KOLEKSI KAJIAN TINDAKAN PRA-U

BIL. TAJUK NAMA PENULIS SEKOLAH

ENHANCING THE SPEAKING NORFAREHA BINTI MUSTAFFA SMK TUNKU PUTRA
PERFORMANCE OF UPPER 6 ARTS 1
STUDENTS IN MUET SPEAKING TEST BY
1 USING
JUST ONE MINUTE SPEECH (JOMS) AND
PARLIAMENTARY-STYLE SPEAKING (PS)
METHODS

AYAT MAJMUK PANCANGAN FARIHA LIYANA BINTI ZAINAL SMK DATO' BENTARA
2 KETERANGAN DALAM NOVEL “JALAN NUR FARAHIN BINTI ABD RASID LUAR

SERIBU LIKU” SITI AZZAHRA BINTI JUMAAD
NUR AFINI BINTI MOHAMAD ZAKIR

MENERBITKAN FORMULA FIZIK CHOO LEY IN SMK DATO' BENTARA
3 MENGGUNAKAN CARTA ALIR LUAR

BERKONSEP

4 ERRORS IDENTIFICATION IN WRITING ROSNIZAM BINTI AHMAD SMK DATO' ONN
USING WHATSAPP

PENGGUNAAN MULTIMEDIA

MEMBANTU MENINGKATKAN MAZLYANA BINTI BUHARI
ROSMAWATI BINTI ABD AZIZ
5 PENGUASAAN DALAM PEMBELAJARAN SMK DATO' SULAIMAN

GEOGRAFI BAGI PELAJAR TINGKATAN

ENAM

PERSEPSI, MASALAH DAN CARA

6 MENGATASI KECERIAAN KELAS : SATU MOHAMAD TAUFIK DAROJI SMK DATUK MENTERI
TINJAUAN DALAM KALANGAN GURU NUR NABIHA BINTI MURI
KELAS TERHADAP PROGRAM KECERIAAN BILLAH BATRISYA BINTI ABDUL WAHAB
KELAS DI SMK DATUK MENTERI, AYER

HITAM, BATU PAHAT, JOHOR

7 HIBISCUS ROSA-SINENSIS BERPOTENSI EARLIANY MOHD SHAHRI SMK YONG PENG
SEBAGAI PENUNJUK PH.

MENENTUKAN DAN MENGATASI

MASALAH-MASALAH YANG DIHADAPI SMK (P) TEMENGGONG
IBRAHIM
8 OLEH PELAJAR TINGKATAN 6 NURUL HIDAYAH BINTI HASHIM

SEMESTER 1/2 (PENGGAL 1) DALAM
USHA A/P CHUNDRAN SMK DATO’ BENTARA
MATA PELAJARAN PENGAJIAN AM LUAR



MENINGKATKAN PENGUASAAN PELAJAR

9 TINGKATAN 6DALAM SUBJEK
PENGAJIAN PERNIAGAAN

SEMASA AMALAN PDPR

ENHANCING THE SPEAKING
PERFORMANCE OF UPPER 6 ARTS 1
STUDENTS IN MUET SPEAKING TEST

BY USING
JUST ONE MINUTE SPEECH (JOMS)

AND
PARLIAMENTARY-STYLE SPEAKING

(PS) METHODS

NOR FAREHA BINTI MUSTAFA
(SMK TUNKU PUTRA)

ACTION RESEARCH

TITLE:

ENHANCING THE SPEAKING PERFORMANCE OF UPPER 6 ARTS 1
STUDENTS IN MUET SPEAKING TEST BY USING
JUST ONE MINUTE SPEECH (JOMS) AND

PARLIAMENTARY-STYLE SPEAKING (PS) METHODS

BY
NORFAREHA BINTI MUSTAFFA

SMK TUNKU PUTRA
83010 BATU PAHAT, JOHOR

ACTION RESEARCH

ENHANCING THE SPEAKING PERFORMANCE OF UPPER 6 ARTS 1 STUDENTS IN MUET
SPEAKING TEST BY USING JUST ONE MINUTE SPEECH (JOMS)
AND PARLIAMENTARY-STYLE SPEAKING (PS) METHODS

Researcher Profile

Scope LANGUAGE (SPEAKING SKILLS)
Action Research Title
ENHANCING THE SPEAKING PERFORMANCE OF
Name UPPER 6 ARTS 1 STUDENTS IN MUET SPEAKING
Current Post TEST BY USING JUST ONE MINUTE SPEECH (JOMS)
Address AND PARLIAMENTARY-STYLE SPEAKING (PS)
Telephone Number METHODS
Mobile Phone Number
E-mail NORFAREHA BINTI MUSTAFFA

HEAD OF THE MUET PANEL

SMK TUNKU PUTRA

07-4151030 (School)

013-7204145

[email protected]

1. Action Research Title

ENHANCING THE SPEAKING PERFORMANCE OF UPPER 6 ARTS 1 STUDENTS IN MUET
SPEAKING TEST BY USING JUST ONE MINUTE SPEECH (JOMS)
AND PARLIAMENTARY-STYLE SPEAKING (PS) METHODS

Abstract

The research was carried out for about 9 weeks (March 01 – May 06 2021) with the objective to
enhance the Upper 6 Arts 1 students’ skills in speaking formally in English. The target research
were 16 students from Upper 6 Arts 1 students of SMK Tunku Putra, Batu Pahat, Johor. The
problem was spotted in speaking exercise in which students were unable to address the task
effectively with good development and substantive ideas. The ideas given were partially
relevant and contain inappropriacy. In addition, they had difficulties in interacting and
responding confidently and competently. The focus of this research is to overcome the problems
of limited ideas and lack of accurate vocabulary used and the lack of knowledge in conducting a
formal discussion in English. The JOMS method was introduced to widen the students’ pools of
general knowledge and vocabulary on certain themes and topics. The PS method was
introduced to familiarize students with the technique of formal discussion in English by using
formal expressions. The data collections’ instruments were observations, pre-test and post- test.
The result of the post test showed students’ improvement in the quality of Task Development
and Interactive Communication ability. This implied that the JOMS with PS methods were able
to widen the students’ pools of general knowledge and accurate vocabulary on certain themes
and topics, as well as students’ ability to discuss formally in English.

2. Introduction

Malaysian University English Test (MUET) is a test to measure the English Language
proficiency of candidates who intend to pursue first degree studies in local universities. In
MUET, Speaking Test is one of the four test components which will be tested apart from
Listening, Reading and Writing components. Speaking component evaluates students’ ability to
give an oral presentation of ideas individually and also to interact formally in small groups of
four. The Speaking component contributes 90 marks (25%) of the total score of 360 marks. In
order to get a high band in MUET, students have to score relatively high mark in this

component. The inability to speak fluently and discuss competently could affect their MUET
score and their chances in enrolling in their chosen courses in universities. The ability to speak
clearly and in an appropriate manner would also enhance students’ lives as without good
communicative skills, the ability to progress in the working world and in life itself would be
hampered.

3. School Demography

Sekolah Menengah Tunku Putra (SMKTP) is located in the outskirts of Batu Pahat town. It is
approximately 15KM from the town centre. The school has 1493 students in which 997 (69%)
are from the B40 families. Majority of the students’ parents or guardians are self-employed,
farmers or factory workers. The students of this school come from the areas of Tongkang
Pechah, Seri Medan and Parit Sulong Batu Pahat. All of the students do not come from English-
speaking homes. Bahasa Melayu, Mandarin and Java Languages are the main languages used
as a medium of communication. SMKTP has 55 classes. At the moment, there are only 3 Upper
6 classes with 41 students.

