148 yang diberikan. Suasana pembelajaran tidak menyeronokkan dan guru lebih banyak menyumbangkan idea apabila pelajar tidak memberikan perhatian. Melalui kaedah ‘10 Minutes Pitching’ pelajar dapat memberikan kerjasama dengan guru muda untuk melibatkan diri dalam pembelajaran. Guru muda dapat membantu rakan menghasilkan pantun berdasarkan teknik yang telah dipelajari melalui guru utama. Pelajar lebih yakin dalam membina bait-bait pantun setelah memahami dan mengetahui teknik yang mudah dan cepat menghasilkan pantun. Pelajar didapati boleh memberikan kerjasama apabila dibimbing oleh rakan mereka sendiri sebagai guru muda. Pelajar lebih ceria dengan idea-idea yang segar dalam mencipta pantun apabila tiada saiz jurang antara mereka. 6.0 CADANGAN KAJIAN SETERUSNYA Penulisan kreatif dalam mata pelajaran KMK memerlukan pelajar menggunakan daya kreativiti mereka menghasilkan karya. Pelajar menghadapi masalah menjana idea sekiranya tidak memahami proses penciptaan karya kreatif. Cadangan kajian seterusnya ialah menghasilkan sajak melalui perbincangan secara berkumpulan dalam aplikasi whatsApp atau Telegram sebelum pembelajaran di dalam kelas. Guru berada dalam setiap kumpulan kecil untuk memberikan bimbingan. Pelajar mengubahsuai sajak yang sedia ada yang berjudul Jika Aku Malas Belajar kepada sajak baharu berjudul Jika Aku Rajin Belajar. Pelajar akan mencipta sajak baharu menggunakan pemilihan kata yang dihasilkan sendiri.
149 BIBLIOGRAFI Shukery Mohamed (1998-1999), “ Kepentingan Pengtahuan Sedia Ada Dalam Bacaan dan Pemahaman: Satu Sorotan Ringkas”. Jurnal Pendidik dan Pendidikan, Jilid 16. Mohd Majid Konting (1990). Kaedah Penyelidikan Pendidikan. Kuala Lumpur: Dewan Bahasa dan Pustaka. Mohd Zuraidi Komari. (2022, Februari 5). Penguasaan teknik belajar bantu tingkat pemahaman. Berita Harian. Diakses pada 19/9/2023 daripada https://www.bharian.com.my/berita/pendidikan Marcella Modius, Siew Nyet Moi & Mad Noor Madjapuni. (2023) Pendekatan Guru Muda Dalam Pengajaran dan Pembelajaran Matematik di Sekolah Menengah: Satu Kajian Kes. Diakses pada 19/9/23 daripada http://www.ijepc.com/
150 PENGGUNAAN ALAT DALAM TALIAN (KALKULATOR PEMBEZAAN DAN KALKULATOR PENGAMIRAN) DALAM PEMBELAJARAN KENDIRI BAGI MATEMATIK STPM Lim Chuen Chee, Tan Gaik Choo, Teh Meow Lee Pusat Tingkatan Enam SMK Tinggi Bukit Mertajam, Pulau Pinang ABSTRAK Kajian ini dijalankan untuk mengkaji penggunaan alat dalam talian (kalkulator pembezaan dan kalkulator pengamiran) dalam pembelajaran kendiri pelajar bagi subjek Matematik STPM. Kumpulan sasaran kajian ini terdiri daripada 21 orang pelajar Matematik T dan 6 orang pelajar Matematik M Tingkatan 6 Atas, SMK Tinggi Bukit Mertajam 2023. Seiring dengan trend teknologi terkini dalam dunia Teknologi Maklumat dan Komunikasi (ICT), penggunaan alat dalam talian internet amat efektif bagi pelajar untuk meneroka kaedah dan penyelesaian bagi soalan Matematik yang rumit. Penggunaan alat dalam talian ini menawarkan jalan penyelesaian langkah demi langkah dapat membantu pelajar menyelesaikan masalah pengiraan kalkulus dalam masa yang singkat. Tinjauan awal telah dilaksanakan melalui pemerhatian guru dalam kelas dan analisis dokumen keputusan Peperiksaan Percubaan STPM Semester 1 bagi Matematik M dan Ujian Selaras 2 bagi Matematik T. Hasil tinjauan awal menunjukkan sebahagian pelajar mempunyai asas kalkulus yang kurang mantap dan pemilihan teknik atau formula yang tidak sesuai semasa menyelesaikan soalan kalkulus. Guru pula menghadapi