (f). Reading is individual and silent, (g). Reading speed is usually faster than
slower, (h). Teachers orient students to the goal of the program, (i). The teacher is a role
model of reading for the students.

2.0 FOCUS OF THE RESEARCH
Although there are many other factors that might influence students to understand the
passages, the researcher had a strong feeling that students lack of knowledge and vocabulary
of the topics being read was the main reason that they could not understand the texts that
they read. These lacking of knowledge and vocabulary impeded their understanding of the
texts or passages. Students profound involvement in teaching and learning process is utmost
essential as they are the key factors that can improve their vocabulary and then understanding
of the topics.
Hence, the focus of this research is to enrich students’ vocabulary and knowledge on various
topics may it be in science, technology, sociocultural, health, sports and many other aspects
through Extensive Reading Activity. According to Brown (2001:301) Extensive Reading
Activity has advantages as it makes the students to read better. Second, it is a key for students
to gain reading ability, linguistic competence, vocabulary spelling and writing. It also can
sometimes help students to get away from their tendency to over analyse or look up words
they do not know, and read for understanding. By stimulating reading for enjoyment, where all
concepts, details like dates and names need not to be retained, students gain appreciation for
effective and cognitive window of reading.

3.0 OBJECTIVE OF THE RESEARCH (OBJEKTIF KAJIAN)
3.1 General Objective
The research was carried out to see how the implementation of Extensive Reading Activity
affected students’ learning which would be analysed through their results of Reading and
Comprehension Test which is one of the components of MUET (Malaysian University English
Test) that they would be taking.

3.2 Specific Objective
The objectives of this research are:
1. To improve the quality of teaching and learning process of reading through Extensive

Reading Activity.
2. To describe the students’ response in learning reading through Extensive Reading

Activity, and
3. To improve the students’ reading comprehension through Extensive Reading Activity.

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4.0 TARGETTED GROUP

The subjects and the setting of the research were the upper six students of SMK Syed Alwi
from class 6A2/ 6A4 batch 2019/2020.

5.0 THE IMPLEMENTATION OF THE RESEARCH

The research was conducted in two cycles and there were two meetings (for reading) in every
cycle. The data were collected by doing observations and conducting interviews (through
speaking practices) and reading pre-test and post-test. The pre-test and post-test results were
analysed using quantitative technique T-test

5.1 Statement of the Problem
The problem was observed through interviews, checking of students’ assignments and
students reading exercises using their reference book.

5.2 Analysis of the Problem Statement
Based on observations in class setting, students did not pay attention when others were asked
to read aloud in the class. They tend to talk to each other even though the seating arrangement
was following the Standard of Procedure (SOP) of the Movement Control Order (MCO).
Through interviews most students said they could not focus on reading long passages
because they did not understand and they were not familiar with the words used in the texts.
Their assignments proved that they had problem in writing their answers because of limited
vocabulary and weak mastery of language structure. Hence, reading exercises were not
completely done. They waited until the next class for discussion of the answers.

5.3 Action Carried Out
This research was conducted in two cycles started from 10th of July 2020 to September 10th
2020. Each Cycle in this study consisted two meetings. The first meeting was for conducting
Extensive Reading and the second meeting was for assessing students reading
comprehension improvement. The topics of reading materials were decided by the teacher.
Each cycle involved Reading, Recount and Sharing of knowledge of the topic being read. The
following are the steps involved in this action research.

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5.3.1. Indication of the problems (observations and conducting interview)
Teacher observed students’ class interaction during the lesson and recorded their answers
during speaking practices.

5.3.2. Pre-test (Reading Comprehension)
Students were given a test consisting of 5 passages with 45 multiple choice questions. After
the test, students’ marks were recorded. Their answers were independent and due to their
own knowledge and levels of language

5.3.3. Cycle 1 – Implementation of Extensive Reading Activity (first meeting)
In the first meeting students were set up to undergo Extensive Reading Activity. Teacher
delivered the material that was descriptive text and recount text in the same lesson. In Cycle
1, the topic chosen was sports, technology and sociocultural. The activities were reading for
pleasure, and sharing excitement of the content of the texts.

5.3.4. Cycle 1 – Post-test 1 (second meeting – Extensive Reading Activity)
In the next meeting for Cycle 1, students were given a test consisting of 5 passages with 45
multiple choice questions on sports. After the test, students’ marks were recorded. Their
answers were expected to be due to the influence of Extensive Reading Activity.

5.3.5. Cycle 2 – Implementation of Extensive Reading Activity (first meeting)
In the first meeting students were set up to undergo Extensive Reading Activity. Teacher
delivered the material that was descriptive text and recount text in the same lesson. In Cycle
2, the topic chosen was sports, technology and sociocultural. The activities were reading for
pleasure, and sharing excitement of the content of the texts.

5.3.6. Cycle 2 – Post-test 2 (Reading Comprehension)
Students were given a test consisting of 5 passages with 45 multiple choice questions. After
the test, students’ marks were recorded. Their answers were expected to be due to the
influence of Extensive Reading Activity.

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5.4 The Results
Table 1: The Results Of The Pre-Test (before Implementing Extensive Activity)

UPPER SIX 2020 (6A2 and 6A4)

IND NAME READING (pre-test)

1 AHMAD 16

2 AKMAL 48

3 HATIERAH 70

4 NORISHAM 45

5 FIRDAUS 48

6 HAMIZAN 38

7 IFFAN 64

8 NAZRI 37

9 NASYRIQ 58

10 ZUBBAIR 60

11 AINA 61

12 AISYA 61

13 ALIEZA 51

14 AQILAH 40

15 ATHIRAH 60

16 FADWA 62

17 IZZAH 58

18 SABRINA 64

19 SALSABILA 70

20 SYAZA 48

21 SYUHAIDA 43

22 AIDA 40

23 INTAN 50

24 MAHIDAFASYA 48

25 SALWA 40

26 HAIFA 40

MEAN SCORE 50.77

As depicted by Table 1, before implementing the action (Extensive Reading Activity), the
students’ mean score in the Pre-test was (50.77). This mean score was commonly categorized
as not an excellent mean score which is just fair. In other words, the students’ score was
classified as under the ideal mean score which is 60.00. Hence it is essential for teacher to
help students to improve the reading and comprehension score as the teacher believes that
reading is the window to other skills of language which are listening, speaking and writing.
Through reading students gain knowledge and linguistic competence that can be applied in
other skills.

210

Table 2: The Results of Post-test 1 and Post-test 2
(after implementing Extensive Reading Activity)

IND NAME READING (post-test 1) READING (post-test 2)
69
1 AHMAD 58 58
83
2 AKMAL 59 50
86
3 HATIERAH 72 55
80
4 NORISHAM 59 58
60
5 FIRDAUS 67 75
65
6 HAMIZAN 53 75
64
7 IFFAN 78 48
75
8 NAZRI 51 80
68
9 NASYRIQ 61 64
83
10 ZUBBAIR 72 50
51
11 AINA 59 58
53
12 AISYA 72 45
59
13 ALIEZA 67 59

14 AQILAH 50 64.27

15 ATHIRAH 72

16 FADWA 80

17 IZZAH 60

18 SABRINA 75

19 SALSABILA 78

20 SYAZA 45

21 SYUHAIDA 43

22 AIDA 59

23 INTAN 51

24 MAHIDAFASYA 45

25 SALWA 40

26 HAIFA 50

MEAN 60.62

Table 2 reveals the results gained after implementing Extensive Reading Activity. The
students’ mean score in the Post-test 1 increased to 60.62. This mean score was gained in
the Post-test 1 after the students were guided, tutored and facilitated by the teacher during

211

the activities. The students were also encouraged to present their knowledge of the topics
discussed outside of the class. Table 2 shows the results of the Post-test 1 and Post-test 2.
The targeted mean was gained in the Post-test 1 after the students were guided, tutored and
facilitated by the teacher during the activities. The students were also encouraged to present
their knowledge of the topics discussed outside of the class. Table 2 shows the results of the
Post-test 1 and Post-test 2.