4. Reflection of Past Teaching and Learning Process

During teaching and learning and while assessing the students’ speaking performances in
MUET Speaking Tests, I noticed that 5 students (31.25%) were unable to give relevant,
accurate points and were unable to develop their points fully in Part 1. Their lack of general
knowledge and limited vocabulary in certain topics hindered them in coming up with points and
developing them. In addition, they had difficulties in interacting and responding confidently and
competently in Part 2. Their limited chances to discuss formally in English in their day-to-day life
experiences made them lacking in confidence and competency in interacting using English in a
formal context. Consequently, all these inadequacies led to low scores in their MUET Speaking
Tests.

Based on my observations, 75% of Upper 6 Arts 1 students thought that Speaking
is difficult due to their lack of general knowledge and vocabulary, as well as limited chances to
practise discussing formally in English. Hence, they found MUET Speaking Test as a daunting
task.

As a MUET teacher, I was quite worried on my students’ performances in MUET Speaking
Tests. I then decided to focus on widening their general knowledge and vocabulary in certain
topics, as well as giving them chances to discuss formally in English at a wider scale. So, I
came up with an activity which enables students to share their opinions or facts for one minute
in class on their chosen topic (JOMS). The other students will write down the points given. At
home, they can give their reactions or add to the points which have been presented, through the
class Telegram group. Students can share their opinion, stand, link to YouTube videos and
articles from the newspaper online about the topic delivered. As for giving them the chances to
discuss formally in English, I introduced Parliamentary-style Speaking (PS). All 16 students will
discuss any given topic as a big group. A set of useful expressions for discussing formally were
given as a guide for them to use during the discussion.

5. Research Focus

The main problem for students was coming up with relevant points and elaborating them
adequately in Part 1 as well as discussing confidently and competently in Part 2. Throughout my
observation, it was noted that students could come up with only 2 points which were not well-
elaborated and could only discuss using basic register and with limited discussion techniques.
In class and MUET Speaking tests, students displayed specific weakness such as:

i) The lack of general knowledge and accurate vocabulary associated with
certain topics, to develop their points.

ii) The lack of skills to use formal expressions in discussion and to give reasons
for agreeing and disagreeing with the other candidates’ points.

What I have focused in this research was to overcome the problems based on their limited
general knowledge and accurate vocabulary associated with certain topics and the lack of
formal discussion skills. It was hoped that by using the JOMS method, the Upper 6 Arts 1
students will be able to widen their general knowledge and vocabulary associated with certain
topics in order to address the task in Part 1 effectively with good development and substantive
ideas. In addition, it was hoped that the PS method could enable students to interact and
respond confidently and competently in Part 2. If these problems were not overcome, students
will get low scores in their MUET Speaking Test.

6. Research Objectives

At the end of the research, the Upper 6 Arts 1 students are able to achieve the following
objectives:

Main Objectives
The main objective of this action research is to enhance the speaking skills
of form Upper 6 Arts 1 students in Part 1 and Part 2 of the MUET Speaking
Test by using the JOMS and PS methods.

Specific Objectives
• To increase the number of points given in Part 1
• To develop each point given with at least 1 explanation and 1 example
• To discuss using correct register and techniques in Part 2

7. Target Group

The research involved 16 students of Upper 6 Arts 1 students which consists of 5 boys and 11
girls and they were considered as weak to intermediate level students. They hardly use English
as a medium of communication among themselves.
Furthermore, the students are from the outskirt areas of Tongkang Pechah, Seri Medan and
Parit Sulong Batu Pahat. All of the students do not come from English-speaking homes. Bahasa
Melayu, Mandarin and Java Languages are the main languages used as a medium of
communication.

8. Research Implementation

8.1 Preliminary Problem Statement

Students tend to only listing the points with minimal elaboration in Part 1 and only contributing to
the discussion when prompted in Part 2. Hence, making their scores for Parts 1 and 2 as low,
ranging from B1 to B2 levels. Therefore, the pre-test was carried out to identify students’
weakness in elaboration in Part 1 and their problems in contributing confidently in Part 2.

Through my observation, it was noted that the lack of elaboration was due to students’ limited
knowledge and vocabulary on the topics given in the Speaking exercises. As for the lack of
confidence, it was due to the limited number of guided practice that they had for the group
discussion. The limited number of guided practice was due to the teacher could focus on one to
two groups only per lesson as each MUET lesson is just for 1 hour.

8.2 Analysis of the problem

8.2.1 Analysis of the Pre-test
A pre-test of 2 parts was set. Part 1 consists of a situation with
4 tasks (one task for each candidate) and each student need to present his
point individually and Part 2 consists of a situation and 5 options for the 4
candidates to discuss and choose the best option.

Students were given the pre-test questions before the JOMS and
PS methods were introduced. Students had to attempt the pre-test
within the time allotted; 2 minutes per person for Part 1 (Individual
Presentation) and 12 minutes for Part 2 (Group discussion).

Below are the results for the pre-test:

Table 1: Pre-test Results for
Part 1(Individual Presentation)

Score Level Number of students Percentage
(%)
18 0 0
17 C2 0
0 0
16 0
15 0 43.7
14 C1 0
0 56.3
13 2
5 0
12 4
11 B2 4
10 1
0
9 0
8 B1

7

6
5 A2

40 0

30
2 A1 0
10

For the purpose of analyzing the data, levels are used to anticipate students’ score.

C2 & C1: Proficient A2 & A1: Basic *C2 is the highest level and A1 is the

B2 & B1: Independent

*C2 is the highest level and A1 is the lowest level

Based on the pre-test, the following observations were deducted:
i) No students (0%) were in C1 and C2 levels (Proficient level)
ii) Only 7 students (43.7%) were in B2 level (High Independent level)

iii) 9 students (56.3%) were in B1 level (Low Independent level)
iv) No students (0%) were in A1 and A2 level (Basic level)

Table 2: Pre-observation Results for
Part 2 (Group Discussion)

Interactive Ability Criteria

AB C D

Interact confidently Interact quite Make an attempt to Make limited attempt
confidently to interact
interact but needs
encouragement

Maintain and Maintain and Maintain interaction Maintain simple
develop the develop the but with difficulties exchange of ideas
interaction
interaction well satisfactorily

Contribute well Contribute Contribute minimally Contribute with
and can discuss satisfactorily and difficulties and do
friends’ points can discuss and try to discuss not discuss friends’
effectively friends’ points friends’ points points

0/16 7/16 8/16 1/16
0% 43.7% 50.0% 6.3%

For the purpose of analyzing the data, grades are used to anticipate students’ score.

A: Good C: Weak
B: Satisfactory D: Very weak

Based on the pre-test, the following observations were deducted:
i) No students (0%) were graded A (Good)
i) 7 students (43.7%) were graded B (Satisfactory)
ii) 8 students (50.0%) were graded C (Weak)

iii) 1 student (6.3%) were graded D (Very weak)

8.3 Plan in Action

8.3.1 Activities
There were 4 activities designed and carried out to help students
widen their general knowledge and vocabulary for Part 1 (Individual
Presentation) and enhance their confidence and interacting skills for
Part 2 (Group Discussion).

