JURNAL KAJIAN TINDAKAN S.M ST. PATRICK TAWAU SABAH EDISI 4 TAHUN 2023 TEMA “PENYELIDIKAN PENDIDIKAN PEMANGKIN & PENCETUS KREATIVITI DAN INOVASI ” SM St. Patrick, Tawau Peti Surat 124 91007 Tawau Sabah No. Tel : 089-712043 No. Fax : 089-714781 Email : [email protected] Laman Web : www.smstpatrick.com
JURNAL KAJIAN TINDAKAN TAHUN 2023 TERBITAN KALI KE-4 Diterbitkan oleh: Sekolah Menengah St. Patrick, Peti Surat 124, 91007 Tawau, Sabah. Tel : 089-712043 Faks : 089-714781 Email : [email protected] Semua hak cipta terpelihara. Hak Cipta SM St. Patrick Tawau, Sabah 2023. Tiada mana-mana jua daripada penerbitan ini boleh diterbitkan semula atau disimpan dalam bentuk yang boleh diperolehi semula atau disiar dalam sebarang bentuk dengan cara apa sekalipun termasuk elektronik, fotokopi, rakaman atau sebaliknya tanpa mendapat izin Penerbit.
1 TAJUK HALAMAN Isi Kandungan 1 Perutusan Pengetua Sekolah Menengah St. Patrick Tawau 3 Kata Alu-aluan Ketua Editor 4 Sidang Redaksi 5 Sudut Kecemerlangan 6 The Use Of Sing Sang Song Technique In Teaching Idioms To Form 4 Students Adeline Bt Semail Timba 15 The Usage Of Idiomatic Cubes In Fostering Learning And Sentence Construction In A Particular Form 3 Class Chua Kia Yee & Jeanette Ong 25 “Kaligrafi Kreatif” Meningkatkan Minat Murid Dalam Penulisan Kaligrafi Chung Koh Jye 41 Improving 2 Intan Pupils’ Reading Technique For Linear Text-Based Question Using Qluar Method Fatin Amirah Binti Ag Mohd Ali & Sherrycella Bt Mathew 49 Pengajaran Dan Pembelajaran Peribahasa Dalam Set Induksi Bahasa Cina Tingkatan 4 Untuk Meningkatkan Tahap Penguasaan Peribahasa Dan Kualiti Penyampaian Dalam Penulisan Karangan Lu Li Wah 60 Keberkesanan “Quizizz” Untuk Meningkatkan Pencapaian Murid Dalam Mata Pelajaran RBT Tingkatan 1 M. Sharum Bin Bandu 68 Permainan Kad 2 Sombong 1 Kawan Dapat Meningkatkan Kefahaman Murid Dalam Menyambung Huruf Jawi Menjadi Perkataan Norfa’izah Bt Abdul Rahman 74 PhET Simulation - Meningkatkan Kefahaman Konseptual Bagi Topik Jirim Dalam Kalangan Murid 1 Nilam Norsyamila Bt Nawan & Rosenah Bt Jamalong 82 Pelaksanaan ‘Teknik Piramid 7 Keturunan’ Dalam Mencipta Isi Karangan Pendapat Subjek Bahasa Melayu Nur Farizna Bt Mohd Fauzi & Sapie Bin Ommar Baki 97 Meningkatkan Keupayaan Dalam Mengingat Elemen Reka Bentuk Melalui Kaedah Akronim “Waktu Senja” Dalam Kalangan Murid 3 Berlian Nursyafiqah Bt Abd Jari 107 Photovoice (4W1H) Dan Photobook Dalam PDP Sejarah Meningkatkan Pencapaian Murid Nursia Binti Sennu & Sulaiman Bin Tibe 119 Penilaian Hasil Kaedah Pembelajaran Sejarah Melalui Animasi Terhadap Pencapaian dan Motivasi Pelajar Tingkatan 4 Nursia Binti Sennu 130
2 Meningkatkan Penguasaan Murid Dalam Penulisan Jawi Menggunakan Teknik “Simpan dan Buang” Bagi Murid 3 Emas SM St Patrick, Tawau Nursyazwani Bt Mohd Shahrul 139 Pembelajaran Melalui Pengubahsuaian Lirik Lagu Untuk Mengkaitkan Ingatan Pelajar Bagi Tajuk Hijrah Nabi dalam Kalangan Pelajar Tingkatan 2 Nurul Huda Binti Abdullah 147 Effective Strategies To Overcome The Speaking Challenges Among The ESL Learners Pamela Yvonne Ishak 155 Meningkatkan Penguasaan Murid Dalam Pemahaman Konsep Arus Aruhan Menggunakan Teknik “Look And Experience It” Bagi Murid 5 Berlian SM St Patrick, Tawau Rashid @ Mohd Rashid Bin Soebah 166 “Buku Mini KBAT Sejarah” Meningkatkan Prestasi Sejarah Murid Tingkatan 4 SM St Patrick, Tawau Rasmini Bt Nurung 176 Teknik Burgermbira Dalam Meningkatkan Kemahiran Menghasilkan Perenggan Isi Karangan Yang Lengkap Sarina Bt Kamring 188 Menguasai Tajuk Rangkaian Dalam Teori Graf Menggunakan Kaedah Aktiviti “Hands-On” ‘PeTaLi’ Siti Khatijah Binti Cuki 202 Menyelesaikan Masalah Persamaan Linear Dalam Satu Pemboleh Ubah Menggunakan Konsep ‘Couple & Friend’ Sulaiman Bin Tibe 211 Meningkatkan Kemahiran Penyelesaian Masalah Berkaitan Topik Dokumen Perniagaan Mata Pelajaran Prinsip Perakaunan Tingkatan 4 Menggunakan ‘Teknik Cemerlang Urusniaga (CUN)’. Sutara Binti Jamali 219 Peer Teaching Improves Weaker Pupils 4 Emas In Essay Writing Winnie Bt Henry 232 “PROGRAM P20.1”: Meningkatkan Penggunaan Peribahasa Dalam Penulisan Karangan Wong Fui Lin 239 The Effectiveness Of Situational Board Game In Helping 2M Students To Structure Questions Wong Yee Mei 253 Pelaksanaan Program Pendidikan Alam Sekitar ‘Five (5) Greens Programme’: ‘Go Green, Live Green, Love Green, Think Green, Be Green’ Lee Ken Voon 258 Biodata Guru Penyelidik 276 Jadual Pelaksanaan Kajian Tindakan Sekolah 281
3 MESSAGE FROM THE EXCELLENT PRINCIPAL OF ST. PATRICK’S SECONDARY SCHOOL, TAWAU ST. PATRICK’S SECONDARY SCHOOL DIFFERENT EVERY DAY ! Praise the Lord! This is our school’s 4th edition Action Research Journal since 2013. In fact, the publication of the journal had been postponed for 3 years due to Covid-19 pandemic. During the period, the teachers are not able to enter the classroom to carry out their teaching practices for their action research. Anyway, the teachers overcome the problems last year when the school is allowed to reopen. Action research in school is a process for improving educational practices. The purpose of action research in classroom teaching is to improve the quality of teaching and learning. The teachers can take a collaborative, reflective and problem-solving approach to investigate classroom practice so that they can enrich their pedagogical repertoire and reflect on the way they teach. By the way, classroom action research is important for teachers to observe and reflect their process of teaching during the school day. Then, the students will be benefited if the teachers presented a quality teaching in the classroom. In addition, it can also make the students’ motivation increased because the learning process delivered by their teachers always change by the time and can help them away from being bored in the classroom as well. Lastly, I would like to thank Cikgu Nursia bt Sennu as the journal editor for her efforts and hardwork to make the publication of this 4th edition of journal book a success. Congratulations to all the teachers who had involved and contributed the action research articles for this journal book. “Education Research” “Catalyst & Triggers of Creativity and Innovation” LEE KEN VOON EXCELLENT PRINCIPAL ST. PATRICK’S SECONDARY SCHOOL
4 KATA ALU-ALUAN KETUA EDITOR Bismillahirrahmanirahim, Assalamualaikum dan Salam Sejahtera. Syukur ke hadrat Ilahi, akhirnya Buku Jurnal Kajian Tindakan Bil.4/2023 berjaya diterbitkan pada tahun ini. Jurnal Kajian Tindakan tahun 2023 memuatkan 25 hasil laporan kajian tindakan dalam kalangan guru SM St Patrick, Tawau. Setiap laporan Kajian Tindakan yang dimuatkan dalam jurnal ini merupakan hasil titik peluh dan idea guru-guru sepanjang melaksanakan kajian tindakan masing-masing. Dapatan yang diperolehi menunjukkan usaha yang dilakukan tidak mengenal erti jemu dan memerlukan komitmen yang tinggi daripada guru-guru yang terlibat. Pelbagai pihak yang telah terlibat dalam menjayakan pendokumentasian Jurnal Kajian Tindakan tahun 2023, Jilid 4 yang bermula daripada pelaksanaan bengkel. Oleh itu, jutaan terima kasih dirakamkan kepada Encik Lee Ken Voon, Pengetua Cemerlang kerana usaha dan sokongan memupuk budaya kajian dalam kalangan guru-guru dalam dunia pendidikan SM St Patrick, Tawau khususnya. Akhir kata, tahniah dan syabas diucapkan kepada Sidang Redaksi serta semua pihak yang telah bekerjasama dan berusaha gigih sepanjang proses penyediaan jurnal kali ini. Benar kata pepatah “hendak mencari rotan, jangan takutkan onaknya”. Tiada jalan mudah untuk mencapai kejayaan, ia pasti datang dengan pakej ‘halangan’. Semoga hasil penulisan para guru yang terlibat dapat menyuntik semangat dan menjadi pencetus idea kepada rakan yang lain untuk menambahbaik amalan kendiri di dalam bilik darjah melalui kajian tindakan. Sekian, salam penerbitan; NURSIA BINTI SENNU Ketua Editor, Jurnal Kajian Tindakan, S.M St. Patrick, Tawau.