Figure 1: The students’ mean score in Pre-test, Post-test 1 and Post-test 2

Mean Score

70.00 60.62 64.27
60.00 Post-test 2
50.00 50.77
40.00
30.00
20.00
10.00

0.00

Pre-test Post-test 1

The chart above showed the improvement of the students’ mean score. The results revealed
that the method used in this research Extensive Reading Activity had successfully improved
the students’ reading comprehension. Before implementing the research, the students’ mean
score in the pre-test was (50.77). After conducting Extensive Reading Activity in Cycle 1, the
students mean score in the Post-test 1 increased to (60.62) Then the students’ mean score
had improved in the post-test 2 (64.27) after conducting the Action research in Cycle 2.

As conclusion, the result of the research showed:
First, using Extensive Reading Activity was able to improve the quality of the teaching and
learning process of reading in the research setting. The indicator of the improvement was the
teaching and learning process received good response from the students. Second, the
students commonly performed good response in following Extensive Reading Activity. Third,
the implementation of Extensive Reading Activity had successfully improved the students’
reading comprehension.

212

6.0 SUGGESTION FOR FUTURE RESEARCH
After implementing the Extensive Reading Activity, the results indicated positive improvement
in students overall mean score which had increased from 50.77 in the Pre-test to 60.62 in the
Post-test 1 and 64.27 in Post-test 2. .
BIBLIOGRAPHY
Brown, H. Douglas. 2001. Teaching by Principles: An Intteractive Approach to Language

Pedagogy. New York: Longman.
Brown, H. Douglas. 2004. Language Assesment : Principles and Classroom Practice. White

Plaine, NY: Pearson Education, Inc.
Day, R. R. and J. Bamford. 1998. Extensive Reading in the Second Language Classroom.

Cambridge: Cambridge University Press.

213

How To Improve Students’ Writing In Muet Paper (800/4) Using
Guided Essays
Sharida binti Shafie

Sekolah Menengah Kebangsaan Syed Alwi
01000 Kangar Perlis

Abstract
This research was done to improve on students’ writing when answering MUET Paper 4 (800/4). Based
on the end of year (2017) exam marks (TOV), it was found that students had difficulties in writing a
good report and essay. This could be the reason why students could not score at least a Band 3 in the
examination.

1.0 INTRODUCTION
English in Malaysia is learnt as a second language. Every teacher has tried to reduce the
obstacles and difficulties in learning of English. But unfortunately, only a few people are able
to reduce these problems. Nowadays, technology, information and knowledge explosion have
led to the increase of teaching and learning English as an international language. English has
been taught in schools here since many years ago. Although our students spend a long time
in language classes, they do not achieve a desirable level in various language skills and only
able to say some English sentences. Not only that, it also affects the students’ writing. So,
this is why the action research is done.

2.0 RESEARCH FOCUS
This research is focussed on how to make students able to write the analysis and synthesis
for Question 1 as well as make them find points for the essay and write a good thesis
statement before elaborating them.

3.0 OBJECTIVES OF THE RESEARCH

i. To cultivate the students’ ability to write good analysis and synthesis in report writing;
(Question 1)

ii. To enable students to write a good thesis statement and elaborate on the points;

iii. To watch the students’ progress after giving samples of good essays

214

4.0 TARGET GROUP
A number of 27 students from 6 Devotion were involved in this action research. The ability to
write was almost the same as these students scored only a ‘D’ in their English SPM.

5.0 IMPLEMENTATION

5.1 Observation
Based on the observation during teaching and learning, students were unable to write the
analysis and synthesis for report writing. They were also unable to write a simple thesis
statement and elaborate on the points given.

5.1.1 Actions taken
During teaching and learning, students were asked to identify the key features, data, time
frame, trend words used, linker used and state whether the statement is an analysis or
synthesis.
Example 1 :
Students were asked to identify these and fill in the table given:
a. The number of bottlenose dolphins increased from 600 in 2016 to 860 in 2017.
b. In 2017, College Wira had the most students at 14,000, despite having the fewest facilities.
c. Senior executives ranked overseas holidays highest as 90% of them are married, whereas

junior executives, of whom only 20% are married, ranked it sixth.
d. The proportion of male workers in the construction industry increased from 90% in 1991

to 95% in 2011.
e. In 2005, Ivory Airlines had the fewest passengers at 200,000, and this number stayed

constant over five years due to poor ratings with regard to punctuality and safety.

Fill in the blanks below.
Question
Ab c dE

Information
Key features (KF)
Data
Trend word
Time frame
Linker
Analysis / Synthesis

215

Example 2 : Workshops (refer to Appendix 1)

5.2 Tests
Tests were done to see whether the students were able to find the key features, data and
other information in order to write the analysis or synthesis based on the visuals given in
Question 1. As for Question 2, some students were able to give the thesis statement but
unable to elaborate well. This could be seen through 3 sets of marks : TOV, Trial Exam and
the actual MUET marks. (Appendix 3)

6.0 FINDINGS
After the activities or exercises given plus the examinations done, the findings were not so
stable but it could be seen that there were some improvements in some of the students.

Table 1 : Marks of the TOV (end of year exam – 2017)

Band Marks No. of students Percentage
6 90 – 80 - -
5 79 – 68 - -
4 67 – 55 - -
3 54 – 42 11
2 41 – 30 15 40.74
1 1 55.56
29 - 0 27 3.70
Total 100

Table 2 : Marks of the Trial exam (March 2018)

Band Marks No. of students Percentage
6 90 – 80 - -
5 79 – 68 - -
4 67 – 55 - -
3 54 – 42 9
2 41 – 30 12 33.33
44.44

1 29 - 0 6 22.22

Total 27 100

216

Table 3 : Marks of the MUET July 2018

Band Marks No. of students Percentage
6 90 – 80 - -
5 79 – 68 - -
4 67 – 55 1
3 54 – 42 12 3.70
2 41 – 30 13 44.44
48.15
1 29 - 0 1 3.70
100
Total 27

7.0 REFLECTION
When students were given sample essays, they could memorise the format which was needed
to answer question 1. They were able to write simple sentences in order to get the analysis
although they were not able to link the information in order to get a synthesis. One
disadvantage of memorising the sentences that I found out was, if the question was twisted,
students would not be able to give even an analysis.

As for question 2, students really need to know the basic of the English language.
Some of these students were not up to the standard as if they had not learned anything before
this which was quite upsetting. For these students reading materials were given in order to
improve on their language.

8.0 SUGGESTIONS
Activities, exercises as well as workshops that had been implemented had helped a lot to
improve on the students’ writing. Anyway, there are other aspects need to be given attention
such as the grammar and spelling. Therefore, in the teaching and learning, teachers should
emphasize on vocabulary exercise as well. Besides that, students should master the skills in
constructing grammatically correct sentences in order to get a better score.

9.0 CONCLUSION
As a conclusion, I can see that the practices given including the workshops helped the
students a lot to improve in their essays. Though it was tough for them to write a good essay,
Question 1 of the writing paper helped them a lot to score. Besides continuing with the present
action research, I will try to find other methods to make the students improve their English and
score in MUET paper.

217

Appendix 1

Study Question 1 and fill in the blanks with suitable words.
Work in pairs / groups of 3.