Table 3: JOMS Method Activities

Activity Students’ Cognitive
Activity 1: Students presenting a one-minute speech Apply

(JOMS) Engage and Apply

Activity 2: Students contributing views, opinions,

materials in the class Telegram group

Table 4: PS Method Activities

Activity Students’ Cognitive
Activity 3: Distributing and explaining the Activate

‘Useful Expressions’ for a group discussion Engage and Apply

Activity 4: Students carrying out PS discussion

8.3.2 Materials used
i) Roulette of Names application
(For selecting the student who is to present the speech before
every MUET lesson)
ii) Random Picker application
(For selecting the theme for the speech)

iii) Telegram application
(For posting views, opinions and related materials on the topic
given in the speech)

iii) Tables on Useful Expressions for a group discussion

8.3.3 Classroom Management

i) Individual work - Mastery learning approach of the self-
(JOMS) esteem level

ii) Class discussion - Co-operative learning approach
(JOMS & PS)

8.4 Implementation and Observation / Evaluation of The Activities

After conducting the pre-test and recording the result, I introduced the JOMS
and PS methods to students. The JOMS method is carried out for 1 minute
before every MUET lesson. One student selected by the Roulette of Names
apps will deliver the speech. The PS method is carried out during MUET
Speaking exercise where the group discussion section will involve all students
simultaneously.

8.4.1 Activity 1 (Apply): Students presenting a one-minute speech
(JOMS)

Step 1 :
Teacher explained how JOMS is going to be carried out.
Students’ names were saved in the Roulette of Names apps.
10 themes were saved in the Random Picker apps.

The selection of student and the theme will be selected by both apps.

Roulette of Names application Random Picker application

Step 2 :
The student who was selected will present a one- minute speech on the topic

of his choice but following the theme which was selected by the Random Picker

applications.

1. Social Themes in the Random Picker applications
2. Education 6. Health
3. Agriculture 7. Food
4. Economy 8. Consumerism
5. Sports 9. Environment
10. Science and Technology

The student presents their views using the PEEC outline:
Point (P)
Explanation (E)
Example (E)
Conclusion (C)

Students presenting Just One-minute Speech (JOMS)

Step 3 :
In class, other students copied the points presented.

Students’ Notes in class

i) Observation :
Initially, some students were hesitant to give the speech and were lacking in
confidence. However, after a few sessions of JOMS, they started to enjoy
listening to each other’s points and were looking forward for the JOMS
session. Many good points, views and suggestions were gathered from the
students’ speeches.

ii) Reflection :
It was interesting to see that students started to have more confidence and
were able to share their opinions or facts on a given theme. Maybe this was
due to the teacher made the exercise as less threatening by making it less
formal. Formal evaluation was not made. Marks were not given. Teacher only
noted each student’s strengths and weaknesses. The teacher gave the
feedback with suggestions to improve each student’s performance personally.

8.4.2 Activity 2 : (Engage and Apply) Students contributing views,
opinions, materials in the class Telegram group

Step 1 :
i) Teacher explained to students that they were to post their views, opinions,

related materials about the speech they heard, to the class Telegram group.

ii) Students can share and post:
1. Personal opinion / view / stand
2. Screenshots of articles taken from online newspaper or websites
3. Links to websites
4. Links to YouTube videos

Teacher monitored the materials and guided the students’ discussion in the class Telegram.

Views, opinions, materials posted in the class Telegram group

Comments Comments & Photos

Views, opinions, materials posted in the class Telegram group

Sharing of points Sharing of video links

i) Observation :
All students participated in this activity. They were resourceful. They posted
many types of postings. They posted their personal opinions, stands, screenshots of articles
taken from online newspaper, or websites, links to websites and links to YouTube videos.
They were excited to contribute and posted their postings as early as they arrived home.

ii) Reflection :

This part of JOMS managed to boost students’ interest in finding and doing
mini research on the topic delivered in the speech. They found it like a
competition to see who could post the most number and the best materials on

the topic. This activity managed to encourage students to do a lot of reading. By
doing a lot of reading, students could increase their general knowledge and
widen their vocabulary which they were lacking for Speaking exercise. JOMS
acted like a springboard. Although it was just for one minute, it triggered students
interest in finding information and discussing them. This activity encouraged
cooperative learning as they shared all kinds of information in their class
Telegram application. Even the introvert students participated. I realized that
now the class has adopted sharing of knowledge and information as the class
culture. They would share and post any news or articles which they taught as
worthy of sharing. I also realized that I should not underestimate their ability in
obtaining information especially from the digital media. Students just needed a
nudge to kindle their love to read and explore knowledge.

8.4.3 Activity 3 : ( Activate) Distributing and explaining the
‘Useful Expressions’ for a group discussion

Step 1 :
i) Teacher explained how to use the Useful Expressions for a group discussion.

Tools for PS
GUIDED ORAL

Basic Outline (for a systematic presentation)

Part 2 - Group Discussion

Initiating

Maintaining

Closing

Useful Expressions to Initiate a Discussion

Function Expression

To start a discussion We are here to discuss…

Today we are going to discuss…

To ask for an opinion What do you think about…?

What is your opinion?

Do you agree…?

To give an opinion I think…
I feel…
To express agreement In my opinion…
To express I agree.
disagreement That’s right.
I disagree.
I don’t see it that way.

Useful Expressions to Maintain a Discussion

Function Expression

To make a strong suggestion There is no other way except…

We must…

To make a suggestion I would suggest that…

I think we should…

I propose that…

To ask for a suggestion What is your suggestion?

What is your opinion?

Would you like to comment on this?

To present solutions One possibility is…

One way is to…

To justify choices One advantage is…

The best solution is… because…

To contrast choices If we choose…, we have to encounter the
problem of…

To accept Excellent!
ideas/opinions/suggestions That’s a good idea.

I support your suggestion.

To reject I appreciate your point but…
ideas/opinions/suggestions

To ask for clarification I am sorry I can’t agree with you.
I am afraid that I don’t quite understand you.
To persuade Can you please explain further on…?
To interrupt May I know why…?
Don’t you think…
Maybe you should consider…
Excuse me, may I say something?
May I add something here?
Excuse me, could I ask you a quick question?

Useful Expressions to Close a Discussion

Function Expression

To summarise main In short…
points To sum up…

To conclude In conclusion…

To conclude…

To end a discussion Does anyone have anything to say? Otherwise, let’s
bring this discussion to a close.

If nobody has anything else to say, we shall end this
discussion.

To close a discussion Thank you for your contribution to this discussion.

Thank you very much for your attention and
participation.

(Adapted: Choo Wan Yat, Stanley Nyanaprakasan, Yee Sook Fen, Yeoh Wei Tzee (2020). Ace
Ahead MUET Text: Oxford Fajar Sdn. Bhd.)

Step 2 :

i) Students used the Useful Expressions in Part 2 (Group discussion)
Each speaking group comprised of 4 members as in MUET Speaking Test
format. The time given was 12 minutes for each group.

i) Observation :
Students could discuss the task in Part 2 (Group discussion) in a more
formal manner. However, initially students could not memorize the
expressions well. They needed a few practices to get them correct.

ii) Reflection :
The Useful Expressions acted as a guide for students to steer
their discussion. However, at initial state, the teacher had to
guide their discussion before slowly letting them carried out the
discussion on their own.

8.4.4 Activity 4 : (Engage and Apply) Students carrying out PS discussion
Step 1 :
i) Students carried out the group discussion as in MUET Speaking Part 2

format, using the Useful Expressions that they had learned. However, in PS, they
had to discuss in a larger group of 16 students. The time given was added from 12
minutes to 48 minutes.