5 SIDANG REDAKSI Pengerusi Jawatankuasa Penerbitan Jurnal Kajian Tindakan En. Lee Ken Voon Pengetua Cemerlang Ketua Editor Jawatankuasa Penerbitan Jurnal Kajian Tindakan Pn. Nursia Binti Sennu Guru Akademik Setiausaha 1 J/K Penerbitan Jurnal Kajian Tindakan En. Matdiris Bin Hj Ismail Penyelaras SPLG Setiausaha 2 J/K Penerbitan Jurnal Kajian Tindakan En. Abdul Latiff Bin Ali Penolong Penyelaras SPLG Editor 1 J/K Penerbitan Jurnal Kajian Tindakan Pn. Salmiah Binti Pisa Pereka Grafik J/K Penerbitan Jurnal Kajian Tindakan Pn. Jammansia Bt Kuddu Ahli-ahli Jawatankuasa Penerbitan Jurnal Kajian Tindakan Semua Guru Penyelidik & Semua Pembentang Kertas Kerja
6 SUDUT KECEMERLANGAN Seminar Penyelidikan Pendidikan (Kajian Tindakan) Diadakan di Institute of Science & Management (ISM) Pada 22 September 2018
7 Rev. Timothy Sng (Chaplain Sekolah), Mr & Mrs Jap Pang (Ahli Lembaga Pengelola Sekolah), Dr. Gulson Begum (Penceramah) Bersama dengan Semua Pembentang Kajian Tindakan dalam Majlis Penutupan Seminar Pengetua Cemerlang Mr. Lee Ken Voon, Penceramah Cikgu Nursia Bte Sennu & Guru-guru yang Menghadiri Kursus Kajian Tindakan Peringkat Sekolah yang Diadakan di Dewan Grorich Pada 14 Mei 2022
8 Guru-guru Mendengar Pembentangan Kertas Kerja Kajian Tindakan daripada 26 Orang Guru SM St. Patrick dalam Seminar Penyelidikan Pendidikan Peringkat Sekolah Tahun 2018
9 Urus Setia di Kaunter Pendaftaran Seminar Penyelidikan Pendidikan Kursus Peningkatan Profesionalisme Staf (Penerapan Elemen KBAT dalam Pembelajaran Abad Ke-21) Cikgu Nursia Binti Sennu Menerima Anugerah Inovatif Pendidikan Sempena Sambutan Hari Guru Daerah Tawau 2022 Penceramah: Dr. Gulson Begum Bt. Hj. Khalid Cikgu Nursia Binti Sennu Memenangi Anugerah Emas Karnival Inovasi Peringkat Daerah Tahun 2022
10 SESI PEMBENTANGAN KAJIAN TINDAKAN Cikgu Arbain Bin Hasbullah Cikgu Hairuddin Bin Abd Hamid Cikgu Suzzanna Bte Ibrahim Cikgu Matdiris Bin Hj Ismail & Hazirah Bt Hamzah Cikgu Nurdin Bin Ukaseh & Salmah Bte Ambola Cikgu Asti Bte Ali Cikgu Rohani Bte Damim Cikgu Suriani Bte Ambo Mase Cikgu Murni Bte Tenreng & Cikgu Salmiah Bte Pisa
11 Cikgu Hong Ive, Tan Been Szen & Nurhari Bt Lamide Cikgu Thien Mui Nyuk Cikgu Nursia Bte Sennu Cikgu Salmia Bte Ramlee Cikgu Zati Hanani & Cikgu Siti Fatahiah Guru-guru yang mengikuti Sesi Pembentangan Kajian Tindakan Pengacara Majlis: Cik Norshilawani Chin & Ridwan Bin Ali Pengerusi Selari: Pn. Jeanette Ong & Rahmawati Bte Ali Guru-guru yang mengikuti Sesi Pembentangan Kajian Tindakan
12 Perasmi Seminar, Rev. Timothy Sng Tien Leng diiringi oleh Pengetua SM St. Patrick, Tawau, Mr. Lee Ken Voon Menyampaikan Sijil dan Cenderahati kepada 26 Orang Pembentang Kertas Kerja Kajian Tindakan Cikgu Arbain Bin Hasbullah Cikgu Asti Bte Ali Cikgu Rosnani dan Cikgu Farizah Bte Kassim Cikgu Hairuddin Bin Abd Hamid Cikgu Matdiris Bin Hj Ismail & Cikgu Hazirah Cikgu Hong Ive, Cikgu Nurhani Bte Lamide & Cikgu Tan Been Szen Cikgu Loh Men Yee Cikgu Nurdin Bin Ukaseh & Cikgu Salmah Ambola Cikgu Nursia Bte Sennu
13 Cikgu Siti Fatahiah dan Cikgu Zati Hanani Cikgu Suriani Bte Ambo Mase Cikgu Suzzanna Bte Ibrahim Cikgu Rohani Bte Damim Cikgu Salmia Bte Ramlee Cikgu Salmiah Pisa & Cikgu Murni Tenreng Pengerusi Sesi Selari: Cikgu Jeanette Ong & Kwan Sett Pei Penyelaras SPLG (Cikgu Matdiris Ismail) & Pengerusi Kelab Staf (Cikgu Marzita Tajuddin) Menerima Sijil Penyertaan Peserta Seminar
14 Penerima Hadiah Pembentang Kajian Tindakan Terbaik (Kategori Individu) Cikgu Rohani Bte Damim Penyampaian Cenderahati kepada Penceramah dan Juri Jemputan Dr. Gulson Begum Cikgu Hairuddin Bin Abd Hamid Penerima Hadiah Pembentang Kajian Tindakan Terbaik (Kategori Kumpulan) Cikgu Hong Ive, Cikgu Nurhari Lamide & Cikgu Tan Been Szen Penyampaian Cenderahati kepada Perasmi Rev. Timothy Sng Tien Leng Cikgu Murni Bte Tenreng & Cikgu Salmiah Pisa
15 THE USE OF SING SANG SONG TECHNIQUE IN TEACHING IDIOMS TO FORM 4 STUDENTS ADELINE BINTI SEMAIL SIMBA Sekolah Menengah St. Patrick, Peti Surat No. 124, 91007 Tawau, Sabah, Malaysia [email protected] ABSTRACT After years and multiple researches done on language acquisition, educators still looking and adapting the right approach best suit their learners. However, many studies focused more on vocabulary learning strategies rather than teaching idioms explicitly. The purpose of this study was to improve Form Four students’ language knowledge more specifically in idioms. This research uses quantitative approach whereby pre-test and post-test is conducted. The data is analysed using paired t-test. The result shows that there is a significant increase in students’ knowledge after the implementation of the Sing Sang Song Technique. 1.0 INTRODUCTION Malaysia is a multiracial country thus English is considered as our second language (L2) behind one’s mother tongue. In order to proficient in the language, one should be able to master all four skills in the language i.e. speaking, listening, writing and reading. Vocabulary plays a significant role in mastering all the four skills in the language. Having wide range of vocabulary can accelerate learners’ proficiency in L2. In other word, the more exposure they are given in vocabulary, the more competent they will be in understanding and interpreting unfamiliar words in L2 (Viera, 2017). In conjunction with this, Malaysia government had implemented Common European Framework of Reference (CEFR) into the education curriculum which is introduced in 2013 (Abd Aziz & Mohd Uri, 2017). Materials used in schools such as textbooks are also CEFRaligned textbooks. Apart from that, English assessments in primary and secondary school are now align with Sijil Pelajaran Malaysia (SPM) as well as Malaysian University English Test (MUET) which using CEFR descriptors as reference (Sufi & Stapa, 2020). Hence, mastering vocabulary is crucial in developing language proficiency. In a research conducted by Suryanto et.al. (2021) on learners in Indonesia, stated that L2 speakers that had good vocabulary mastery were able to convey ideas, messages or ideas better. Whereas a study conducted by Hassan et. al., (2021) in a public school in Kelantan,