1. In 1985, _________________ and __________________________
were the two most popular outlets for grocery shopping at 45% and
______ respectively.

2. In 1985, the two least frequented venues were the
________________ (5%) and ___________________________(2%)

3. However, in 2010, supermarket became the ___________ popular
shopping outlet at ______% because it offered __________________,
_________________________________ and ___________________

4. In 2010, 35% of the shoppers still patronised wet market, night
market and _____________________ as prices were negotiable at
these venues.

5. The percentage of shoppers frequenting the night market remained the
same at _____% in both _________ and ___________ .

6. ___________________, _________________________ and variety
were the main attractions for night market in 2010.

7. In 2010, in spite of the personalised service offered, the wet market
(___%) and _____________________(10%) had lost their appeal.
The grocery store and wet market experienced a marked _________
in popularity, 27% and 31% respectively.

218

Keberkesanan Teknik Sumbang Saran Dalam Membantu Pelajar Mengatasi
Masalah Komunikasi Untuk Mata Pelajaran Pengajian Am

Farah Hanim Binti Abu Bakar
[email protected]

Sekolah Menengah Kebangsaan Syed Alwi
01000 Kangar Perlis

Abstrak

Kajian ini adalah untuk meningkatkan komunikasi sesama pelajar dalam mata pelajaran Pengajian Am
menggunakan teknik sumbang saran. Kumpulan sasaran adalah seramai 11 orang pelajar kelas 6 B5.
Fokus kajian adalah untuk melihat sejauhmana teknik sumbangsaran dapat membantu pelajar-pelajar
meningkatkan komunikasi sesama mereka di dalam kelas dan di dalam PDPC. Pengkaji, melalui
pemerhatian dan PDPC, mendapati pelajar-pelajar kelas 6 B5 dilihat tidak berkomunikasi sesama
mereka. Kajian dilaksanakan dengan kaedah temubual yang mana guru-guru dan pelajar akan
ditemubual sebelum dan selepas teknik sumbangsaran diaplikasikan di dalam sesi PDPC. Hasil dari
temubual yang dijalankan mendapati teknik sumbangsaran ini telah berjaya meningkatkan komunikasi.
Ini dapat dilihat apabila pelajar sudah aktif berkomunikasi dengan guru dan rakan sekelas. Harapan
pengkaji adalah semoga hasil kajian ini dapat digunakan oleh rakan-rakan guru yang lain untuk
membantu mengatasi masalah komunikasi di kalangan pelajar.

1.0 REFLEKSI PENGAJARAN DAN PEMBELAJARAN YANG LALU.

Pengkaji telah ditugaskan untuk mengajar subjek Pengajian AM bagi kelas 6 B5 pada
Julai 2020 dengan bilangan pelajar seramai 12 orang. Pada minggu pertama dan kedua sesi
pengajaran dan pembelajaran pengkaji mendapati pelajar-pelajar ini terlalu pasif. Pelajar-
pelajar tidak memberikan respon dan pendapat terhadap soalan-soalan dan lain-lain bentuk
komunikasi yang cuba diwujudkan oleh guru ketika PDPC. Hanya 2 orang pelajar sahaja yang
memberi tindak balas setiap kali pdpc berlangsung. Melalui pemerhatian, pelajar-pelajar
dilihat hanya duduk di meja sahaja dan tidak berkomunikasi walaupun semasa ketiadaan
guru.Keadaan ini tidak pernah dialami oleh pengkaji walaupun telah lama berkhidmat dalam
bidang perguruan ini. . Pengkaji turut mendapatkan maklumat berkaitan dari guru-guru yang
lain dan mendapati ia turut berlaku dalam PDPC mereka. Perkara ini telah berlanjutan
sehingga hampir 2 bulan. Proses pengajaran dan pembelajaran tidak menyeronokkan jika
hanya guru yang mengajar dan memberi pendapat. PDPC seakan terasa lama dan begitu
membosankan , tambahan pula jadual waktu subjek Pengajian Am berada pada masa akhir.
Sesi pdpc yang membosankan ini boleh memberi kesan terhadap ingatan dan kefahaman
pelajar.

Pengkaji pernah meminta pelajar-pelajar ini membuat pembentangan untuk
mengaktifkan mereka, walaubagaimanapun kaedah ini masih gagal mengaktifkan mereka,
malahan sesi pembentangan tersebut tidak mencapai matlamat apabila pelajar-pelajar
melakukan pembentangan dengan suara yang kurang jelas dan tidak bersedia.

219

Memandangkan subjek Pengajian Am ada subjek wajib dan memerlukan pelajar mempunyai
pengetahuan am yang luas, maka tindakan perlu dilakukan untuk membantu mereka.

2.0 FOKUS KAJIAN
Pengkaji mengesan masalah komunikasi yang dihadapi oleh murid semasa

menjalankan proses pengajaran dan pembelajaran (PdPc). Pelajar dilihat bersifat pasif dan
kurang memberikan respon bukan sahaja di dalam PdP, malah proses komunikasi sesama
mereka juga tidak berlaku apabila ketiadaan guru di dalam kelas. Oleh itu fokus kajian adalah
untuk melihat sejauhmana teknik sumbangsaran dapat membantu pelajar-pelajar
meningkatkan komunikasi sesama mereka di dalam kelas dan di dalam PDPC.

Mengikut Nussabaum(2007) Kemahiran komunikasi adalah suatu kebolehan untuk
mewujudkan interaksi atau hubungan melalui medium perantara atau sebaliknya dengan
orang lain. Kemahiran komunikasi ini meliputi kemahiran menulis, membaca, berhujah,
mendengar, etika dalam berkomunikasi, dan juga mempunyai kaitan dengan penggunaan
teknologi.
Menurut Sulaiman (2010), proses komunikasi merupakan tunjang utama dan tidak dapat
dielakkan bagi seseorang itu dalam menjalankan aktiviti harian mereka. Ini kerana, proses ini
akan terjadi dengan sendirinya apabila wujudnya interaksi antara dua atau lebih individu.

3.0 OBJEKTIF KAJIAN
3.1 Objektif Umum
Kajian ini adalah untuk melihat bagaimana guru meningkatkan komunikasi sesama pelajar
dalam mata pelajaran Pengajian Am menggunakan teknik sumbang saran.

3.2 Objektif khas
i. Meningkatkan komunikasi sesama pelajar di dalam aktiviti kumpulan melalui kaedah

brainstorming.
ii. Memberikan respon apabila diminta berbuat demikian oleh guru di dalam proses

pengajaran dan pembelajaran.

4.0 KUMPULAN SASARAN
Kajian ini melibatkan 12 orang pelajar 6 Bawah 5 yang terdiri daripada 5 orang pelajar lelaki
dan 7 orang pelajar perempuan.

220

5.0 PELAKSANAAN KAJIAN
Sebelum langkah-langkah yang seterusnya diambil dalam menjalankan kajian ini, tinjauan
terhadap masalah yang dikenalpasti telah dibuat bertujuan untuk memahami dengan lebih
mendalam masalah tersebut.

5.1 Cara mengumpul maklumat / tinjauan masalah
Pemerhatian
Pengkaji telah membuat pemerhatian ke atas tingkah laku pelajar 6B5 semasa proses
pengajaran dan pembelajaran yang berlangsung dan didapati pelajar terlalu pasif semasa
proses pdpc berlangsung dan juga diluar waktu pdpc. Mereka tidak mahu menjawab apa-apa
soalan yang diajukan oleh guru dan lebih membimbangkan mereka tidak ketawa dengan
guruan yang dibuat oleh guru. Keadaan ini juga berlarutan di luar waktu pdpc apabila mereka
tidak bercakap dan hanya duduk di meja masing-masing walaupun ketiadaan guru.