Parliamentary-style Speaking (PS)

ii) Teacher guided students’ discussion

i) Observation :

Students could discuss the task in Part 2 (Group discussion) in a
more structured and orderly manner. They learned how to start,
maintain and end a discussion in a formal manner. Even students in C
and D grades started to use the correct and formal way of discussing a
task given after looking at how the other better students executed the
discussion.

ii) Reflection :

PS which involved all 16 students gave many samples on how to use
the useful expressions. This helped the students to observe how the
expressions were used in a discussion. They also could obtain more points
and justifications given by a bigger number of members as compared to only
4 in a standard MUET Speaking Test.

8.4.5 Post-test and Post-observations
Students were given a post-test for Part 1 to gauge the students’

ability to give points and develop them using appropriate

vocabulary and a post-observation for Part 2 to gauge students’
abilities to discuss using correct register and techniques.
The post tests were conducted with two examiners as the invigilators.

Post-Test for Part 1 (Individual Presentation)

4 groups x 4 students
Post-Observation for Part 2 (Group Discussion)

Below are the results for the post-tests and post-observations:

Table 5: Post-test Results for
Part 1(Individual Presentation)

Score Level Number of students Percentage
(%)
18 0 0
17 C2 0
16 0
15 0
14 50.0
13 0
12 C1 0 50.0
11
10 0 0
9
8 2 0
7 B2 2
6
5 4
4
3 4
2 B1 4
1
0

0
A2 0

0

0
A1 0

0

For the purpose of analyzing the data, levels are used to anticipate students’ score.

C2 & C1: Proficient A2 & A1: Basic

B2 & B1: Independent

*C2 is the highest level and A1 is the lowest level

Based on the pots-test, the following observations were deducted:
i) No students (0%) were in C1 and C2 levels (Proficient level)
ii) 8 students (50.0%) were in B2 level (High Independent level)

iii) 8 students (50.0%) were in B1 level (Low Independent level)
iv) No students (0%) were in A1 and A2 level (Basic level)

Table 6: Post-observation Results for
Part 2 (Group Discussion)

Interactive Ability Criteria

AB C D

Interact confidently Interact quite Make an attempt to Make limited attempt
confidently interact but needs to interact

encouragement

Maintain and Maintain and Maintain interaction Maintain simple
develop the develop the but with difficulties exchange of ideas
interaction well interaction
satisfactorily

Contribute well Contribute Contribute minimally Contribute with
and can discuss satisfactorily and and try to discuss difficulties and do
friends’ points can discuss friends’ points not discuss friends’
effectively friends’ points points

2/16 6/16 8/16 0/16
12.5% 37.5% 50.0% 0%

For the purpose of analyzing the data, grades are used to anticipate students’ score.

A: Good C: Weak
B: Satisfactory D: Very weak

Based on the pre-test, the following observations were deducted:
i) 2 students (12.5%) were graded A (Good)
i) 6 students (37.5%) were graded B (Satisfactory)
ii) 8 students (50.0%) were graded C (Weak)

iii) 0 student (0%) were graded D (Very weak)

8.5 Reflection of the Research

8.5.1 Analysis of the Pre-test and Post-Test and
Pre-observation and Post-observation

Table 7 : Pre-test and Post-test Results for
Part 1(Individual Presentation)

Score Level Number of students Increment by
Percentage
18 C2 Pre-test Post-test
17 C1 (%)
16 B2 00 0%
15 B1 00
14 A2 00 0%
13 A1 00
12 00 +6.3%
11 00
10 02 -6.3%
9 22
8 54 0%
7 44
6 44 0%
5 10
4 00
3 00
2 00
1 00
00
00

For the purpose of analyzing the data, levels are used to anticipate students’ score.

C2 & C1: Proficient A2 & A1: Basic
B2 & B1: Independent

*C2 is the highest level and A1 is the lowest level

Table 8: Pre-observation and Post-observation Results for
Part 2 (Group Discussion)

Interactive Ability Criteria

A BC D

Interact confidently Interact quite Make an attempt Make limited
confidently to interact but attempt to interact
needs
encouragement

Maintain and Maintain and Maintain Maintain simple
develop the develop the
interaction interaction but with exchange of ideas
interaction well satisfactorily
difficulties

Contribute well and Contribute Contribute Contribute with
satisfactorily and minimally and try difficulties and do
can discuss friends’ can discuss friends’ to discuss friends’ not discuss friends’
points effectively points points points

Pre-test Post-test Pre-test Post- Pre-test Post- Pre- Post-test
test
test test 0/16
1/16 0%
0/16 2/16 7/16 6/16 8/16 8/16
0% 12.5% 6.3%
43.7% 37.5% 50.0% 50.0%

Increment by Percentage

+12.5% -6.2% 0% -6.3%

For the purpose of analyzing the data, grades are used to anticipate students’ score.

A: Good C: Weak
B: Satisfactory D: Very weak

An analysis on the results of pre-test and post-test for Part 1 (Individual Presentation) showed a
moderate improvement on students’ achievements. Looking at the post-test scores, it can be
deduced that students’ scores improved moderately after JOMS method was introduced. In B2
level, 2 students managed to climb to high B2. In B1 level, no student was put in low B1 level.
As for Part 2 (Group discussion), an analysis on the results of pre-observation and post-

observation showed a moderate improvement. 2 students managed to climb to grade A. Nobody
was put in very weak (Grade D) category after PS method was introduced.

Figure 1: Comparison of Pre-Test and Post-Test Results for Part 1
(Individual Presentation)

COMPARISON IN TERMS OF NUMBER OF STUDENTS

9 8 9
8 7 8
7
NUMBER OF STUDENTS 6 0 0 0 0 0 0
5 C1 A2 A1
4 B2 B1
3 LEVELS
2
1 0 0
0

C2

Pre-Test Post-Test

Figure 2: Comparison of Pre-observation and Post-observation Results for
Part 2 (Group Discussion)

COMPARISON IN TERMS OF GRADES
PERCENTAGE

PERCENTAGE 100 43.7 37.5 50 50

50 0 12.5 6.3 0

0
A B C D

GRADES

Pre-Test Post-Test

8.5.2 Overall Reflection
The action research was carried out with the intention to enhance
students’ pools of general knowledge and accurate vocabulary on
certain themes and topics, as well as students’ ability to discuss
formally in English. For a duration of 9 weeks (March 01 – May 06
2021) the students were exposed to the JOMS and PS methods. As in
the indicated post-test and post-observation results, these were
achieved though moderately.

The results of the post-test and post-observation showed moderate
improvement in students’ ability in Part 1 of MUET Speaking Test.
as well as in students’ Interactive Ability in Part 2. It can be concluded
that JOMS method had helped students in widening general
knowledge and vocabulary. The pools of information which students
posted in their class Telegram had made them able to address the task
in the Speaking Test with better development and substantive ideas.
JOMS also had increased students’ confidence in expressing
ideas or views in front of their class.

The use of Useful Expression table in PS method, successfully
assisted students in steering their discussion in a more formal manner
thus increased their interactive ability. The discussion with a bigger
number of members provided better chances for students to practise
and observe how the Useful Expressions were used in a discussion.

From time to time, the students were observed to gain more
confidence in expressing their stands and viewpoints especially if the
topic asked in the Speaking Test had been presented in JOMS and
discussed in the class Telegram application. Their interactive ability
also had become formal and showed a better flow.