kekangan masa untuk membincangkan setiap penyelesaian untuk soalan atau latihan yang diberi kepada pelajar dalam masa PdPc yang terhad. Kajian tindakan ini difokuskan kepada penyelesaian masalah pelajar semasa membuat latihan kalkulus. Penggunaan kalkulator dalam talian membolehkan pelajar menyemak penyelesaian semasa membuat latihan kalkulus. Langkah ini diharapkan dapat meningkatkan pemahaman dan pengguasaan kemahiran kalkulus seterusnya meningkatkan pencapaian pelajar dalam peperiksaan. Teknik kajian menggunakan analisis dokumen dan temu bual berupaya mengenalpasti penguasan konsep dan kemahiran kalkulus pelajar. Analisis keputusan Ujian Selaras 1, Peperiksaan Percubaan STPM Semester 1 dan Peperiksaan STPM Semester 1 bagi Matematik M telah diteliti. Bagi Matematik T, analisis keputusan Ujian Selaras 2 dan Peperiksaan Percubaan STPM Semester 2 telah diteliti. Hasil dapatan kajian yang positif telah diperolehi bagi kumpulan Matematik M manakala bagi kumpulan Matematik T tidak dapat mencapai keputusan yang dijangkakan disebabkan faktor-faktor yang lain. Kata kunci: Matematik, PdPc, Alat Dalam Talian. 1.0 REFLEKSI PENGAJARAN DAN PEMBELAJARAN YANG LALU Sepanjang tempoh PdPc, kami guru mata pelajaran Matematik mendapati masalah utama pelajar tidak dapat menguasai kemahiran asas kalkulus yang disampaikan. Hasil kerja latihan pelajar selepas sesi PdPc menunjukkan pelajar tidak dapat menunjukkan langkah penyelesaian yang lengkap semasa menyelesaikan masalah. Hasil perbincangan dengan pelajar selepas Ujian Selaras mendapati terdapat beberapa punca masalah ini berlaku dalam kalangan pelajar. Antaranya:
151 i) Asas kalkulus tidak kukuh. ii) Pemilihan teknik atau formula yang tidak sesuai semasa menyelesaikan soalan kalkulus. Faktor-faktor di atas telah mendorong pengkaji merancang dan melaksanakan satu kajian tindakan untuk membantu pelajar menyelesaikan masalah pengiraan kalkulus semasa membuat latihan. Pengkaji berharap langkah ini dapat meningkatkan pemahaman dan pengguasaan kemahiran kalkulus seterusnya mencapai keputusan yang lebih baik dalam peperiksaan STPM. Kajian tindakan untuk mengkaji keberkesanan penggunaan alat dalam talian (kalkulator pembezaan dan kalkulator pengamiran) telah dilaksanakan. 2.0 FOKUS KAJIAN Isu yang pengkaji prihatin adalah masalah yang pelajar hadapi. Antaranya: 1. Pelajar tidak melengkapkan latihan yang diberi kerana tidak menguasai kemahiran Kalkulus yang diajar. 2. Pelajar mudah putus asa selepas beberapa kali cubaan di samping masa yang panjang telah digunakan tetap gagal mendapat jawapan yang betul. 3. Pelajar sering bergantung kepada guru untuk mendapatkan langkah penyelesaian. Namun, guru menghadapi masalah kekangan masa untuk menerangkan semua latihan yang diberi. Kajian tindakan yang dijalankan ini adalah berfokuskan kepada pembelajaran kendiri pelajar dengan mengunakan alat dalam talian semasa menyelesaikan latihan Kalkulus. Penerokaan kendiri dengan mengunakan alat dalam talian dapat meningkatkan pemahaman konsep dan kemahiran Kalkulus dalam kalangan pelajar dan seterusnya pelajar dapat menjawab soalan peperiksaan dengan menunjukkan langkah-langkah penyelesaian yang betul, tepat dan lengkap. 3.0 OBJEKTIF KAJIAN 3.1 Objektif Umum Kajian ini secara umumnya bertujuan untuk membantu pelajar meningkatkan pemahaman konsep dan penguasaan kemahiran Kalkulus dalam kalangan pelajar. Di samping itu, kajian ini juga bertujuan meningkatkan keberkesanan pembelajaran dan pengajaran dalam kelas.