Temubual
Berdasarkan temubual yang dijalankan oleh pengkaji dengan 3 orang guru yang mengajar di
kelas ini turut menyatakan yang pelajar 6B5 terlalu pasif.

5.2 Analisis tinjauan masalah
Berdasarkan pemerhatian dalam kelas 6 B5 pelajar tidak berkomunikasi sesama mereka di
dalam kelas. Ini menyumbangkan kepada kurangnya penglibatan pelajar semasa PdP.

I. Dapatan temubual guru

Temubual dengan guru yang telah dijalankan pada minggu ke 3 bulan Julai 2020

Bil Temubual dengan guru Bahasa Melayu Jawapan
1. Bagaimana keadaan pelajar 6B5
Mereka terlalu diam.
Bil Temubual dengan guru KMK Yang memberi jawapan hanya
1. Bagaimana keadaan pelajar 6B5. seorang pelajar sahaja iaitu
Muhammad Irsyad.
Kadang-kadang “buat lawak pun
tiada respon.”
Susah jugak nak mengajar jika hanya
guru sahaja yang bercakap.

Jawapan

Mereka terlalu baik. Diam sangat.
Tak cakap bila disoal terutamanya
pelajar perempuan.
Sepatah tanya, sepatah jawab.

221

II Dapatan temubual dengan pelajar Jawapan
Malu dan takut jawapan yang diberi
Bil Temubual dengan pelajar ( Wan ) salah
1. Kenapa tidak mahu bercakap Jawapan
Malu dengan kawan-kawan
Bil Temubual dengan pelajar ( )
1. Kenapa diam dan tak mahu jawab soalan

Analisis pelajar Tingkah laku semasa pdpc
Bil Nama pelajar Sangat pasif
1. Anis Idawiyah Binti Aziz Pendiam
Tidak ketawa
2. Balqis Hadirah Binti Baharudin Tidak menjawab apabila disoal
Tidak ketawa
3. Che Nur Farah Jihan Binti Che Saimi Pasif
Tiada jawapan apabila disoal
4. Dzainurul Syasya Binti Romzi Tidur dalam kelas
5. Muhammad Arif Fahmi Bin Md. Nazir Tiada jawapan
6. Muhd. Fiqri Aqif Bin Muhd Shahafizal
7. Muhammad Jamnur Bin Jamin Tiada jawapan apabila disoal
8. Nurirsyad B. Khairul Paizi
Sekali sekali memberi respons
9. Nurinsyirah Sabri Ada respon
Paling banyak respon
10. Nur Irdina Bt. Abdul Ghani Kadangkala tiada jawapan
11. Wan Shahidatul Akma Bin Aisha Pemalu
12. Anis Idawiyah Binti Aziz Sekali sekala memberi jawapan
Tidak bercakap langsung

Pendiam

Sangat pasif
Pendiam
Tidak ketawa

5.3 Tindakan Yang Dijalankan
Pengkaji telah mencadangkan untuk pelajar dibahagikan kepada 2 kumpulan yang

terdiri daripada 6 orang pelajar. Aktiviti berkumpulan ini dijalankan dalam sesi menyenaraikan
idea untuk esei. Setiap pelajar diminta melontarkan sebanyak mana idea (sesi sumbang saran
)terhadap beberapa kumpulan pelajar semasa PdP. Pelajar digalakkan untuk menyatakan
sebanyak mungkin idea dan pendapat.Seluruh ahli kumpulan kemudiannya akan menerima
semua idea berkaitan dengan esei tersebut dan idea tersebut dicatat oleh setiap ahli
kumpulan. Semua idea diterima tanpa mengira samada ianyaarelevan ataupun tidak. Ini
mewujudkan keyakinan untuk pelajar berkomunikasi kerana mereka tidak perlu bimbang atau
malu sekiranya idea mereka tidak menepati kehendak soalan. Idea -idea tersebut seterusnya
akan diperhalusi sesama ahli kumpulan. Setelah semua idea dikumpulkan baharulah

222

perbincangan dilakukan untuk menapis, menyisih dan mengasingkan idea yang tidak relevan
dengan tajuk yang dibincangkan.

Pengkaji telah mengadakan 4 sesi aktiviti berkumpulan menggunakan kaedah
sumbang saran seperti tarikh berikut :

Sesi 1 : 2/9/2020
Sesi 2 : 7/9/2020
Sesi 3 : 21/9/2020
Sesi 4 : 1/10/2020

5.4 Dapatan Kajian
Sesi sumbang saran ini dilihat dapat membantu pelajar mengatasi masalah

komunikasi sesama mereka kerana semua idea dan pendapat pelajar akan diterima.
Sumbang saran adalah bagi memastikan situasi interaksi lisan berlaku sesama pelajar dalam
sesei pembelajaran. Elemen kaedah pengajaran didapati bahawa kaedah sumbang saran
menunjukkan min tertinggi 3.52, iaitu (SP = 0.64) (AR Jamian-2013).

Hasil dari aktiviti ini telah menunjukkan satu perubahan yang signifikan , yang mana
pelajar-pelajar dilihat sudah mampu berkomunikasi sesama mereka dan turut memberikan
tindakbalas di dalam kelas apabila disoal oleh guru. Perubahan ini, bukan sahaja memberikan
kesan positif kepada diri individu pelajar, malah memberikan suasana yang berbeza dalam
kelas dimana wujud suasana yang lebih kondusif dan ceria. Para guru juga turut mendapat
aura yang positif hasil daripada perubahan pelajar. Guru dan pelajar menjadi lebih bermotivasi
dan komited untuk mengajar. Pelajar dilihat sentiasa berkomunikasi dengan rakan dan guru
dan tidak lagi malu untuk memberikan jawapan apabila disoal. Suara pelajar sentiasa
kedengaran apabila soalan diutarakan oleh pengkaji dan juga guru lain. Perubahan ini
memberikan kepuasan mengajar kepada guru dan mewujudkan situasi yang menyenangkan.
Berikut merupakan dapatan kajian oleh pengkaji.

Bil Nama pelajar Tingkah laku semasa pdpc Tingkah laku selepas aktiviti

sumbang saran

1. Anis Idawiyah Binti Sangat pasif Sudah mula bercakap

Aziz Pendiam Berani memberi jawapan

Tidak ketawa

2. Balqis Hadirah Binti Tidak menjawab apabila disoal Memberikan tindak balas

Baharudin Tidak ketawa apabila disoal

Sudah ada reaksi

Memberi idea yang banyak

dalam kumpulan

3. Che Nur Farah Pasif Memberikan tindak balas

Jihan Binti Che Tiada jawapan apabila disoal apabila disoal

Saimi Tidur dalam kelas Sudah ada reaksi

223

4. Dzainurul Syasya Tiada jawapan Sudah mula bercakap

Binti Romzi Berani memberi jawapan

Semakin ceria

5. Muhammad Arif Tiada jawapan apabila disoal Sudah mula memberi jawapan

Fahmi Bin Md. Nazir

6. Muhd. Fiqri Aqif Bin Sekali sekali memberi respons Komunikasi semakin

Muhd Shahafizal meningkat

Lebih kerap memberi jawapan

7. Muhammad Jamnur Ada respon Berani bercakap

Bin Jamin

8. Nurirsyad B. Khairul Paling banyak respon Komunikasi semakin

Paizi Kadangkala tiada jawapan meningkat

Lebih kerap memberi jawapan

9. Nurinsyirah Sabri Pemalu Semakin berani memberi

Sekali sekala memberi pendapat.

jawapan Ada respons yang pelbagai

Komunikasi semakin

meningkat

10. Nur Irdina Bt. Abdul Tidak bercakap langsung Mula memberi jawapan

Ghani Berani memberikan jawapan

11. Wan Shahidatul Pendiam Semakin berani memberi
Akma Bin Aisha pendapat. semakin
Komunikasi
meningkat

6.0 CADANGAN KAJIAN SETERUSNYA
Setelah kajian ini selesai dijalankan, pengkaji mendapati bahawa teknik ini telah berjaya
meningkatkan komunikasi di kalangan pelajar kelas 6B5. Pelajar telah berjaya memberikan
respon yang diharapkan dalam pengajaran dan pembelajaran serta aktif dalam aktiviti
berkumpulan.