Though the improvements were moderate, I believe given longer
duration, these 2 methods could further improve students’ ability to
speak well in MUET Speaking Test.

I have also benefited from this research. The research has helped me
raised awareness on the effectiveness of cooperative learning and
active involvement of students in any activity. In JOMS method,
students participated actively using the digital media and this active
participation managed to pool varieties of general knowledge at a
shorter time. In PS method, students helped one another in a
discussion. This research has convinced me that students learned
best when they were actively involved and were given responsibilities
to ensure the success of their group or class discussion. Cooperative
and mastery learning approach should be applied in most of the
lessons taught especially when the students are more matured like the
sixth formers. It is indeed encouraging to see the moderate
improvements made by my students. Personally, I have become more
motivated to coach students to improve their speaking performance in
MUET Speaking Test. I am looking forward to come out with new
techniques to teach speaking skills in the future.

9. Suggestions for Further Research

In future, I plan to expose other MUET teacher in my school with these 2 methods. Through this,
all the form six students will have the chance to learn and practise the JOMS and PS methods.
After having observed, analyzed and reflected the methods and the findings, I would like to offer
some recommendations:

i) Topics for JOMS activities could be prepared by the teacher
instead of the students. This is to ensure each topic
presented is suitable for MUET level and of current issues.

ii) PS exercise could be introduced only after students had
experienced conducting the Part 2 of MUET Speaking Test
and are comfortable with their classmates. This activity
should not be introduced very early when students had just
entered lower six form. This is to encourage active
participation in the group discussion.

I hope for JOMS and PS methods to be utilized in MUET classes to inculcate the love of reading
and sharing of information among form six students. JOMS activity has made reading and the
sharing of knowledge and information as a class culture. As for PS, it had enhanced the
students’ confidence in speaking and discussing in English. Given time, I believe students could
perform better in their MUET Speaking Test.
Bibliography

Choo Wan Yat, Stanley Nyanaprakasan, Yee Sook Fen, Yeoh Wei Tzee (2020). Ace Ahead
MUET Text: Oxford Fajar Sdn. Bhd.

Dr. Hooi Carol, Roslina Abdul Latiff (2021). Success in MUET: Penerbitan Pelangi Sdn. Bhd

Harmony Ho, Koh Soo Ling, Patricia Wong C.K. (2021). Notes and Practices MUET: Penerbit
Ilmu Bakti Sdn. Bhd.

Appendix A

Just One-minute Speech (JOMS)
Question

Pre-Test (Part 1: Individual Presentation)

Part 1: Individual Presentation (2 minutes)

N Situation

Students today depend too much on the Internet. Suggest how Internet is useful for students.

m

Ca ndidate A You have to give a presentation to your class. Talk about source of
information.


Ca ndidate B You have to give a presentation to your class. Talk about help in doing

research.

Candidate C You have to give a presemntcactmiomn mtomymoumr class. Talk about a way to
communicate.

Candidate D You have to give a presentation to your class. Talk about online
education.

(Source: Dr. Hooi Carol, Roslina Abdul Latiff (2021). Success in MUET: Penerbitan Pelangi
Sdn. Bhd.)

Post-Test (Part 1: Individual Presentation)

Part 1: Individual Presentation (2 minutes)

N Situation
Teenagers today are spending too much time on social media. Suggest ways this unhealthy habit

mw ill affect teenagers.
Ca ndidate A You have to give a presentation to your class. Talk about how it affects

social skills.

Ca ndidate B You have to give a presentation to your class. Talk about how it causes
distractions.

Candidate C You have to give a presentation to your class. Talk about how it leads

to laziness.
mccmmmmmm

Candidate D You have to give a presentation to your class. Talk about how it

promotes a false image.

(Source: Harmony Ho, Koh Soo Ling, Patricia Wong C.K. (2021). Notes and Practices MUET:
Penerbit Ilmu Bakti Sdn. Bhd.)

Appendix B1

Parliamentary-Style Speech (PS)
Question

Pre-Observation (Part 2: Group Discussion)

Part 2: Group Discussion (8-12 minutes)

Situation
Internet addiction can cause many negative effects. In your group, discuss some negative effects
of spending too much time on the Internet.

Not enough
sleep

Health problems Mood changes

Negative effects of
Internet addiction



Social isolation Breakdown of
(Less sociable) communication

At the end of the discussion, try to decide the main negative effect of Internet addiction.

(Source: Dr. Hooi Carol, Roslina Abdul Latiff (2021). Success in MUET: Penerbitan Pelangi
Sdn. Bhd.)

Appendix B2

Parliamentary-Style Speech (PS)
Question

Post-Observation (Part 2: Group Discussion)

Part 2: Group Discussion (8-12 minutes)

Situation
Today many teenagers prefer to communicate online. Often this results in the lack of social skills
among teenagers. In your group, discuss how teenagers can improve their social skills.

participate in
outdoor activities

do volunteer go travelling
work
How can teenagers
improve their social

skills?

join drama join a sports
class team

At the end of the discussion, try to decide the best way teenagers can improve their social
skills.

(Source: Harmony Ho, Koh Soo Ling, Patricia Wong C.K. (2021). Notes and Practices MUET:
Penerbit Ilmu Bakti Sdn. Bhd.)

AYAT MAJMUK PANCANGAN
KETERANGAN
DALAM NOVEL

“JALAN SERIBU LIKU”.

FARIHA LIYANA BINTI ZAINAL
NUR FARAHIN BINTI ABD RASID

SITI AZZAHRA BINTI JUMAAD
NUR AFINI BINTI MOHD ZAKIR

(SMK DATO’ BENTARA LUAR)




SMK DATO’ BENTARA LUAR

AYAT MAJMUK PANCANGAN KETERANGAN
DALAM NOVEL “JALAN SERIBU LIKU”.

DISEDIAKAN OLEH :

BIL NAMA NO. KAD PENGENALAN

1. FARIHA LIYANA BINTI ZAINAL 961020-15-5046

2. NUR FARAHIN BINTI ABD RASID 960920-01-6004

3. SITI AZZAHRA BINTI JUMAAD 961217-01-5178

4. NUR AFINI BINTI MOHAMAD ZAKIR 960922-04-5220

1.0 PENGENALAN

Bahagian ini menjelaskan latar belakang kajian iaitu keterangan tentang ayat majmuk
pancangan mengikut jenisnya dan definisi konsep-konsep penting yang digunakan dalam
kajian ini.