16 Malaysia also stated that learners’ speaking ability increased significantly through task-based activities such as watching English videos and listening to English songs. These activities mainly targeted the development of learners’ vocabulary mastery. Students tend to learn better when they are getting involved in the teaching and learning process. Providing them with something interesting might increase their motivation thus they are able to absorb more in the lesson. Learning should be done in a relax mode, so that the learners will be more relax, feel at ease, able to develop self-confidence and self-esteem, and able to develop positive attitudes towards their minds (Tomlinson, 2003).This shown in the table below by American Council on Education, 2010. Table 1 : Table Of Teaching Method And The Percentage Of Knowledge Retention Teaching Method Knowledge Retention See / Hear - Lecture 5 % Reading 10 % Audio Visual / Video 20 % Demonstration 30 % Discussion Group 50 % Practice by Doing 75 % Teaching Others 90 % Immediate application of learning in a real situation 90 % Another way in increasing learners’ language proficiency is through learning idioms. Studies had shown that educators seldom emphasis on teaching idioms to the learners. Thus, they have little to no knowledge on idioms. This resulted in low understanding on the language. In this study, the learners are acquiring the knowledge through song. There are many ways in tackling a learners’ interest and motivation, one of it is through song. Mastering topics using songs is not a new approach in education. Educators around the globe had been trying to compose useful songs for learning. In addition, rhyme songs shared in Youtube channel proves to be effective in teaching vocabularies to children as early as 1 year old. As a result, this study aims to teach idioms using song.
17 2.0 POPULATION SAMPLING The sampling used in this study is non-probability sampling under convenience as the participants are easy to assess and willing to be studied. Participants of this study is 36 students from Form Four classes at SM St Patrick Tawau, Sabah. 3.0 AIM OF RESEARCH / RESEARCH QUESTION This research aims to look at the students’ level of idioms mastery and whether the use of song in teaching method helps in knowledge acquisition. The following research questions are being addressed in this study: (1) What is the level of idioms mastery among Form Four students at a public school in Tawau, Sabah? (2) Does Sing Sang Song Technique affect the idioms mastery among Form Four students at a public school in Tawau, Sabah? 4.0 RESEARCH OBJECTIVES The research objectives for this study are: (1) To identify the level of idioms mastery among Form Four students at a public school in Tawau, Sabah. (2) To identify whether Sing Sang Song Technique affect the idioms mastery among Form Four students at a public school in Tawau, Sabah. 5.0 RESEARCH IMPLEMENTATION 5.1 PROBLEM STATEMENT Considering the importance of acquiring English language nowadays, this paper aims to improve students’ idioms mastery through Sing Sang Song Technique. Numerous discussions and researches done to help improving language knowledge among our students; yet, this study is different as it will use Sing Sang Song Technique to teach in hope of helping the students’ proficiency level. Besides that, it will also help to identify the factors that should be taken action on in helping to increase their acquisition. Other than that, this study also aims to improve learners idioms knowledge. Therefore, we are going to look into the relationship between using Sing Sang Song Technique in teaching idioms to the learners.
18 The reason for this study is to help improve my students’ knowledge in idioms. Recent writing examination had shown that students choose not to use idioms in their writing. This may cause by insufficient knowledge on suitable idioms to be used in essay writing. Thus, doing research on this issue is going to assist me in my teaching later. In return, my students will be able to produce better essay in their future examination. 5.2 DATA ANALYSIS This study is quantitative research where test is used to identify the relationship between both variables. The data will be analyse using paired t-test. This longitudinal study uses within subjects designs to assess the changes within the same participants over the course of one month which is in the month of October. All the participants were exposed to the same intervention during the intervention period. The results are calculated manually. 5.3 RESEARCH PROCEDURES AND OBSERVATION There are a number of models that often used for educational purposes. The best model use for game-based teaching module is Input-Process-Output Model. Although instructional games are primarily seen as a means to enhance intrinsic motivation, extrinsic motivation is also important. There are many research had been done regarding this model and how they are being elaborated. (Richards, 2013) stated that the “input” factor in the model refers to the linguistic content of the course. It is logical to assume that before we can teach a language, we need to decide what linguistic content or components that we are going to teach. The “process” factor in the model refers to the how the teaching us carried out. It encompasses the types of learning activities, procedure and techniques used during the teaching and learning process. whereas “output” refers to the learning outcomes, that is, what learners are able to do as the result of a period of instruction. In the game-based teaching lesson context, Garris et al. (2002) explains the model in a different way. First, the objective is to design an instructional program that incorporates certain features or characteristics of games. Second, these features trigger a cycle that includes user judgments or reactions such as enjoyment or interest, user behaviours such as greater persistence or time on task, and further system feedback. Finally, the engagement in a game
19 play leads to the achievement of training objectives and specific learning outcomes. This shows in the figure below: Figure 2.1: Input-Process-Output Game Model Adapting from the Input-Process-Output model for this paper, we can conclude that the “input” of the model is the instruction given, which is the content of the lesson. The lesson is about teaching the students Prepositions of place. The “process’ is the game that the teacher are going to use which is Treasure Hunt. While the “output” of the model is the students’ achievement on the test given in each lesson. According to (Putra, 2009, as cited in Wero et al., 2021), the test was created to “measure a controlled productive ability”. Firstly, students were exposed on types of language speech in English Language. Then, they are given few examples on idioms that are familiar to them. After that, students will be given a pre-test to check on their background knowledge on the topic. The song Everything At Once by Lenka played in the class. Finally, they are given the same test which will act as the post-test to check on the findings after the implementation of the technique in the class. The answers are then discussed in the class to explain the meaning of each idiom with the students. 6.0 DISCUSSION Research Question 1: What is the level of idioms mastery among Form Four students at a public school in Tawau, Sabah?