BIBLIOGRAFI

Abdul Rashid Jamian (2013) http://journalarticle.ukm.my/6370/1/42-51_Rasid_et_al.UPM.pdf
Nussabaum, J.F. & Williams, A. (2007). Intergenerational communication across the life span.

New York
Nurul Salmi Mohd Dazali Universiti Utara Malaysia & Mohd Isha Awang.Universiti Utara

Malaysia (2014) http://journalarticle.ukm.my/8186/1/44-56_Isha_et_al.UUM.pdf
Sulaiman Md. Yassin, Mohd Salleh Lebar & Azlina Abu Bakar @ Mohd (2010). Komunikasi

dalam pengajaran dan kepimpinan pendidikan. Kuala Lumpur: Karisma Publications
Sdn Bhd.

224

Garisan Dan Jalinan Dalam Penerapan Kreativiti

Madishah bin Isa
Sekolah Menengah Kebangsaan Syed Alwi

01000 Kangar Perlis

Abstrak

Kajian ini dijalankan bagi meningkatkan kreativiti pelajar dengan menggunakan pelbagai jenis garisan
dan jalinan dalam lakaran. Tinjauan awal telah dibuat berdasarkan pengalaman, pemerhatian dan
praujian juga telah dijalankan. Hasil kajian ini mendapati pelajar masih gagal menguasai dan
memahami cara menggunakan pelbagai jenis dan sifat garisan dalam lakaran-lakaran yang dibuat.
Pelajar gagal mengaplikasi jenis dan sifat garisan berdasarkan objek yang dilihat. Kumpulan sasaran
ialah pelajar Tingkatan 6 Atas 6 yang mempunyai 13 orang pelajar.

1.0 REFLEKSI PENGAJARAN DAN PEMBELAJARAN YANG LALU.
Tinjauan awal mendapati pelajar dapat mengaplikasi jenis dan sifat garisan dalam setiap
lakaran tetapi masih mempunyai kelemahan yang ketara. Punca kegagalan dikenalpasti.
Antaranya ialah:
a) sikap sambil lewa
b) lemah dalam memberi fokus pada objek yang dilihat
c) tidak bersedia terutamanya dalam menyediakan alatan
Pemerhatian yang saya lakukan mendapati banyak kerja-kerja lakaran yang diberikan tidak
dapat disiapkan dengan baik. Sikap sambil lewa pelajar membuatkan saya memikirkan
sesuatu supaya mereka berupaya meningkatkan tumpuan dan bersedia untuk ke tahap yang
lebih baik.

2.0 FOKUS KAJIAN
Daripada refleksi di atas, didapati pelajar tidak dapat mengaplikasi jenis dan sifat garisan
kerana;
a) mereka tiada kemahiran dalam mengenalpasti jenis dan sifat garisan dengan betul.
b) pelajar tidak memahami langkah-langkah seperti yang terdapat dalam bahan rujukan
c) pelajar masih ragu-ragu dan takut dengan keupayaan sendiri.
Masalah ini berlaku kerana sikap pelajar itu sendiri. Mereka cuba menyiapkan lakaran dengan
cepat tanpa menitikberatkan elemen-elemen garisan dan jalinan dengan betul. Sikap sambil
lewa ini menyebabkan mereka cepat bosan dengan hasil yang mereka buat. Fokus kajian
saya adalah untuk meningkatkan penguasaan aplikasi jenis dan sifat garisan dan lakaran
pelajar. Saya menekankan aspek ini berkali-kalli dalam setiap latihan lakaran.

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3.0 OBJEKTIF KAJIAN
3.1 Objektif Umum
Tujuan umum kajian ini adalah untuk meningkatkan penguasaan kemahiran pelajar dalam
mengaplikasikan jenis-jenis dan sifat-sifat garisan serta jalinan dengan menggunakan
pelbagai teknik

3.2 Objektif khas
Meningkatkan kemahiran dan penguasaan dalam mengenalpasti aspek seni reka dalam
menghasilkan lukisan sebenar

4.0 KUMPULAN SASARAN
Kumpulan sasaran terdiri daripada 13 orang pelajar Tiingkatan 6 Atas 6

5.0 PELAKSANAAN KAJIAN
5.1 Tinjauan Masalah

5.1.1 Pemerhatian
Berdasarkan pemerhatian yang dibuat semasa proses pengajaran dan pembelajaran, pelajar
tidak dapat mengaplikasi jenis dan sifat garisan dalam latihan lakaran berdasarkan tajuk atau
objek yang diberikan.

5.1.2 Praujian
Ujian telah dijalankan ke atas 13 orang pelajar Tingakatan 6 Atas 6. Mereka dikehendaki
mengaplikasikan pelbagai jenis, sifat garisan dan jalinan berdasarkan rupa bentuk asas
geometri dalam masa yang ditetapkan.

5.2 Analisa Tinjauan Masalah
5.2.1 Analisa Pemerhatian
Melalui pemerhatian semasa ujian dijalankan didapati pelajar dapat mengaplikasi jenis-jenis
garisan, sifat-sifat garisan dan jalinan dengan agak baik dan memuaskan.

5.2.2 Analisa Praujian Bilangan Pelajar Peratus
1 8%
Markah 6 46%
100-80 4 31%
60-79 2 15%
40-59 0 0%
20-39 13
100%
0-19
Jumlah

226

5.3 Tindakan Yang Dijalankan
Berdasarkan analisa praujian yang diperolehi, tindakan yang diambil adalah seperti berikut;

Aktiviti 1: Pelajar dikehendaki mengaplikasikan pelbagai jenis garisan pada objek yang dipilih.
Pelajar didedahkan dengan aktiviti pengukuhan untuk memantapkan konsep dan
mengenalpasti jenis garisan, sifat garisan dan jalinan. Kaedah demontrasi dilakukan
oleh guru dengan menggunakan pelbagai jenis media dan teknik dengan
mengaplikasikan jenis-jenis garisan, sifat dan jalinan. Memperkenalkan teknik
“hatching” dan “cross-hatching”.

Aktiviti 2: Pelajar memilih salah satu rupa bentuk geometri dan mengaplikasikan jenis dan
sifat garisan dengan menggunakan teknik yang betul. Guru memantau dan
memberi pengukuhan dengan lebih dekat. Pelajar dikehendaki menyiapkan gasan
mengikut masa yang diperuntukkan.

5.4 Refleksi
Berdasarkan hasil analisa pascaujian, saya berpuas hati dengan pencapaian pelajar. Pelajar
dapat menguasai dan memahami jenis dan sifat garisan melalui hasil lakaran yang dibuat.

Analisa Pascaujian

Markah Bilangan Pelajar Peratus
100-80 3 23%
60-79 8 62%
40-59 2 15%
20-39 0 0%
0 0%
0-19 13 100%
Jumlah

Refleksi Keseluruhan
erdasarkan dapatan yang diperolehi, peratus pelajar yang mendapat markah tinggi meningkat
dan peratus pelajar yang mendapat markah rendah dapat dikurangkan.