1.1 Latar belakang
Ayat majmuk pancangan dalam Bahasa Melayu terdiri daripada tiga jenis berdasarkan
kepada cara pembentukan dan jenis klausa yang dipancangkan iaitu ayat majmuk relatif,
ayat majmuk komplemen dan ayat majmuk keterangan. Kajian ini hanya tertumpu
kepada ayat majmuk pancangan keterangan. Ayat majmuk keterangan atau dikenali
juga sebagai ayat keterangan mengandungi satu klausa bebas dan satu atau lebih
klausa tak bebas. Klausa yang berfungsi sebagai keterangan memberi huraian lanjut
dan menegaskan makna klausa bebas. Ayat majmuk keterangan mempunyai ciri yang
jelas iaitu kedudukan klausa tak bebas tidak tetap. Hal ini demikian bermaksud klausa
itu boleh hadir sebelum atau selepas klausa bebas. Terdapat pelbagai jenis ayat
majmuk keterangan. Ayat majmuk keterangan bergantung pada jenis kata hubung yang
digunakan dan maksud yang terkandung di dalamnya. Ayat majmuk keterangan
mengandungi sembilan jenis iaitu keterangan waktu, keterangan musabab, keterangan
akibat, keterangan pertentangan, keterangan syarat, keterangan cara, keterangan
tujuan, keterangan harapan dan keterangan perbandingan.
Ayat majmuk keterangan merupakan salah satu jenis pola ayat yang digunakan oleh
penulis novel. Namun begitu, tidak semua penulis menggunakan ayat majmuk ini
dengan betul. Dalam erti kata lain, kebanyakan penulis berpegang kepada pendapat
untuk menjadikan jalan cerita novel yang dikarang oleh mereka kelihatan santai dan
bersahaja sehingga mereka melanggar hukum tatabahasa. Oleh hal yang demikian,
terdapat sesetengah ahli bahasa yang menegaskan bahawa jika terdapat kesalahan
tatabahasa dalam bahan bacaan, pembaca khususnya pelajar-pelajar akan terikut-ikut
dengan kesalahan tersebut. Sesetengah pelajar juga gemar membaca novel dan
menjadikannya sebagai suatu hobi. Kesan buruk penyalahgunaan ayat majmuk
keterangan boleh mempengaruhi pelajar dalam penulisan karangan. Oleh itu, pengkaji
berpendapat bahawa wajar sekali kajian tentang ayat majmuk keterangan ini dilakukan
bagi memperlihatkan penggunaan ayat majmuk keterangan yang betul.

1.2 Definisi konsep

Menurut Nik Safiah Karim et. al (2010), ayat majmuk ialah ayat yang dibina dengan
mencantumkan dua ayat tunggal atau lebih dan percantuman ayat-ayat itu disusun
mengikut cara tertentu sehingga menjadikannya ayat baharu.

Menurut Abdullah Hassan (2005) pula, ayat majmuk terbentuk daripada dua ayat atau
lebih. Percantuman ayat tersebut menggunakan kata hubung.

Menurut Nik Safiah Karim et. al (2010), dalam ayat majmuk pancangan, terdapat satu
ayat utama dan satu atau beberapa ayat kecil yang dipancangkan dengan ayat induk
dan menjadi sebahagian daripada ayat induk.

Menurut Abdullah Hassan dalam Buku Linguistik Am (2005) pula, ayat majmuk
pancangan keterangan menggabungkan dua atau lebih klausa yang tidak sama taraf.

Nik Safiah Karim et. al (2010) menyatakan bahawa ayat majmuk keterangan terdiri
daripada satu ayat induk dan satu ayat kecil atau lebih yang berfungsi sebagai
keterangan kepada predikat.

Berdasarkan kepada penyataan-penyataan di atas, dapat disimpulkan bahawa ayat
majmuk keterangan atau dikenali juga sebagai ayat keterangan mengandungi satu
klausa bebas dan satu atau lebih klausa tak bebas yang berfungsi sebagai penerang
kepada predikat.

2.0 OBJEKTIF KAJIAN

Objektif kajian ini adalah bertujuan untuk:

(a) Mengenal pasti dan menyenaraikan jumlah penggunaan ayat majmuk pancangan
keterangan mengikut jenis dalam novel Jalan Seribu Liku.

(b) Mengumpul dan mengelaskan ayat majmuk pancangan keterangan mengikut jenis.
(c) Menganalisis penggunaan ayat majmuk pancangan keterangan mengikut jenis.

3.0 KEPENTINGAN KAJIAN
Hasil kajian ini penting untuk:
(a) Memberi pendedahan tentang ayat majmuk pancangan keterangan mengikut

jenis dengan lebih mendalam.

(b) Menambah dokumentasi tentang kajian mengenai ayat majmuk pancanga n

keterangan.

(c) Dijadikan panduan dalam pengajaran dan pembelajaran khususnya untuk pembelajaran

sintaksis.

4.0 SKOP KAJIAN

Kajian ini berfokus kepada ayat majmuk pancangan keterangan. Terdapat 9 jenis ayat
majmuk pancangan keterangan iaitu keterangan waktu, keterangan musabab, keterangan
akibat, keterangan pertentangan, keterangan syarat, keterangan tujuan, keterangan
harapan dan keterangan perbandingan.

5.0 BATASAN KAJIAN

Tujuan utama kajian ini adalah untuk mengenal pasti jenis ayat majmuk yang digunakan
oleh penulis dalam novel yang berjudul Jalan Seribu Liku, iaitu Maskiah Masrom.
Sebenarnya, demi kesempurnaan kajian, seluruh penulisan dalam novel tersebut perlu
diambil sebagai kajian. Namun begitu, hal ini adalah di luar kemampuan pengajian, bahan
kajian dihadkan kepada skop yang lebih kecil. Kajian ini menggunakan sampel yang
terbatas, iaitu ayat-ayat majmuk yang terdapat dalam novel tersebut. Kajian ini dihadkan
daripada bab 1 hingga bab 4 daripada keseluruhan 28 bab dalam novel. Kajian ini
ditumpukan kepada bidang sintaksis sahaja iaitu ayat majmuk pancangan keterangan.

6.0 KAEDAH KAJIAN

Bahagian ini menjelaskan cara pengkaji mendapatkan data sebagai bahan kajian, kaedah
penganalisisan data dan cara persembahan dapatan kajian.

6.1 Mendapatkan Data

Kajian ini dibuat dengan menggunakan kaedah kepustakaan iaitu pengkaji
mendapatkan maklumat daripada novel dan buku-buku ilmiah. Novel yang bertajuk
‘Jalan Seribu Liku’ karya Maskiah Masrom telah dipilih sebagai bahan kajian. Selain
itu, Buku Linguistik Am (2005) karya Abdullah Hassan, Tatabahasa Dewan karya Nik

Safiah Karim et. al (2010) dan Tatabahasa Asas Edisi Kedua karya Ahmad Khair Mohd
Nr et.al turut digunakan sebagai rujukan.

6.2 Mengumpulkan Data

Untuk memudahkan pengkaji menganalisis data, pengkaji telah mengumpul dan
menyenaraikan ayat majmuk pancangan keterangan yang terkandung dalam novel
‘Jalan Seribu Liku’.
6.3 Mempersembahkan dan Menganalisis Data
Data yang diperoleh dianalisis dengan memberikan tumpuan kepada penggunaan ayat
majmuk pancangan keterangan yang menggunakan kata hubung berbeza. Dalam
bidang sintaksis, terdapat ayat majmuk pancangan keterangan musabab, akibat,
syarat, waktu, cara, pertentangan, tujuan, harapan dan perbandingan.

7.0 DAPATAN KAJIAN

Dalam bahagian ini, pengkaji memaparkan senarai ayat majmuk pancangan keterangan
yang menjadi data kajian mengikut jenisnya.

7.1 Mengenal Pasti dan Menyenaraikan Jumlah Penggunaan Ayat Majmuk
Pancangan Keterangan Mengikut Jenis Dalam Novel Jalan Seribu Liku.

Jadual 1: Senarai Ayat Majmuk Pancangan Keterangan dalam Novel Jalan Seribu Liku.