20 The first research question of this study concerned about the level of vocabulary among the participants. In order to find out students’ level of idioms mastery, a pre test is conducted and the result is as below: Student Score Student Score Student Score 1 4 13 5 24 7 2 4 14 10 25 4 3 8 15 5 26 5 4 8 16 6 27 8 5 3 17 6 28 3 6 4 18 2 29 3 7 4 19 5 30 7 8 8 20 5 31 4 9 2 21 3 32 3 10 1 22 8 33 3 11 11 23 7 34 2 12 13 The result suggested that explicit approach needed to increase their knowledge. Nation (2011, as cited in Amiran & Noughabi, 2018) stated that the usefulness of strategies such as guessing, using dictionary and word cards, and finally keyword and word part techniques in developing language knowledge. Nation (2011) also stated that teacher should be more creative in teaching vocabulary in order to “reduce the time given to vocabulary teaching and doing vocabulary exercises and use this time for extensive ready, fluency development, and meaning focused input and output activities”. Research Question 2: Does Sing Sang Song Technique affect the idioms mastery among Form Four students at a public school in Tawau, Sabah? Regarding the second research question, in order to find out the relationship on the effectiveness of teaching technique in teaching idioms, a post-test is carried out after the intervention. Student Score Student Score Student Score 1 21 13 26 24 24 2 25 14 27 25 20
21 3 26 15 25 26 21 4 23 16 26 27 21 5 26 17 24 28 17 6 23 18 16 29 22 7 28 19 17 30 27 8 25 20 20 31 21 9 26 21 22 32 23 10 14 22 22 33 27 11 29 23 19 34 22 12 26 According to Fitzpatrick (2000), recall was one component of vocabulary knowledge that was supposed to be measured. (Dobao, 2014) stated that students’ incompetence to use the vocabulary items does not signify their lack of knowledge of those words. Below Given Is The Difference Of Results Between Pre-Test And Post -Test. The Graph Shows That There Is Significant Increment Between Pre-Test And Post -Test. Ϭ ϱ ϭϬ ϭϱ ϮϬ Ϯϱ ϯϬ ϯϱ ϭ Ϯ ϯ ϰ ϱ ϲ ϳ ϴ ϵ ϭϬϭϭϭϮϭϯϭϰϭϱϭϲϭϳϭϴϭϵϮϬϮϭϮϮϮϯϮϰϮϱϮϲϮϳϮϴϮϵϯϬϯϭϯϮϯϯϯϰ WƌĞͲdĞƐƚĂŶĚWŽƐƚͲdĞƐƚZĞƐƵůƚƐŽŵƉĂƌŝƐŽŶ WƌĞͲdĞƐƚ WŽƐƚͲdĞƐƚ
22 Table 2 : Table Below Shows The Data For Both Test Results And Percentage. Student Pre-Test score Post-Test score Increment Value Percentage (%) 1 4 21 17 57 2 4 25 21 70 3 8 26 18 60 4 8 23 15 50 5 3 26 23 77 6 4 23 19 63 7 4 28 24 80 8 8 25 17 57 9 2 26 24 80 10 1 14 13 43 11 11 29 18 60 12 13 26 13 43 13 5 26 21 70 14 10 27 17 57 15 5 25 20 67 16 6 26 20 67 17 6 24 18 60 18 2 16 14 47 19 5 17 12 40 Ϯϰй Ϯϲй ϯϮй ϵй ϵй /ŶĐƌĞŵĞŶƚWĞƌĐĞŶƚĂŐĞ;йͿ ϬͲϯϵй ϰϬͲϰϵй ϱϬͲϱϵй ϲϬͲϲϵй ϳϬͲϳϵй ϴϬͲϴϵй ϵϬͲϭϬϬй
23 20 5 20 15 50 21 3 22 19 63 22 8 22 14 47 23 7 19 12 40 24 7 24 17 57 25 4 20 16 53 26 5 21 16 53 27 8 21 16 43 28 3 17 14 47 29 3 22 19 63 30 7 27 20 67 31 4 21 17 57 32 3 23 20 67 33 3 27 24 80 34 2 22 20 67 7.0 RECOMMENDATIONS FOR FURTHER RESEARCH This study investigated the effectiveness of the Sing Sang Song Technique on learners’ language proficiency. The researcher should been given the opportunity to expand the research to not only form four class but also to all lower and upper form. This will increase the reliability of the data received. The limitations of this study lead for the recommendation of future study. This will help the students to master the language aspects that they want. Firstly, researcher suggested that the sample taken should come from students that are from the weaker class which had the lowest proficiency in the language compared to other students. This would help the researcher to obtain greater number of improvement and respondents compared to students with intermediate proficiency in the language. Next, the researcher should implement the intervention in longer time and bigger space where the researcher would plan tasks that are more challenging and fun. Implementing the activity in the classroom didn’t give the students the aura of playing games. They are the same with normal classes since the game was played in the classroom during the lesson.
24 Appendix REFERENCES Abd Aziz, M., & Mohd Uri, N. (2017). CEFR in Malaysia: Current issues and challenges in the implementation of the framework. International Conference on Language Testing and Assessment, 1-12. Amirian, S. M., & Noughabi, M. A. (2018). The Effect of Teaching Vocabulary Learning Strategies on Iranian EFL Learners' Receptive and Productive Vocabulary Size. Pertanika Journals Social Sciences and Humanities 26 (4), 2435-2452. Dobao, A. F. (2014). Vocabulary learning in colloborative tasks: A comparison of pair and small group work. Language Teaching Research 18(4), 497-520. Fitzpatrick, T. (2000). Using word association techniques to measure productive vocabulary in a second language. Language Testing Update 27, 64-69. Garris, R. A. (2002). Games, Motivation, and Learning: A Research and Practice Model. Simulation & Gaming 33(4), 441-467. Richards, J. C. (2013). Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design. RELC Journal 44(1), 5-33. Sufi, M. A., & Stapa, M. (2020). Should the CEFR illustrative scales be localised to Malaysian higher education standards? . International Journal of Academic Research in Business and Social Sciences, 885-897. Tomlinson, B. (2003). Humanising the Coursebook. In Renandaya, W.A., (2003). Methodology and Materials Design in Language Teaching, 12-29. Viera, R. T. (2017). Vocabulary Knowledge in the Production od Written Texts: A Case Study on EFL Language Learners. Revista Technologica ESPOL, 30(3), 89-105.