152 3.2 Objektif Khusus Kajian ini secara spesifiknya untuk : 3.2.1 Mengenalpasti keberkesanan penggunaan alat dalam talian dalam pembelajaran Kalkulus. 3.2.2 Mengatasi masalah kekangan masa pengajaran dan pembelajaran guru dalam kelas. 4.0 KUMPULAN SASARAN Kajian tindakan ini berfokus kepada 21 orang pelajar Matematik T (PAUM & PAUKM) yang terdiri daripada 7 orang pelajar lelaki dan 14 orang pelajar perempuan serta 6 orang pelajar Matematik M (PAUSM) yang terdiri daripada 3 orang pelajar lelaki dan 3 orang pelajar perempuan. Rasional pelajar Tingkatan 6 Atas dipilih kerana mereka mempelajari topik Kalkulus, dan guru mendapati bahawa tahap penguasaan kemahiran Kalkulus bagi kebanyakan pelajar masih berada pada tahap sangat rendah. Di samping itu, mereka bakal menghadapi peperiksaan STPM yang akan datang. 5.0 PELAKSANAAN KAJIAN Kajian tindakan ini telah dijalankan di Sekolah Menengah Kebangsaan Tinggi Bukit Mertajam, Seberang Perai, Pulau Pinang selama dua bulan berdasarkan model kajian tindakan Somekh (1989) seperti berikut (Rajah 1) : Rajah 1 : Model Kajian Tindakan Somekh
153 5.1 Tinjauan Masalah Dalam kajian ini, instrumen kajian pertama yang telah pengkaji gunakan ialah pemerhatian terhadap pembelajaran dan pengajaran di dalam kelas. Instrumen kajian kedua yang pengkaji gunakan adalah analisis dokumen keputusan Ujian Selaras/Peperiksaan Percubaan STPM. 5.1.1 Pemerhatian Berasaskan pemerhatian, pengkaji mendapati pelajar tidak dapat menyiapkan latihan yang diberi dalam tempoh masa yang ditetapkan. Pelajar memerlukan lebih banyak masa untuk menyelesaikan soalan latihan Kalkulus. Pelajar sering menghadapi kesukaran semasa membuat latihan Kalkulus di rumah di samping masa yang panjang mengakibatkan pelajar rasa penat dan mudah putus asa terutama bagi pelajar yang lemah. Pelajar bergantung kepada tunjuk ajar guru dan menunggu jawapan daripada guru. Guru juga menghadapi kekangan masa untuk membincangkan setiap soalan atau latihan yang diberikan kepada pelajar. 5.1.2 Analisis Dokumen Pengkaji telah menggunakan analisis Ujian Selaras untuk meninjau pencapaian pelajar pada peringkat awal dan Peperiksaan Percubaan STPM untuk mengetahui sejauh mana penggunaan alat dalam talian ini memberi kesan kepada pelajar. Dalam kedua-dua ujian / peperiksaan ini, soalan yang diberikan menggunakan konsep, format dan tahap kesukaran yang sama. Pelajar menduduki Ujian Selaras dan Peperiksaan Percubaan STPM mengikut jadual yang ditetapkan oleh pihak sekolah. Tujuan ujian adalah untuk mengenal pasti masalah pelajar dalam menjawab soalan berformat STPM dalam Matematik. Punca masalah ditinjau dan cara penyelesaiannya dirancang serta dilaksanakan selepas Ujian Selaras. 5.2 Analisis Dapatan Tinjauan Masalah 5.2.1 Analisis Dapatan Pemerhatian Berasaskan pemerhatian, pengkaji mendapati pelajar tidak menghafal formula dan sering menggunakan teknik atau formula yang tidak sesuai semasa menjawab soalan Kalkulus. Pelajar tidak membuat latihan yang mencukupi, maka pelajar tidak bersedia dan tidak mampu untuk menjawab pelbagai bentuk soalan yang berlainan semasa ujian/peperiksaan.