Bil. Ayat Bab Jenis

1. Mama meminta maaf kerana telah lama tidak Bab 1 Keterangan
mengirimkan berita. Bab 1 Musabab

2. Oleh kerana mama tidak bekerja, mama Keterangan
menumpukan perhatiannya untuk menguruskan Musabab
aku dan rumah besarnya.
Bab3 Keterangan
3. Barangkali kerana mereka sama-sama beragama Bab 4 Musabab
Hindu, sedangkan papa dan mama.
Keterangan Syarat
4. Seandainya aku pintar berbahasa, sudah tentu
aku akan merakamkan keindahan Tanjung Emas
dalam puisi.

Berdasarkan Jadual 1, pengkaji telah menyenaraikan ayat-ayat majmuk pancangan
keterangan yang terdapat dalam novel. Selebihnya, pengkaji telah meletakkan dalam
bahagian lampiran.

7.2 Mengumpul dan Mengelaskan Ayat Majmuk Pancangan Keteranga Mengikut Jenis

Jadual 2: Pengelasan ayat majmuk pancangan keterangan mengikut jenis

Keterangan Jenis Bab 1 Bab 2 Bab 3 Bab 4 Jumlah Jumlah

Musabab kerana 2 1 33
Akibat lantaran -
Syarat oleh sebab
hingga 11
Waktu sehingga 1
sekiranya
andainya 10
jikalau

jika
asalkan

kalau
apabila
sewaktu
ketika
sementara
hingga
tatkala

sebelum 1 1

setelah 33

sejak/semenjak 21 3 6

pertentangan meskipun 11

namun

kendatipun 11

sungguhpun

biarpun 9

sekalipun

sedangkan 1 1 2

walaupun 4 15

Cara dengan 22 3 7 7

Tujuan untuk 2 133

demi

bagi

Harapan supaya 11 2

semoga

kalau-kalau 4

moga-moga

agar 11 2

perbandingan macam

seperti 11 2

laksana

ibarat 1 11 5
sebagaimana 3
seolah-olah
seakan-akan

daripada
bagai/

bagaikan
bak

7.3 Menganalisis Penggunaan Ayat Majmuk Pancangan Keterangan Mengikut
Jenis.

Carta 1: Penggunaan Ayat Majmuk Pancangan Keterangan dalam Novel Jalan Seribu
Liku

Penggunaan Ayat Majmuk Pancangan
Keterangan dalam Novel Jalan Seribu Liku

12% 7% 0%2% Musabab
24% Akibat
10% Syarat
7% Waktu
Pertentangan
17% Cara
Tujuan
21% Harapan
Perbandingan

Carta di atas menunjukkan penggunaan ayat majmuk pancangan keterangan dalam
novel Jalan Seribu Liku. Hasil analisis telah diperturunkan sepenuhnya seperti dalam
satu jadual yang terdapat dalam lampiran. Analisis tersebut telah mengekstrak ayat

majmuk pancangan keterangan berserta dengan subjenisnya dalam teks novel
tersebut. Sebagai pengitlakan daripada analisis ini, didapati terdapat 9 penggunaan
ayat majmuk pancangan keterangan yang merangkumi keterangan musabab, akibat,
syarat, waktu, pertentangan, cara, tujuan, harapan dan perbandingan.

7.3.1 Keterangan musabab

Keterangan musabab menerangkan sebab atau alasan berlakunya sesuatu kejadian
atau perbuatan. Kata hubung keterangan musabab adalah seperti kerana, lantaran
dan oleh sebab. Daripada 42 ayat majmuk yang disenaraikan, terdapat tiga (8%)
penggunaan ayat majmuk pancangan keterangan musabab dalam bab-bab yang
dikaji. Namun begitu, hanya keterangan musabab jenis kerana sahaja yang
digunakan oleh penulis dalam bab 1 hingga bab 4. Dalam bab 1, terdapat dua ayat
majmuk keterangan musabab yang menggunakan kata hubung kerana dan hanya
satu ayat sahaja dalam bab 3.

Contoh ayat yang dipetik daripada bab 1 ialah “Mama meminta maaf kerana telah
lama tidak mengirimkan berita.”

7.3.2 Keterangan akibat

Keterangan akibat menyatakan kesan atau hasil sesuatu perbuatan. Kata hubung
akibat antaranya ialah sehingga, hingga dan jadi. Sepanjang kajian ini dijalankan
dari bab 1 hingga bab 4, pengkaji tidak menemui sebarang ayat majmuk pancangan
keterangan akibat yang digunakan oleh penulis.

7.3.3 Keterangan syarat

Keterangan syarat ialah keterangan yang menjelaskan tuntutan yang mesti dipatuhi
sebelum melakukan sesuatu. Kata hubung bagi ayat jenis ini adalah seperti
sekiranya, andainya, jikalau, jika, asalkan dan kalau. Hasil kajian mendapati hanya
satu (3%) sahaja penggunaan ayat majmuk keterangan dalam bab-bab yang dikaji
iaitu yang menggunakan kata hubung sekiranya. Penggunaannya telah dikenal pasti
dalam bab 4.

Contoh ayat majmuk keterangan syarat yang menggunakan kata hubung sekiranya
ialah “Aku berjanji, sekiranya dia membawa pengaruh yang tidak baik kepada
Christy, aku akan memberhentikannya.”

7.3.4 Keterangan waktu

Ayat majmuk pancangan keterangan waktu menerangkan masa berlakunya sesuatu
perbuatan atau kajian. Kata hubung keterangan waktu adalah seperti sejak, apabila,
sewaktu, ketika, sementara, tatkala, sebelum dan setelah. Ayat majmuk pancangan
keterangan waktu adalah yang paling kerap digunakan oleh penulis berbanding ayat
majmuk pancangan keterangan yang lain. Dalam bab 1 hingga bab 4, sebanyak 10
ayat bersamaan dengan 27% daripada 42 ayat yang telah disenaraikan telah dikenal
pasti. Penggunaan ayat majmuk pancangan keterangan waktu yang menggunakan
kata hubung sejak dikenal pasti dalam bab 2, bab 3 dan bab 4. Dalam bab 2,
terdapat dua ayat, satu ayat dalam bab 3 dan tiga ayat dalam bab 4. Hal ini
menunjukkan terdapat enam ayat dalam penggunaan ayat majmuk pancangan
keterangan waktu yang menggunakan kata hubung sejak. Selain itu, ayat majmuk
pancangan keterangan waktu yang menggunakan kata hubung sebelum juga
digunakan. Ayat tersebut telah didapati dalam bab 2 sahaja iaitu hanya satu ayat.
Seterusnya, ayat majmuk pancangan keterangan waktu jenis setelah turut
digunakan dalam bab 3 iaitu sebanyak tiga ayat.

Contoh ayat majmuk pancangan keterangan waktu yang diambil daripada bab 2
ialah “Rambutku yang tidak pernah dipotong sejak lahir itu ditocang dua.”