25 THE USAGE OF IDIOMATIC CUBES IN FOSTERING LEARNING AND SENTENCE CONSTRUCTION IN A PARTICULAR FORM 3 CLASS JEANETTE ONG CHUA KIA YEE Sekolah Menengah St. Patrick, Peti Surat No. 124, 91007 Tawau, Sabah, Malaysia [email protected] [email protected] ABSTRACT Idioms are said to ‘add colour’ or ‘power’ to your writing, but the fact is that not many pupils are able to use them precisely according to different contexts. One of the problems faced by pupils globally is learning idioms (Tong & Melor, 2016). Despite the fact that our school has been exposing Idiomatic Expressions to pupils through Idiom X activities and online idiom tests annually, there are still pupils who have limited ability in using idioms precisely. Therefore, this research is a small-scale collaborative classroom action research with the main purpose of helping pupils to construct sentences using Idiomatic Cubes: a tool to foster idiom learning and sentence construction among English as a Second Language (ESL) learners. The subjects were 25 pupils selected from St. Patrick’s Secondary School Tawau. The data of this research were collected and tabulated. The findings showed that there was a slight but measurable improvement on pupils’ mastery of idioms after the implementation of Idiomatic Cubes as one of their learning tools since it is another fun and interactive tool to kill their boredom of usual chalk-and-talk sessions. Keywords: Idiomatic expressions, Idiomatic Cubes, learning tool 1.0 REFLECTION OF PREVIOUS TEACHING AND LEARNING 1.1 The Importance of Learning Idioms According to Brenner (2013), idioms are largely found in the English language and the native speakers use them daily with a variety of vocabulary. However, non-native English speakers like us are struggling to understand such idioms, especially if we do not acquire the basic vocabulary knowledge which is commonly associated with such lexical items. It may seem like not much of a huge issue. In fact, Alhaysony (2017) claimed that relationshionships could be harmed if there is a communication breakdown due to the lack of idiomatic knowledge. Thus, “[s]ince idiomatic expressions are so frequently encountered in both spoken and written discourse, they require special attention in language programs and should not be relegated to a position of secondary importance in the curriculum” (Cooper 1998,p. 259).
26 Likewise, since idioms are integrated in effective verbal communication, due attention should be given in teaching them to the students (Moreno, 2011). Looking at some examples of idioms, using them promotes better communication in terms of efficiency and effectiveness. For instance, a very short four-word idiomatic expression could even replace a 10-word phrase, ‘beating one’s brains out’ which basically means ‘Trying very hard to understand something or solve a problem.’. In addition, it is more interesting and memorable to use idioms than other aspects of the language as it sometimes contains humour in themselves (e.g Image 1) Image 1: A Snapshot of a Humorous Joke with Idioms adopted from D’Arcy, A. (2001, p.39). Penguin Quick Guides: Really Useful English Idioms (Penguin Quick Guides). Penguin Longman Publishing. 1.2 Issues faced in Teaching Idioms Idiom X activity has been one of the annual English activities even before 2010. However, teachers and pupils have been struggling in using them precisely. At least 10 idioms are taught per month for at least 3 months - which makes up to a total of 30 idioms before an online idiom test is done. In which, pupils who are familiar with them may score higher as they are either given options to choose the best meaning or best idiom to fit in the sentence. Nonetheless, scoring it may not necessarily mean they can construct sentences accurately. More often than not, they are less likely to construct them correctly from scratch (with no guidance). As De Caro said, the teaching and learning process of idioms is not easy and it has been a challenge for both teachers and pupils as it doesn’t include an authentic context to aid the educational process.
27 1.3 Gamification of Education Gamifying education is an approach that is constantly developing up until today. To date, education is the one key sector where gamification is being fervently researched (predominantly for its potential to motivate learners). According to Linehan, Kirman, Lawson, & Chan (2011), one of the main predictors of student academic achievements is motivation as it brings an impact to the effort and time a pupil spends engaged in learning. Given that games are notably popular, known to give rise to motivation and engagement, many proposed to incorporate games in education to motivate learners. “Gamification in education refers to the introduction of game design elements and gameful experiences in the design of learning processes” (Christo & Darina, 2017). Codish & Ravid (2015) mentioned the rationale of gamifying learning is that those elements found in games if added to learning will create immersion in a way similar to what happens in games. Thus, leading to the belief that by making game mechanics a part of the learning process will actively engage learners in an effective and productive learning experience (Holman et al. 2013). 2.0 PROBLEM STATEMENT Although 30 idioms were taught annually as an English activity in the school, students who attempted to use them would either use it precisely or inaccurately in grammatical structure. 3.0 FOCUS OF RESEARCH This research focuses on giving more confidence to the pupils in constructing their sentences with idioms learnt in a fun and interactive way through games. 4.0 AIM OF RESEARCH It is aimed to assist pupils in constructing grammatically accurate sentences. Six sentences at a time. 5.0 TARGET GROUP The secondary school, SM. St. Patrick’s Tawau was selected. It is located among a few other schools in a town area named Tawau, East Malaysia. During the selection of participants, purposive sampling was employed. Ranging from weak to intermediate English proficiency level, 25 Form 3 students participated in the research.
28 6.0 IMPLEMENTATION OF THE RESEARCH 6.1 Statement of Problems Pupils have been struggling to construct a grammatically correct sentence based on the idioms learnt annually via the old conventional way of learning the idioms with meaning and examples, pupils revising on their own and taking the online test on the fourth month after all 30 idioms were learnt over the past three months. 6.1 Pre-test A pre-test was given to all the participants on 3 August 2020 before the cubes were introduced to them. During this stage, pupils were given 6 idioms which they may have or have not learnt before. Each idiom was taught in the conventional way - by showing them idioms along with the meaning and example of sentences given as seen in Table 1. Table 1: Idioms on a List to be Distributed or Copied by the Students during the Teaching and Learning Process
29 Image 2 Image 3 Image 4 Image 5 Images 2 - 5: Conventional way (Chalk-and-Talk, Writing on Paper Constructing sentences) 6.1.1 Analysis of Pre-test Results Most of the pupils were not able to form sentences accurately as they are already weak in the basic grammar structure (i.e SVO - Subject > Verb > Object). Image 6: Two Candidates’ Samples on Pre-Test Their comparison of scores can be seen in Table 2.