Markah Bilangan Pelajar Peratus

100-80 Praujian Pascaujian Praujian Pascaujian
60-79
40-59 13 8% 23%
20-39
0-19 68 46% 62%
Jumlah
42 31% 15%

20 15% 0%

00 0% 0%

13 13 100% 100%

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6.0 CADANGAN
Berdasarkan dapatan kajian ini, saya dapati terdapat perubahan dari segi amalan pengajaran
guru dan amalan pembelajaran namun masih kurang berpuas hati kerana masih terdapat
pelajar yang lemah. Justeru itu, saya akan terus menjalankan aktiviti pengukuhan dari masa
ke masa sehingga peperiksaan sebenar berlaku.
7.0 PENUTUP
Kajian tindakan saya ini masih terdapat kelemahan yang perlu dibaiki dan diatasi. Segala
kelemahan akan dibaiki dan diperhalusi untuk meningkatkan tahap kajian saya sebelum ini.
Walau bagaimana pun, kerjasama yang diberikan oleh semua pelajar sangat baik sehingga
dapat meningkatkan pencapaian dalam objektif yang dikehendaki.

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Pembelajaran Latih Tubi Meningkatkan Kefahaman Pelajar Untuk Menguasai
Topik Kerjasama Serantau

Ahmad Nazri Bin Ismail
[email protected]
Sekolah Menengah Kebangsaan Syed Alwi

01000 Kangar Perlis

Abstrak
Kajian ini dijalankan untuk meningkatkan kefahaman pelajar Geografi Kelas 6A4 dalam topik
Kerjasama Serantau. Pelajar sering keliru semasa menjawab soalan Bahagian B berkaitan Globalisasi
dan Kerjasama Serantau. Akibat tidak boleh membezakan idea, pelajar memperoleh markah yang
rendah untuk Bahagian B. Oleh itu, Kajian tindakan ini dilaksanakan kepada pelajar kelas 6A4 seramai
19 orang. Justeru kaedah latih tubi telah dilaksanakan oleh guru kepada semua pelajar kelas 6A4.
Keputusan ujian ini telah menunjukkan peningkatan pencapaian pelajar dalam keputusan UP2 STPM
2020

Kata Kunci: Latih Tubi, Kefahaman, Menguasai Topik.

1.0 REFLEKSI PENGAJARAN DAN PEMBELAJARAN YANG LALU.

Mengimbas kembali pengajaran pembelajaran yang lepas mendapati keputusan yang
diperoleh pelajar kurang memuaskan. Pelajar tidak dapat mengingati idea dan menghuraikan
idea dengan baik. Malahan timbul juga kekeliruan semasa pelajar menulis esei kepentingan
kerjasama serantau dan saling kebergantungan antara negara serta segi tiga pertumbuhan.
Ketiga-tiga topik tersebut pelajar menghuraikan idea yang sama iaitu pasaran bersama,
peningkatan teknologi, perkongsian modal dan sebagainya.

Hasil daripada jawapan tersebut, Guru telah mengenal pasti kelemahan pelajar dalam
topik Kerjasama Serantau. Pelajar tidak dapat membezakan kepentingan Kerjasama
Serantau, Saling Kebergantungan dan Segi Tiga Pertumbuhan ASEAN. Pelajar tidak dapat
menyatakan dan menghuraikan idea dengan baik semasa menjawab soalan esei. Akhirnya
keputusan ujian awal pelajar tidak memuaskan disebabkan oleh kelemahan pelajar mendapat
markah yang baik untuk bahagian B.

2.0 FOKUS KAJIAN

Walaupun pengkaji mengesan banyak masalah yang dihadapi oleh pelajar semasa
menjalankan proses pengajaran dan pembelajaran (PdPc), namun pengkaji hanya akan
fokuskan kajian ini kepada masalah yang paling utama iaitu tentang ketidakmampuan pelajar
menyatakan dan menghuraikan idea dalam topik Kerjasama Serantau.

229

3.0 OBJEKTIF KAJIAN
3.1 Objektif Umum
Kajian ini adalah untuk melihat bagaimana guru meningkatkan kemahiran menyatakan dan
menghuraikan idea dalam mata pelajaran Geografi menggunakan kaedah lati tubi.

3.2 Objektif Khusus
i. Meningkatkan kemahiran menyatakan idea pelajar melalui pendekatan “latih tubi”

dalam topik kerjasama serantau.
ii. Meningkatkan peratus lulus pelajar Geografi 6A4.

4.0 KUMPULAN SASARAN
Peserta kajian / subjek kajian adalah terdiri daripada 19 orang pelajar dari kelas 6A4.

5.0 PELAKSANAAN KAJIAN
5.1 Cara mengumpul maklumat / tinjauan masalah
Tinjauan masalah dibuat berdasarkan TOV2 STPM 2020 melalui pemerhatian, dan analisis
dokumen seperti jawapan latihan dalam kelas.

5.2 Analisis tinjauan masalah
Berdasarkan pemerhatian dalam kelas 6A4 pelajar tidak memberi fokus kerana gangguan
bunyi daripada pembesar suara dewan. Selain itu, dapatan analisis dokumen menunjukkan
markah pelajar kurang memuaskan seperti jawapan pelajar tidak lengkap dan idea bercampur
aduk serta huraian tidak releven.
Berikut adalah keputusan TOV2 STPM 2020 pelajar 6A4: (SILA RUJUK LAMPIRAN 1)

Berdasarkan TOV2 STPM tersebut lapan orang pelajar atau 42.11 peratus sahaja yang lulus.
Lima orang pelajar atau 26.32 peratus lulus sebahagian dan 6 orang pelajar atau 31.56
peratus pelajar gagal. Manakala NGMP untuk Geografi 6A4 adalah 1.39 iaitu kurang
memuaskan.

5.3 Tindakan Yang Dijalankan
Perincian tindakan yang dirancang dan dilaksanakan oleh guru untuk mengatasi kelemahan
pelajar dengan menggunakan kaedah latih tubi di dalam kelas semasa sesi PdPc. Kaedah
latih tubi telah dipilih oleh guru bagi mengatasi masalah kelemahan pelajar untuk menjawab
topik kerjasama serantau. Guru telah memfokuskan topik kerjasama serantau dengan
mengemukakan soalan latih tubi secara berulang-ulang semasa PdPc. Kaedah ini bertujuan

230

untuk meningkatkan daya ingatan pelajar dan meningkatkan kemahiran mengarang esei
dalam kalangan pelajar.
5.4 Refleksi Tindakan Guru / Dapatan Kajian
Kesan tindakan atau kaedah latih tubi untuk topik kerjasama serantau telah menunjukkan
hasil yang amat baik berdasarkan markah UP2 STPM 2020 yang diperoleh oleh pelajar kelas
6A4. Keputusan tersebut menunjukkan peningkatan yang amat baik selepas guru berjaya
mengesan kelemahan pelajar dan dengan pantas guru menggunakan kaedah yang tepat iaitu
latih tubi kepada pelajar 6A4. Berikut adalah keputusan TOV2 STPM 2020 pelajar kepas 6A4:
(SILA RUJUK LAMPIRAN 2)
Berdasarkan keputusan tersebut seramai 17 orang pelajar atau 89.47 peratus pelajar lulus
penuh dan dua orang pelajar atau 10.53 peratus pelajar mendapat lulus sebahagian. Tiada
pelajar yang gagal. Pencapaian ini menunjukkan hasil yang memberangsangkan selepas guru
mengenal pasti kelemahan pelajar dan guru memilih kaedah yang tepat iaitu latih tubi untuk
mengatasi masalah dalam topik kerjasama serantau.
6.0 CADANGAN KAJIAN SETERUSNYA
Tindakan guru menggunakan teknik latih tubi untuk kelas 6A4 telah berjaya meningkatkan
pencapaian pelajar dalam subjek Geografi kelas 6A4. Diharap keputusan ini juga berterusan
dalam pencapaian keputusan peperiksaan subjek Geografi Semester Dua yang akan
diumumkan nanti. In Shaa Allah.