154 5.2.2 Analisis Keputusan Peperiksaan Percubaan STPM Semester 1 bagi Matematik M dan Ujian Selaras 2 bagi Matematik T Selepas Peperiksaan Percubaan STPM Semester 1 bagi Matematik M dan Ujian Selaras 2 bagi Matematik T dijalankan, markah ujian pelajar direkod dan dianalisis. Analisis yang diperoleh direkodkan dalam Jadual 1 dan Jadual 2. Kesalahan pelajar dalam Peperiksaan Percubaan STPM Semester 1 bagi Matematik M dan Ujian Selaras 2 bagi Matematik T diteliti dan dianalisis secara individu. Hasil daripada analisis Peperiksaan Percubaan STPM Semester 1 bagi Matematik M dan Ujian Selaras 2 bagi Matematik T mendapati bahawa pelajar tidak boleh menjawab soalan dengan menunjukkan langkah penyelesaian yang lengkap, betul dan tepat walaupun bentuk soalan yang sama pernah diajar. Gred UJIAN SELARAS 1 MATEMATIK M UJIAN SELARAS 2 MATEMATIK T BIL % BIL % A 2 33.33 0 0.00 A- 0 0.00 0 0.00 B+ 0 0.00 0 0.00 B 0 0.00 0 0.00 B- 0 0.00 1 4.55 C+ 1 16.67 2 9.09 C 1 16.67 3 13.64 C- 2 33.33 2 9.09 D+ 0 0.00 2 9.09 D 0 0.00 5 22.73 F 0 0.00 7 31.82 JUM A 2 33.33 0 0.00 JUM LULUS 4 66.67 6 27.27 NGMP 2.61 1.11 BIL. CALON 6 22 Jadual 1: Analisis Ujian Selaras 1 Matematik M dan Ujian Selaras 2 Matematik T 5.3 Merancang Pelan Tindakan Dapatan daripada analisis Ujian Selaras 2 bagi Matematik T amat mengejutkan pengkaji. Keputusan ujian yang menyedihkan ini mendorong pengkaji merancang strategi penyelesaian dan seterusnya menggalakkan pelajar menggunakan alat dalam talian. Alat dalam talian seperti
155 kalkulator Kalkulus membolehkan pelajar menyemak penyelesaian untuk latihan kalkulus. Ia juga dapat membantu pelajar berlatih dengan menunjukkan penyelesaian langkah demi langkah berserta dengan penerangan setiap teknik atau formula yang digunakan. Graf/plot interaktif yang dibekalkan juga membantu menggambarkan dan memahami fungsi dengan lebih baik. Pengkaji berharap pelajar menggunakan alat dalam talian sebaik mungkin untuk memahami, seterusnya menguasai dan mengaplikasi teknik/formula kalkulus yang dipelajari. 5.4 Pelaksanaan Kajian Penerangan Kaedah Pelaksanaan Penggunaan Alat Dalam Talian Pelajar Menjawab Soalan Latihan Kalkulus Hantar Dan Buat Latihan Pengukuhan Bimbingan Kumpulan Kecil Atau Individu Rajah 2: Pelaksanaan Penggunaan Alat Dalam Talian Penggunaan alat dalam talian dilaksanakan mengikut langkah-langkah seperti berikut: (Rujuk Rajah 2) i. Tinjauan awal melalui pemerhatian dan Ujian Selaras. ii. Menerangkan penggunaan alat dalam talian kepada pelajar. iii. Pelajar menjawab soalan latihan dengan bantuan alat dalam talian dan menghantar jawapan yang lengkap kepada guru. Seterusnya, pelajar menyelesaikan latihan pengukuhan yang guru berikan.