30 6.2 Intervention: The Process of Using the Idiomatic Cubes 6.2.1 How the Idiomatic Cubes are Used Introducing the colour-coded Idiomatic Cubes (3 cubes) to them that each represent SVO respectively. We briefed them the basic rules of Present Simple/Continuous, Past Simple/Continuous, Present Perfect Simple/Continuous. They learned English idioms by trying to match the colours of the last two cubes (V & O). The first cube (S) with only pronouns has a plain white background as it can fit into any idioms in the next cube. The game could be played by up to five people. Pupils were to find out the appropriate idiom matched with the pronouns and supporting details. Marks were awarded according to the number of precise attempts made. Image 7: Idiomatic Cubes (1, 2, 3)
31 Image 10 Image 11 Image 12 Image 13 Image 14 Image 15 Images 8 - 15: Process of Intervention Image 8 Image 9
32 6.3 Post-test Soon after the intervention was done, a post-test was conducted within a week (10 August 2020) so that we can ensure there is a high commitment from the pupils in putting their best foot forward for the test. A similar set of idioms and meaning were given to the participants to compare and evaluate their learning progress. This time, they had to do it on their own without the assistance of friends or teachers. They have to place them in the correct order as well as include their own pronouns. Their scores can be seen in Table 2. 6.3.1 Sample Responses of Pre-test and Post-test Result Pre-test Post-test Image 16 Image 17 Image 18 Image 19
33 Images 16 - 23: Few Candidates’ Samples of Pre and Post-test Results Based on Images 20 & 21, it is clearly seen that though the candidate did not get to form grammatically correct sentences for both tests, the candidate was able to form sentences in post-test. With the help of grammar intervention, it is believed that the candidate will be able to secure scores from constructing grammatically accurate sentences. Meanwhile, Images 18 & 19 showed the same score. However, the candidate seemed to form more sentences compared to in pre-test though grammatically inaccurate. Images 16 & 17, 22 & Image 20 Image 21 Image 22 Image 23
34 23 showed a significant difference in the post-test. They could secure a score of 4 and 5 respectively after the Idiomatic Cubes intervention with grammatically accurate sentence construction. 6.3.2 Analysis of Post-test Results After the intervention of utilizing Idiomatic Cubes as an idiomatic tool was introduced to them, there was a small but gradual improvement in their post-test results. Although none of them scored full marks, we have discovered that it is not due to the fact that they did not know the meaning of the idioms, but it is the grammatical structure foundation that they were weak in. Hence, there should be another intervention on grammar before assisting them on idioms. It equally shows how vital the grammatical foundation is even from primary school years. 6.3.3 Comparison Between Pre-test and Post-test Results Table 2: Marks comparison between pre-test and post-test results Candidate Pre-test (6 marks) Posttest (6 marks) Candidate 1 0 4 Candidate 2 0 2 Candidate 3 0 2 Candidate 4 0 4 Candidate 5 1 2 Candidate 6 0 4 Candidate 7 0 3 Candidate 8 0 1 Candidate 9 2 3 Candidate 10 1 1 Candidate 11 0 2 Candidate 12 0 2
35 Candidate 13 1 1 Candidate 14 0 0 Candidate 15 0 2 Candidate 16 0 1 Candidate 17 0 2 Candidate 18 0 1 Candidate 19 0 5 Candidate 20 1 2 Candidate 21 0 1 Candidate 22 0 4 Candidate 23 0 2 Candidate 24 1 3 Candidate 25 0 2 Table 2 shows that Idiomatic Cubes do bring at least 1 mark of improvement for most of the students. Candidates 1, 4, 6, 20 and 23 showed a significant improvement after using the tool as an intervention in their learning. However, Candidates 10 and 15 remained unchanged in both of their scores, showing 1 and 0 respectively. This implies that the Idiomatic Cubes improves the mastery of Idiom X. However, it may not work for every individual, especially when their foundation in grammar is weak. Table 3: Students’ Reviews on Idiomatic Cubes How were the Idiomatic Cubes? IIIIIIIIIIIIIIIIIIIIII II Teachers’ explanation IIIIIIIIIIIIIIIIIIIIIII I I find it helpful / not helpful ✅IIIIIIIIIIIIIIIIIIIIIIII ❌
36 Table 3 indicates a quick survey of how Idiomatic Cubes are helpful for students to improve their mastery in idioms, constructing them in sentences with the right grammatical structures. *Note: Every alphabet (I) and hyphen (-) indicates a different candidate’s feedback. Images 24 - 25: Few Candidates’ Quick Survey Responses After Post-test Any improvements / comments - Good II - Teacher good at teaching - I am getting some improvements on the idiomatic class. - No need. It’s better. - I would like to have more this activity to upgrade my grammar. - I think it is so interesting and fun. - Nice II - First of all, I don’t know actually the “cubes” but now I think I can understand the formulae of the “cubes” because I absent last week. - The idioms is not that hard. - Best - Yes, teacher’s explanation is more to understand because teachers will say BM - Yaa sangat ada kemajuan (Yes, there’s a lot of improvement) - No, but it is easy to understand :) Table 3 indicates a quick survey of how Idiomatic Cubes are helpful for students to improve their mastery in idioms, constructing them in sentences with the right grammatical structures. *Note: Every alphabet (I) and hyphen (-) indicates a different candidate’s feedback. Images 24 - 25: Few Candidates’ Quick Survey Responses After Post-test Any improvements / comments - Good II - Teacher good at teaching - I am getting some improvements on the idiomatic class. - No need. It’s better. - I would like to have more this activity to upgrade my grammar. - I think it is so interesting and fun. - Nice II - First of all, I don’t know actually the “cubes” but now I think I can understand the formulae of the “cubes” because I absent last week. - The idioms is not that hard. - Best - Yes, teacher’s explanation is more to understand because teachers will say BM - Yaa sangat ada kemajuan (Yes, there’s a lot of improvement) - No, but it is easy to understand :)
37 Images 26 - 27: Few Candidates’ Quick Survey Responses After Post-test
38 Images 28 - 29: Few Candidates’ Quick Survey Responses After Post-test
39 7.0 REFLECTION OF THE RESEARCH Although the results did not indicate a significant and sharp improvement in students’ mastery of idioms after incorporating gaming tools like the Idiomatic Cube, it is proven to promote interest in learning idioms among the weak to intermediate learners compared to the conventional way of teaching: chalk-and-talk. Hence, all teachers are highly encouraged to be more innovative in their teaching where the use of teaching tools can be implemented along with the 21st Century Learning Approach to unleash the potentials of individuals as well as creating a memorable and meaningful learning environment in the classroom. 8.0 SUGGESTION ON FURTHER RESEARCH The researchers from this research discovered that some pupils in the weak and intermediate class were struggling in replacing the correct pronouns in the sentences with ‘one’. For instance, beating one’s brains out. They would write the whole thing without changing it according to the context of the sentence. Hence, it is suggested that there is another intervention on grammar before introducing these Idiomatic Cubes to them. This would help to ensure they use idioms correctly in a grammatically correct sentence. However, this may differ if it’s used in advanced learners. They could be doing fine enough with a brief explanation. Thus, it is suggested that further research could be done on advanced learners as well. On a side note, it is also suggested that this Idiomatic Cubes could be converted to a digital version as it could take up a lot of papers annually and it could only cater to six (6) idioms per cube.
40 REFERENCES Brenner, G. (2013). Webster’s new world American idioms handbook. New York, NY: Webster’s New World. Codish, D., & Ravid, G. (2015). Detecting playfulness in educational gamification through behavior patterns. IBM Journal of Research and Development, 59(6), 1–14. doi:10.1147/JRD.2015.2459651 Cooper, T. (1998). Teaching idioms. Foreign Language Annals, 31(2), 255-266. D’Arcy, A. (2001). Penguin Quick Guides: Really Useful English Idioms (Penguin Quick Guides). Penguin Longman Publishing. De Caro, E. E. R. (2009). The Advantages and Importance of Learning and Using Idioms in English. Cuademos de Linguistica Hispanica, 14, 121-136, doi:h ttps://dialnet.unirioja.es/descarga/articulo/3618851.pdf Dichev, C., Dicheva, D. Gamifying education: what is known, what is believed and what remains uncertain: a critical review. Int J Educ Technol High Educ 14, 9 (2017). h ttps://doi.org/10.1186/s41239-017-0042-5 Holman, C., Aguilar, S., & Fishman, B. (2013). GradeCraft: what can we learn from a game-inspired learning management system? Third International Conference on Learning Analytics and Knowledge, 2013, (pp. 260–264). New York, NY: ACM. Linehan, C., Kirman, B., Lawson, S., & Chan, G. (2011). Practical, appropriate, empirically-validated guidelines for designing educational games. In ACM Annual Conference on Human Factors in Computing Systems, May 7–12 (pp. 1979– 1988). Canada: Vancouver. Ling, T.M., & Yunus, M.M (2016) Asian EFL Journal. Idiom Maniac: A Tool to Foster Idiom Learning among ESL Learners, 6, 68 - 73, doi:h ttps://www.asian-efl-journal.com/wp-content/uploads/AEJ-Special-EditionDecember-2016-TESOL-In d onesia-Conference-Volume-6.pdf Moreno, E. M. G. (2011). The role of etymology in the teaching of idioms related to colors in an L2. Porta Linguarum, 16, 19-32.