BIBLIOGRAFI
MPM (2012) Sukatan pelajaran dan kertas soalan contoh, Selangor, Tihani Cetak SDN BHD.

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ANALISIS UNTUK KELAS B+ B LAMPI
6A4 B- C+

A A-

BIL
BIL
BIL
BIL
BIL
BIL
CAL

BIL
MP
%%%% % %

10.53
10.53
5.26

5.26
1 GEO 19 - - 1 - - 1 2 2

23

IRAN 1

C C- D+ DF

LULUS LULUS
PENUH SBHGN
NGMP
BIL

BIL
BIL
BIL

BIL
% %% % %

% %
BIL BIL

1.39
31.56
26.32
15.79
10.53

42.11
10.53
2 8 - -2 3 5 6

32

LAMPI
ANALISIS UNTUK KELAS
6A4

A A- B+ B B- C+
MP

%%%%%%

1 GEO 19 4 3 2 1 1 3

23
BIL
BIL
BIL
BIL
BIL
BIL
CAL

BIL

15.79
5.26
5.26
10.53
15.79
21.05

IRAN 2

C C- D+ D F

LULUS LULUS
PENUH SBHGN
NGMP
BIL

BIL
BIL
BIL

BIL
% %%% %

BIL % BIL %

2.89
10.53
5.26

5.26
89.47
15.79
3 17 1 - - 1 2 - -

33

Kaedah Dan Teknik “Glazing Dan Scumbling Warna (Ktgs)” Bagi Catan Kerja
Kursus Kertas 3 Stpm Di Kalangan Pelajar Tingkatan Enam Atas 7 Semester 3

2020 Seni Visual Smk Syed Alwi Kangar Perlis.

Mansor Bin Mahmud
Sekolah Menengah Kebangsaan Syed Alwi

01000 Kangar Perlis

Abstrak
Kaedah mewarna teknik glazing dan scumling merupakan satu kaedah yang dicipta untuk
memudahkan pelajar mengingat konsep dan ton warna bagi catan. Dalam tinjauan awal, saya
mendapati bahawa kegagalan pelajar mengahsilkan karya catan yang mendapat markah cemerlang
sangat rendah kerana mereka gagal menguasai konsep tona warna dan tidak tahu atau tidak mahir
mewarna. Kumpulan sasaran saya ialah 11 orang pelajar seni visual 6 Atas 7 Semester 3. Saya
memfokus kajian saya terhadap masalah mewarna dengan teknik glazing dan scumbling pada catan
yang dihasilkan. Dapatan kajian para pelajar menunjukkan peningkatan yang ketara melalui
perbandingan antara ujian. Para pelajar juga didapati berminta dengan setiap pengajaran dan
pembelajaran yang dijalankan.

1.0 REFLEKSI PENGAJARAN DAN PEMBELAJARAN YANG LALU

Selama lebih 15 tahun mengajar mata pelajaran SEni Visual peringkat STPM di SMK
Syed Alwi, saya mengenal pasti punca utama kegagalan pelajar dalam menguasai konsep
mewarna iaitu glazing dan scumbling dalam menghasilkan karya berdasarkan penghasilan
catan serta kerana kurang pendedahan berkaitan teknik tersebut.

Sebelum saya menggunakan kaedah yang diberi nama Teknik Scumbling dan
Galzing, saya dan guru lain telah pun mengajar tajuk warna di Semester1 secara amali,
namun saya dapati bila naik ke semester 3 seolah-olah mereka belum pernah mempelajari
tajuk ini. Dengan kaedah ini, saya cuba membuat amali bersama pelajar mengenai warna
pada setting alam benda untuk menghasilkan catan dalam karya lukisan meeka.

2.0 FOKUS KAJIAN
Fokus kajian adalah untuk meningkatkan daya ingatan dan latihan amali mewarna dan

campuran warna pelajar terhadap konsep dan teknik glazing dann scumbling dengan tona
dan gaya pada catan yang merupakan perkara asas dalam teori dan pengkaryaan dalam
catan. Denga kata lain, ingatan dan amali pelajar terhadap pembelajaran yang lalu mereka
berlaku secara tindakan melalui pengalaman mereka.

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3.0 OBJEKTIF KAJIAN
3.1 Objektif Am
Meningkatkan peratus kelulusan pelajar dalam peperiksaan STPM Seni Visual 970/3.

3.2 Objektif Khas
a) Membantu pelajar mengetahui warna dengan lebih mudah secara amali
b) Membantu pelajar mengetahu konsep dan teknik mewarna dengan lebih tepat dengan

menggunakan media basah akrilik.

4.0 KUMPULAN SASARAN
11 orang pelajar Tingkatan 6 Atas 7 Semester 3 SMK Syed Alwi, Kangar, Perlis.

5.0 PELAKSANAAN KAJIAN
Pengajaran dan pembelajaran menggunakan kaedah melukis secara terus berdasarkan tema
yang dipilih serta disediakan. Dalam ujian Pra 1, pelajar dikehendaki melukis dan melakar
setting dan subjek kajian yang disediakan dengan menggunakan garisan tanpa tona warna.
Ujian Pra 2 dijalankan dengan menjawab soalan struktur dan soalan objketif. Lukisan karya
pelajar disemak oleh guru dan tidak mendedahkan atau membincangkannya dengan pelajar.

5.1 Tinjauan Masalah
5.1.1 Ujian Pra 1 dan 2
Berdasarakan pemerhatian semasa pengajaran dan pembelajaran telah didapati bahawa
pembelajaran tentang warna begitu susah untuk dikuasai dan diingati oleh pelajar. Ada
segelintir pelajar langsung tidak dapat mengingat ataupun mengenal konsep atau istilah
warna.

5.1.2 Temubual (5 orang pelajar)
Sebelum diperkenalkan kaedah dan teknik mewarna

P1 : susah
P2 : susah
P3 : susah
P4 : susah
P5 : susah
Guru : Bagaimana dengan kaedah pembelajaran warna yang dibuat sebelum ini?

Membantu atau kurang membantu?
P1 : kurang membantu
P2 : kurang membantu

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P3 : kurang membantu
P4 : kurang membantu
P5 : kurang membantu

5.2 Analisa Tinjauan Masalah

5.2.1 Pencapaian pelajar dalam ujian 1 : Pepriksaan sebenar

Keputusan (Gred) Jumlah pelajar
A 2
A- -
B+ 2
B 2
B- 1
C+ 4
C -

5.3 Tindakan Yang Dijalankan
5.3.1 Lima aktiviti p&p telah dirancang bagi menangani masalah di atas
a) Ujian 1
b) Memberi nota dan penerangan tentang konsep dan istilah tona warna
c) Membuat lakaran awal tentang tema alam semula jadi yang dipillih
d) Menghasilkan lakaran dengan garisan
e) Membuat sesi kritikan dan membaiki karya

5.3.2 Bahan Yang Digunakan
a) Lukisan dan catan dengan tema yang telah siap
b) kertas lukisan A3
c) Lakaran asas di papan putih
d) Lukisan pelajar yang telah siap

5.3.3 Instrumen dan langkah-langkah permerhatian
a) Aktiviti 1 - lebih menjurus kepada meninjau tahap kefahaman dan ingatan pelajar tentang
konsep mewarna. Instrument yang digunakan adalah menunjukkan lukisan tema alam semula
jadi kajian yang telah siap.

b) Aktiviti 2 - mendedahkan pelajar tentang konsep mewarna. Pelajar didedahkan mengenai
media basah yang digunakan dalam tona warna

c) Aktiviti 3 - lebih menjurus kepada pengukuhan iaitu membuat lukisan dan lakaran awal
bertemakan alam semula jadi yang disediakan. Menggunakan elemen dan unsur seni iaitu
pelbagai garisan digunakan dalam lakaran tersebut.