7.3.5 Keterangan pertentangan

Keterangan pertentangan menerangkan sesuatu perbuatan atau kejadian yang
berlawanan. Kata hubung keterangan pertentangan adalah seperti walaupun,
meskipun, namun, kendatipun, sungguhpun, biarpun, sekalipun dan sedangkan.
Terdapat sembilan ayat yang menggunakan ayat majmuk pancangan keterangan
pertentangan. Pengkaji mendapati penulis menggunakan ayat majmuk pancangan
keterangan yang menggunakan kata hubung walaupun terdapat dalam bab 1 iaitu
tiga ayat dan satu ayat dalam bab 4. Jumlah penggunaan ayat majmuk pancangan
keterangan pertentangan jenis walaupun ialah lima ayat. Ayat majmuk pancangan
keterangan pertentangan yang menggunakan kata hubung meskipun terdapat dalam
bab 3 iaitu hanya satu ayat. Penggunaan ayat majmuk pancangan keterangan

pertentangan yang menggunakan kata hubung kendatipun pula terdapat dalam bab
3 iaitu hanya satu ayat. Ayat majmuk pancangan keterangan yang menggunakan
kata hubung sedangkan juga digunakan iaitu hanya satu ayat dalam bab 1, dan satu
ayat dalam bab 2. Jumlah keseluruhan ayat majmuk pancangan keterangan
pertentangan yang digunakan dalam bab 1 hingga bab 4 ialah sebanyak 9 ayat
bersamaan dengan 24% daripada jumlah keseluruhan 42 ayat yang telah dikaji.

Contoh ayat majmuk pancangan keterangan pertentangan yang dipetik daripada bab
4 ialah “Walaupun maksud perkataan ‘Ateis’ masih lagi samar-samar, aku
mengganggukkan kepala di depan Auntie Jenny.”

7.3.6 Keterangan cara

Keterangan cara ialah keterangan tentang cara pelaksanaan atau gaya sesuatu
perbuatan dilakukan atau bagaimana sesuatu kejadian berlaku. Kata hubung
keterangan cara ialah dengan. Penulis menggunakan ayat majmuk pancangan
keterangan cara dalam bab 2, bab 3 dan bab 4. Dalam bab 2 terdapat dua ayat, dua
ayat dalam bab 3 dan tiga ayat dalam bab 4. Jumlah keseluruhan ayat majmuk
pancangan keterangan cara yang digunakan ialah sebanyak tujuh ayat bersamaan
dengan 19% daripada jumlah keseluruhan 42 ayat.

Contoh ayat majmuk pancangan keterangan cara yang diambil daripada bab 2 ialah
“Selalunya, sebaik-baik sahaja aku melangkah masuk ke dalam bilik air, aku mulai
menyanyi dengan suara lantang.”

7.3.7 Keterangan tujuan

Keterangan tujuan ialah keterangan tentang sesuatu tujuan atau harapan bagi
sesuatu perbuatan dilakukan. Kata hubung keterangan tujuan adalah seperti bagi,
demi dan untuk. Dalam novel yang dikaji oleh pengkaji iaitu ‘Jalan Seribu Liku’ dari
bab 1 hingga bab 4, hanya terdapat keterangan tujuan yang menggunakan kata
hubung untuk sahaja yang digunakan iaitu terdapat dua ayat dalam bab 1 dan satu
ayat dalam bab 4.

Contoh ayat majmuk pancangan keterangan tujuan dalam bab 1 ialah “Mama
memberanikan diri untuk menulis aerogram kepada ayahnya, Tuan Carl Ferdinand
apabila doktor mengesahkan mama telah hamil dua bulan.”

7.3.8 Keterangan harapan

Keterangan harapan ialah keterangan tentang sesuatu yang diingini atau dihajati.
Kata hubung keterangan harapan antaranya ialah agar, supaya, semoga, moga-
moga dan kalau-kalau. Ayat majmuk pancangan keterangan harapan yang
menggunakan kata hubung agar terdapat dalam bab dua dan bab 3 iaitu masing-
masing hanya satu ayat. Begitu juga dengan kata hubung supaya, hanya satu ayat
sahaja yang terdapat dalam bab 2 dan bab 3. Peratus penggunaan ayat majmuk
pancangan keterangan harapan dari bab 1 hingga bab 4 ialah 11% bersamaan
dengan empat ayat daripada 42 ayat majmuk yang disenaraikan.

Contoh ayat yang dipetik daripada bab 3 ialah, “Papa juga mengarahkan supaya
langsir-langsir tingkap dan pintu diganti dengan yang baru untuk memeriahkan lagi
sambutan kepulangan mama.”

7.3.9 Keterangan perbandingan

Klausa keterangan perbandingan ialah keterangan tentang sesuatu kejadian secara
perbandingan. Kata hubung keterangan perbandingan ialah bagai, seperti, laksana,
ibarat, sebagaimana, seolah-olah, seakan-akan, daripada, bagaikan, macam dan
bak. Ayat majmuk yang menggunakan kata hubung seperti terdapat dalam bab 1
dan bab 2 iaitu masing-masing hanya satu ayat. Keterangan perbandingan yang
menggunakan kata hubung bagai/bagaikan terdapat dalam bab 1, bab 2 dan bab 3
iaitu masing-masing satu ayat sahaja. Jumlah penggunaan ayat majmuk pancangan
keterangan perbandingan ialah lima ayat bersamaan dengan 12% daripada jumlah
keseluruhan 42 ayat.

Contoh ayat majmuk pancangan keterangan perbandingan yang menggunakan kata
hubung bagai dipetik daripada bab 2 “Sebagai anak tunggal papa dan mama, aku
diasuh bagai menatang minyak yang penuh.

8.0 RUMUSAN KAJIAN

Secara keseluruhannya, dalam penulisan sesebuah novel, penulis banyak menggunakan
ayat majmuk pancangan keterangan untuk menghasilkan jalan cerita yang menarik dan
mudah difahami. Pengkaji mendapati bahawa dalam novel “Jalan Seribu Liku” karya
Maskiah Masrom, ayat majmuk pancangan keterangan yang kerap digunakan oleh penulis

dari bab 1 hingga bab 4 ialah keterangan waktu. Penggunaan ayat majmuk pancangan
keterangan waktu ialah sebanyak 10 ayat bersamaan dengan 27% daripada 42 ayat majmuk
pancangan keterangan yang telah disenaraikan. Ayat majmuk pancangan keterangan akibat
pula langsung tidak digunakan oleh Maskiah Masrom dari bab 1 hingga bab 4.

9.0 PENUTUP

Hasil kajian di atas menunjukkan bahawa ayat majmuk pancangan keterangan banyak
digunakan dalam novel “Jalan Seribu Liku” karya Maskiah Masrom. Hal ini demikian kerana,
sekiranya ayat majmuk pancangan keterangan tidak dititik beratkan dalam penulisan novel,
struktur ayatnya menjadi tidak gramatis. Ayat majmuk pancangan keterangan mempunyai
pelbagai jenis dan setiap satunya memainkan fungsi yang tersendiri. Penulis perlulah bijak
menggunakan ayat majmuk pancangan keterangan mengikut kesesuaiannya dalam
menghasilkan karya yang berkualiti. Pengkaji mengharapkan agar kajian sebegini dapat
diteruskan demi memartabatkan Bahasa Melayu.

BIBLIOGRAFI
Ahmad Khair Mohd Nor et al., 2014. Tatabahasa Asas Edisi Kedua. Cetakan Kedua.
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Ghalib Yunus. “Kemahiran Bahasa: Kata Hubung ‘Dengan’.” dlm. Berita Harian,
11 Ogos 2015.

Maskiah Masrom, 1999. Jalan Seribu Liku. Cetakan Pertama. Selangor:
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Nik Safiah Karim et al.1993. Tatabahasa Dewan Edisi Ketiga. Cetakan Kedua. Selangor:
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Prof. Emeritus Dr. Abdullah Hassan, 2007. LINGUISTIK AM: Siri Pengajaran dan Pembelajaran
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Harris Fadzilah Kassim. 2002. Masalah Menulis Karangan Di Kalangan Pelajar-Pelajar
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