41 “KALIGRAFI KREATIF” MENINGKATKAN MINAT MURID DALAM PENULISAN KALIGRAFI CHUNG KOH JYE Sekolah Menengah St. Patrick, Peti Surat No. 124, 91007 Tawau, Sabah, Malaysia [email protected] ABSTRAK Kajian ini dijalankan bertujuan untuk meningkatkan minat murid terhadap penulisan kaligrafi Cina dalam kalangan murid Tingkatan 1 Nilam, Kristal dan Emas. Seramai 39 orang murid dalam tiga kelas ini terlibat dalam kajian ini. Hasil tinjauan awal melalui analisis dapatan hasil kerja latihan mereka menunjukkan minat penulisan kaligrafi Cina tidak memuaskan. Suasana pembelajaran merupakan aspek-aspek pemboleh ubah tingkah laku yang menyumbang kepada penguasaan minat dalam kalangan murid. Oleh hal yang demikian, kajian tindakan telah dilaksanakan dengan menggunakan satu situasi yang dapat membantu untuk mengatasi masalah tersebut. Kajian ini dibahagi kepada tiga peringkat proses iaitu yang pertama, ‘Hasil kerja latihan’ yang bertujuan untuk membuat pemerhatian atas kemahiran murid dalam penulisan kaligrafi. Kedua ialah memberikan tunjuk ajar cara menulis kaligrafi dengan kreativiti dengan menggunakan kertas kosong yang tiada petak yang menghadkan penulisan dan yang ketiga ialah penghasilan karya yang menunjukkan inisiatif dan kreativiti dalam karya berfungsi untuk menyemai minat pembelajaran serta mewujudkan suasana pembelajaran yang menyeronokkan dalam kalangan murid terhadap kaligrafi. Perbandingan hasil kerja dalam tiga peringkat telah menunjukkan prestasi murid yang bertambah baik. Hasil analisis dapatan temu bual dengan murid dan pemerhatian yang dijalankan sepanjang proses pelaksanaan kajian tersebut telah menunjukkan maklum balas dan kesan yang positif terhadap perubahan tingkah laku murid, khususnya dalam aspek minat penulisan kaligrafi dalam kalangan murid tersebut. Sebagai kesimpulan, hasil dapatan kajian tindakan telah menunjukkan bahawa tahap minat murid terhadap penulisan kaligrafi telah bertambah baik. 1.0 REFLEKSI PENGAJARAN DAN PEMBELAJARAN LALU Kaligrafi Cina ialah satu seni garisan yang indah, struktur bentuk yang unik dalam kemahiran menulis. Kaligrafi ini merupakan khazanah budaya bangsa Cina yang mewakili seni Cina yang asas. Kaligrafi telah dimasukkan dalam silibus pembelajaran untuk subjek bahasa Cina. Jadi, murid berpeluang untuk belajar menulis kaligrafi di dalam bilik darjah. Melalui pembelajaran kaligrafi, kemahiran asas menulis dapat dipupuk dan seni khat yang kondusif dapat dihayati untuk memupuk akhlak murid yang baik dan membangunkan daya fokus yang kuat, meningkatkan pengetahuan, mengembangkan kecerdasan, dan menjamin kesihatan fizikal dan mental. Walau bagaimanapun, dengan peningkatan penggunaan telefon bimbit dan komputer pada zaman sekarang, penulisan perkataan Cina terutamanya kaligrafi menjadi semakin teruk dan penurunan tahap penulisan kaligrafi Cina telah menjadi fakta yang tidak dapat dipertikaikan. Situasi ini jelas diperhatikan selepas Perintah Kawalan Pergerakan (PKP) selama 2 tahun itu. Ramai murid tidak buat praktis di rumah atau menyiapkan kerja yang dipesan oleh guru. Apabila pembelajaran di sekolah secara bersemuka, didapati tulisan kaligrafi
42 murid sangat teruk sekali. Mereka langsung tidak yakin dengan tulisan kaligrafi Cina dan apabila guru menyemak kerja murid, guru dapat merasa ketidakyakinan murid dalam menulis Kaligrafi. Berdasarkan hasil kerja yang dikutip, boleh didapati hampir semua murid di kelas 1 Nilam, 1 Kristal dan 1 Emas tidak menguasai kemahiran menulis kaligrafi. Mereka tidak berminat dengan tulisan kaligrafi sehingga ada sesetengah murid mempunyai perasaan fobia terhadapnya dan bergetar semasa menulis kaligrafi. 2.0 KUMPULAN SASARAN Kumpulan sasaran untuk kajian ini berfokus kepada murid Tingkatan 1 terutamanya kelas 1 Nilam seramai 12 orang murid, 1 Kristal seramai 13 orang murid dan 1 Emas seramai 14 orang murid. Jumlah kumpulan sasaran ini seramai 39 orang murid. Mereka telah mengalami PKP selama 2 tahun dan tidak mempunyai pengalaman bersemuka untuk menulis kaligrafi dengan tunjuk ajar guru di sekolah rendah. 3.0 FOKUS KAJIAN Melalui kajian ini, saya memfokuskan kebiasaan dan peluang murid terhadap kemahiran menulis kaligrafi supaya mereka tidak berasa fobia untuk menulis kaligrafi dan enggan membuat kerja kaligrafi Cina. 4.0 PERNYATAAN MASALAH Selepas kali pertama memberikan tugasan menulis kaligrafi kepada kumpulan murid ini, didapati mereka sangat tidak suka terhadap kaligrafi Cina. Setelah mereka menghantar kerja kaligrafi, didapati kerja mereka amat teruk sekali, karya mereka adalah seperti budak baru belajar menulis kerana huruf Cina sangat tidak memuaskan. Aras kemahiran murid menunjukkan mereka masih di sekolah rendah pada tahap rendah. Garisan menengak dan melintang tidak dikuasai. Mereka tidak dapat menulis satu huruf dengan kemas. Setiap garisan yang ditulis adalah berkedut-kedut seperti melukis tetapi bukan menulis. Kemahiran yang lemah dan kekurangan praktis menyebabkan mereka tidak suka menulis kaligrafi serta berasa fobia terhadap kaligrafi. Untuk mengatasi masalah ini, saya telah membiarkan mereka keluar daripada kekangan skop penulisan kaligrafi atas kertas kaligrafi. Kalau mengikut silibus penulisan kaligrafi Cina,
43 murid perlu menulis kaligrafi dengan buku latihan “Jiu Gong Ge” (九宫格). Akan tetapi dengan kekurangan kemahiran menulis kaligrafi, format ini amat susah untuk ditulis dengan kemas dalam petak yang di hadkan ruang. Jadi saya memberi murid cuba meluahkan perasaan penulisan kaligrafi atas kertas kosong yang tiada had, yang boleh membina keyakinan pada mereka dan cuba membangkitkan minat mereka terhadap penulisan kaligrafi. 5.0 OBJEKTIF KAJIAN Selepas kajian ini selesai dijalankan, diharapkan murid dapat mencapai objektif berikut : 5.1 Objektif Umum Murid dapat menguasai kemahiran penulisan kaligrafi dengan menulis dengan kemas. 5.2 Objektif Khusus i. Meningkatan keyakinan penulisan kaligrafi. ii. Tidak fobia terhapap penulisan kaligrafi. iii. Menunjuk minat dalam penulisan kaligrafi. 6.0 PELAKSANAAN KAJIAN 6.1 TINJAUAN MASALAH Beberapa kelemahan telah dikenal pasti terhadap kaedah pengajaran Kaligrafi sebelum ini. Seni ini susah difahami sekiranya diajarkan dalam kaedah teori sahaja terhadap murid. Kajian ini dilakukan dalam tiga bahagian. Ujian Pra Penghasilan kaligrafi dengan kreatif atas kertas kosong Penghasilan kaligrafi kreatif sempena Tahun Baharu Cina Ujian Pra Ujian pra merupakan satu tugasan yang mengkehendaki setiap murid menghasilkan kerja kaligrafi dengan menggunakan cara “描红”,murid akan tulis kaligrafi dengan bantuan jejak merah, cara ini sesuai untuk murid yang baru belajar menulis kaligrafi.