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d) Aktiviti 4 - menjurus kepada pengukuhan amali melukis bentuk dengan garisan dan
tona warna yang sesuai

e) Aktiviti 5 - merupakan aktiviti pengukuhan ingatan dan amali melalui sesi kritikan
berdasarkan karya yang telah dihasilkan oelh pelajar. Pelajar dibenarkan untuk membaiki
karya mereka setelah dinilai atau dikritik.

5.4 Pelaksanaan Aktiviti
Aktiviti 1
Pelajar dinilai dari segi tahap kefahaman dan amali tentang konsep dan teknik mewarna.

i. Pemerhatian
Sebahagian besar pelajar tidak dapat menghasilkan karya kerana tidak memahami tentang
konsep dan teknik mewarna tersebut.

ii. Refleksi
Dapatan saya dapat menghasilkan karya dengan memahami dan menghasilkan amali
mengenai konsep dan teknik mewarna.

Aktiviti 2
Aktiviti 2 lebih kepada pendedahan semula pelajar kepada kaedah melukis dengan
menggunakan pensel.

i. Pemerhatian
Apabila pelajar menghasilkan karya sendiri, mereka akan berusaha untuk membuat dengan
lebih baik berdasrkan pemerhatian dan kesan dari bimbingan guru.

ii. Refleksi
Semua pelajar dapat menghasilkan karya mereka dengan baik dan sempurna.

Aktiviti 3
Aktiviti 3 juga merupakan aktiviti pengukuhan untuk memantapkan konsep dan teknik
mewarna galzing dan scumbling yang telah diajar. Guru akan membuat demontrasi
bagaimana melukis dan mewarna. Pelajar mengikut cara yang ditunjukkan dengan bimbingan
guru.

237

i. Pemerhatian
Guru mudah menyampaikan kaedah mewarna dengan betul secara terus kepada pelajar.

ii. Refleksi
85% pelajar dapat menghasilkan karya mereka dengan baik dan sempurna. Sementara 15%
lagi menghasilkan karya yang kurang kemas dan kurang memuaskan.

Aktiviti 4
Aktiviti 4 adalah aktiviti pengukuhan untuk memantapkan lakaran awal yang telah diajar. Guru
akan membuat demontrasi bagaimana melukis, mencampur warna dan mengaplikasi media
basah iaitu akrilik. Pelajar dikehendaki mewarna sendiri.

i. Pemerhatian
Murid mudah mempelajari teknik dan kaedah dengan tunjuk ajar guru. Guru mudah
menyampaikan kaedah warna dengan betul secara terus.

ii. Refleksi
100% pelajar dapat membuat lakaran dengan betul untuk menghasilkan gubahan lukisan
berwarna dengan teknik glazing dan scumbling. Pelajar berasa seronok menyiapkan tugasan
mereka sambil bermain dengan media basah.

Aktiviti 5
Aktiviti 5 merupakan sesi kritikan karya pelajar yang telah siap. Sesi kritikan ini adalah untuk
mengukuhkan lagi daya ingatan pelajar terhadap semua aktiviti yang telah mereka lakukan
sebelumnya.

i. Pemerhatian
Pelajar berasa seronok apabila karya mereka dikritik secara positif kerana mereka rasa
dihargai.

ii) Refleksi
Pameran merupakan cara pembelajaran yang berkesan kerana pelajar melihat lebih mudah
mengingat berbanding dengan mendengar.

5.5 Refleksi Keseluruhan
5.5.1 Perbandingan antara keputusan ujian pra dengan ujian pos membuktikan keberkesanan
teknik glazing dan scumbling dalam karya catan mereka.

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Keputusan Ujian 1 Ujian 2
A 2 7
A- - 3
B+ - 1
B 1
B- 4
C 4

Kaedah dan teknik glazing dan scumbling ini pada hakikatnya amat membantu dalam
meningkatkan penguasaan dan amali melukis pelajar terhadap konsep warna menjadi nadi
serta asas utama bagi mendapatkan markah yang cemerlang dalam karya catan kerja kursus
Semester 3.

5.5.2 Setelah pelajar menguasai konsep dan teknik glazing dan scumbling dengan baik, satu
perubahan ketara berlaku terhadap pengusaan pelajar dalam aktiviti melukis dalam
pengajaran dan pembelajaran. Pelajar juga berasa seronok dan tidak lagi takut-takut untuk
melukis berdasarkan setting yang disediakan.

5.5.3 Seramai 11 orang pelajar bertanggapan positif terhadap kaedah ini dengan kadar 100%

5.5.4 Berikut adalah sesi temubual dengan 5 ornag pelajar (selepas diperkenalkan dengan
kaedah dan teknik glazing dan scumbling)

Guru : Bagaimana dengan p&p tentang mengingat dan amali konsep dan teknik.
Susah atau senang?

P1 : senang
P2 : senang
P3 : senang
P4 : senang
P5 : senang
Guru : Bagaimana dengan kaedah dan teknik yang telah saya ajar? Membantu atau

tidak?
P1 : membantu
P2 : membantu
P3 : membantu
P4 : membantu
P5 : membantu

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6.0 BENTUK KEJAYAAN
6.1 Peningkatan Keberkesanan Pengajaran dan pembelajaran
i. Dari sudut minat pelajar
Dengan menggunakan kaedah dan teknik glazing dan scumbling dalam p&p ditambah pula
dengan kombinasi pelabagi aktiviti seperti melukis, pelajar begitu menunjukkan minat ketika
mempelajari tona warna. Penglibatan pelajar dalam p&p juga dalah amat baik.
Tumpuan pelajar dalam aktivti berada pada tahap cemerlang dan menyeronokkan
ii. Dari sudut faedah kepada guru
kombinasi kaedah dan teknik dengan pelbagai aktiviti menjadikan guru mudah melaksanakan
p&p dan mudah menarik minat pelajar. Objektif p&p yang disasarkan juga mudah tercapai.
Guru boleh menggunakan bahan bantu mengajar yang sedia ada di persekitaran.
7.0 CADANGAN UNTUK KAJIAN SETERUSNYA
Pendekatan pengajaran dan pembelajaran dengan menggunakan kaedah dan teknik glazing
dan scumbling warna ini boleh diterapkan ke dalam tajuk lain seperti catan dan sebagainya.
Pengajaran dan pembelajaran akan lebih efektif dan menyeronokkan. Hasil kerja pelajar perlu
dipamerkan dalam kelas dan persekitaran sekolah bagi mendapatkan kesan yang lebih cepat
dan menyeluruh.

BIBLIOGRAFI
Marhanim Abdul Razak, Teks Lengkap Seni Visual STPM, Fajar Oxford.
Hassan Ghazali, Teori Seni Visual,Seni. Grafik Sdn. Bhd.
Noor Azmi Mohd Hassim, Seni Visual STPM, LK Printing Sdn. Bhd.

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