44 6.2 ANALISIS TINJAUAN MASALAH 6.2.1 Analisis Pemerhatian Hasil daripada tinjauan kaligrafi yang dihasilkan, 80% murid tidak dapat menulis kaligrafi dengan yakin, kemas dan betul. Karya yang dihasilkan menunjukkan murid tidak menguasai kemahiran menulis kaligrafi. Selepas bertanya dengan mereka, didapati ada di antara mereka tidak pernah menulis kaligrafi di sekolah rendah, yang lain ada yang sekali atau dua kali pengalaman dalam menulis kaligafi. Jadi penulisan kaligrafi untuk mereka adalah sangat susah dan tidak berminat, dan penghasilan yang dilakukan adalah sekadar menyiapkan kerja. Gambar 1 : Gambar Menunjukkan Beberapa Buah Hasil Kaligrafi Yang Ditulis Menunjukkan Kelemahan Murid dalam Menguasai Teknik Menulis Kaligrafi Gambar di atas merupakan karya penulisan kaligrafi yang dihasilkan oleh murid berdasarkan pembelajaran secara teori, iaitu menerusi pendengaran dan pemerhatian secara teori. Murid hanya sekadar menyiapkan kerja kaligrafi tetapi tidak menggunakan teknik yang betul. Cara memegang pen kaligrafi tidak betul menyebabkan tulisan yang dihasilkan berkedutkedut. Hal ini disebabkan kurang keyakinan pada diri murid.
45 Untuk menyelesaikan masalah cara memegang pen kaligrafi, langkah pertama bagi murid, iaitu perlu mengabaikan cara memegang pen seperti profesional. Ternyata, kemahiran yang ada pada murid tidak cukup, cara memegang pen kaligrafi seperti professional tidak sesuai untuk murid yang baru belajar. Mereka lebih digalakkan memegang pen kaligrafi seperti cara memegang pen atau pensel yang biasa. Cara ini membolehkan murid lebih yakin apabila menulis kaligrafi. Mereka boleh menulis kaligrafi dengan lebih selesa. Langkah kedua ialah buku penulisan kaligrafi yang berformat Sembilan kotak “九宫 格” perlu diabaikan.Murid digalakkan menulis kaligrafi di atas kertas kosong yang tiada garisan dan petak. Dengan itu, murid dapat menulis kaligrafi di luar kekangan kotak yang akan menghadkan murid memanfaatkan diri sepenuhnya dalam penulisan kaligrafi. Setelah cara ini diaplikasi terhadap murid, didapati murid lebih boleh mengekspresikan perasaan dan lebih yakin dalam penulisan kaligrafi. Gambar 2 : Karya Yang Dihasilkan oleh Murid di Atas Kertas Kosong Yang Tiada Petak Yang Menghadkan Saiz Perkataan Langkah yang ketiga telah dijalankan untuk memastikan keadaan penguasaan murid dalam penulisan kaligrafi. Aktiviti penghasilan kaligrafi perkataan telah diberkan kepada murid. Murid diminta menulis dalam kelas dengan kreativiti sendiri. Selepas aktiviti dijalankan, didapati murid dapat membuat dengan positif. Mereka dapat menghasilkan karya dengan yakin dan kreatif. Dalam aktiviti ini, guru mendapati bahawa murid ada penambahbaikan dari segi kemahiran mereka. Selain itu, mereka dapat menunjukkan minat mereka dalam penghasilan kaligrafi ini.
46 Gambar 3 : Karya Yang Dihasilkan oleh Murid di Atas Kertas Kosong Yang Tiada Petak Yang Menghadkan Saiz Perkataan untuk Langkah Ketiga Menerusi pemerhatian yang dijalankan, didapati murid setelah menggunakan cara penulisan kaligrafi di luar kekangan buku latihan kaligrafi yang berpetak Sembilan, murid dapat menulis kaligrafi dengan lebih yakin dan berminat. Karya yang dihasilkan bertambah baik berbanding dengan ujian pra. Keputusan boleh dilihat dalam jadual di bawah. Beberapa murid dipilih dari setiap kelas. Jadual 1 : Keputusan Ujian Pra Nama Pelajar Kelas Ujian Pra Aktiviti 1 Aktiviti 2 CHUNG HUAI KANG 1E C- B- B NICOLE HONG QIAN 1E C+ B ATRISTON YONG 1E C- B- B ASHLY CHIA MIN 1N C B B+ BRANDEN CHIA LEI 1N C+ B B+ JAYDEN LEN 1N C B- B LIM SAN YI 1K C B- BDENNIS PANG 1K C- C BVALENCIA CHANG 1K C B+ A-
47 6.2.2 PERBANDINGAN UJIAN PRA DAN AKTIVITI Untuk melengkapkan kajian ini, guru telah melaksanakan ujian pra terlebih dahulu untuk membuat penilaian tentang tahap kemampuan murid dalam menguasai kemahiran menulis kaligrafi Cina. Dalam ujian pra, didapati 80% murid tidak menguasai kemahiran menulis kaligrafi. Daripada perbincangan dengan murid, didapati ada antara mereka ialah kali pertama memegang pen kaligrafi. Maksudnya mereka tidak pernah menulis kaligrafi di sekolah rendah. Setelah Aktiviti 1 dijalankan, kami mengabaikan format penulisan kaligrafi dengan kertas berpetak Sembilan. Murid boleh menulis kaligrafi dengan menggunakan kertas kosong yang tiada had petak, mereka boleh memegang pen kaligrafi dengan cara sendiri yang selesa, mereka boleh mereka cipta bentuk perkataan nama sendiri. Dengan keadaan yang selesa ini, murid dapat membina keyakinan positif yang mendorong mereka menghasilkan karya yang lebih kemas. Mereka tidak lagi berasa takut terhadap kaligrafi Cina. Hasil yang ditulis itu sangat memuaskan berbanding dengan ujian pra. Selepas itu, sempena Hari Raya Cina murid diminta menjalankan Aktiviti 2. Mereka diminta menghasilkan perkataan “福”. Murid menulis perkataan ini di dalam kelas dan berjaya menunjukkan kreativiti sendiri dalam penghasilan karya mereka. Hasil ini juga ditulis dalam kertas kosong yang tiada petak. Mereka dapat menunjukkan keyakinan dan minat yang sangat bagus. 7.0 REFLEKSI KAJIAN Saya berasa syukur kerana kajian tindakan ini berjaya dilaksanakan walaupun menghadapi pelbagai kekangan. Saya masih ingat kali pertama murid menulis kaligrafi di sekolah, keadaan itu amat teruk sekali. Murid menumpahkan dakwat, tidak tahu cara memegang pen kaligrafi, kertas penuh dengan dakwat kerana tidak dapat menguasai dakwat yang perlu digunakan dan sebagainya. Murid tidak berminat untuk menulis kaligrafi dan menunjukkan perangai yang tidak suka serta enggan menulis. Sikap mereka amatlah negatif terhadap kaligrafi. Walau bagaimanapun, setelah kajian ini dijalankan, jekas kelihatan kemajuan dan penambahbaikkan. Hasil daripada kajian yang telah dijalankan, saya mendapati terdapat perubahan positif daripada murid dari segi amalan pengajaran guru serta amalan pembelajaran murid. Semoga hasil kajian ini dapat dimanfaatkan dan menjadikan proses pengajaran dan pembelajaran lebih menarik, berkesan dan menyeronokkan. Namun terdapat juga kelemahan