156 iv. Pelajar yang menghadapi masalah boleh bertanya kepada guru untuk mendapatkan panduan cara penyelesaiannya. Guru membimbing pelajar yang masih tidak faham dan bimbingan diberi kepada pelajar secara kumpulan kecil atau secara individu. v. Langkah (ii) hingga (vi) diulangi setiap hari. vi. Peperiksaan Percubaan STPM dijalankan dan pengkaji membuat analisis pencapaian peperiksaan. 5.5 Dapatan Kajian 5.5.1 Analisis Dapatan Kajian: Pemerhatian Berdasarkan pemerhatian selepas kajian dijalankan terhadap kumpulan sasaran, didapati kebanyakan pelajar menggunakan alat dalam talian ini untuk menyemak jawapan latihan dan membandingkan langkah yang mereka buat. Terdapat juga pelajar yang tidak cenderung menggunakan alat dalam talian ini kerana tidak dapat menguasai kemahiran asas Matematik Kalkulus. Hanya sebahagian pelajar yang dapat memanfaatkan diri mereka melalui alat dalam talian ini kerana mereka meneroka setiap langkah dan menghubungkaitkan langkah dengan konsep kalkulus yang dipelajari. 5.5.2 Analisis Keputusan Peperiksaan STPM Semester 1 Matematik M dan Peperiksaan Percubaan STPM Semester 2 Matematik T Data yang dikumpul semasa pelaksanaan tindakan telah dianalisis untuk mengusulkan kesimpulan yang relevan. Hasil daripada kajian, keputusan pelajar dalam Peperiksaan STPM Semester 1 bagi Matematik M dan Peperiksaan Percubaan STPM Semester 2 bagi Matematik T adalah seperti dalam jadual 2 dan Jadual 3. GRED Peperiksaan Percubaan Semester 1 Matematik M Peperiksaan Percubaan Semester 2 Matematik T BIL % BIL % A 0 0.00 0 0.00 A- 0 0.00 0 0.00 B+ 0 0.00 0 0.00 B 1 16.67 0 0.00 B- 1 16.67 0 0.00 C+ 0 0.00 1 4.76
157 C 0 0.00 2 9.52 C- 0 0.00 0 0.00 D+ 0 0.00 0 0.00 D 1 16.67 3 14.29 F 3 50.00 15 71.43 JUM A 0 0.00 0 0.00 JUM LULUS 2 33.33 3 14.29 NGMP 1.11 0.44 JUMLAH CALON 6 21 Jadual 2: Analisis Peperiksaan Percubaan STPM Semester 1 Matematik M dan Peperiksaan Percubaan STPM Semester 2 Matematik T Peperiksaan Semester 1 Matematik M Peperiksaan Percubaan Semester 2 Matematik T BIL % BIL % A 1 16.67 0 0.00 A- 0 0.00 0 0.00 B+ 1 16.67 0 0.00 B 0 0.00 0 0.00 B- 0 0.00 0 0.00 C+ 1 16.67 1 4.76 C 0 0.00 2 9.52 C- 0 0.00 0 0.00 D+ 1 16.67 0 0.00 D 1 16.67 3 14.29 F 1 16.67 15 71.43 JUM A 1 16.67 0 0.00 JUM LULUS 3 50.00 3 14.29 NGMP 2.00 0.44 JUMLAH CALON 6 21 Jadual 3: Analisis Peperiksaan STPM Semester 1 Matematik M
158 5.6 Menganalisis dan Menilai Perbandingan keputusan Ujian Selaras 1, Peperiksaan Percubaan STPM Semester 1 dan Peperiksaan STPM Semester 1 untuk Matematik M adalah seperti Rajah 3 manakala perbandingan keputusan Ujian Selaras 2 dan Peperiksaan Percubaan STPM Semester 2 untuk Matematik T adalah seperti Rajah 4. Rajah 3 : Perbandingan Pencapaian Ujian dan Peperiksaan Matematik M Rajah 4 : Perbandingan Pencapaian Ujian dan Peperiksaan Matematik T Dapatan kajian melalui analisis dokumen Peperiksaan Percubaan STPM Semester 1 dan Peperiksaan STPM Semester 1 untuk Matematik M menunjukkan peningkatan prestasi yang memuaskan dari segi peratus kelulusan dan nilai gred mata pelajaran (NGMP) manakala analisis 66.67 33.33 50.00 Ujian Selaras 1 Pep. Percubaan Sem. 1 Pep. STPM Sem. 1 Peratus Lulus Matematik M 2.61 1.11 2.00 Ujian Selaras 2 Pep. Percubaan Sem. 2 Pep. STPM Sem. 2 NGMP Matematik M 27.27 14.29 Ujian Selaras 2 Pep. Percubaan Sem. 2 Peratus Lulus Matematik T 1.11 0.44 Ujian Selaras 2 Pep. Percubaan Sem. 2 NGMP Matematik T
159 dokumen Ujian Selaras 2 dan Peperiksaan Percubaan STPM Semester 2 untuk Matematik T menunjukkan penurunan prestasi yang amat tidak memuaskan dari segi peratus kelulusan dan nilai gred mata pelajaran (NGMP). 6.0 REFLEKSI KAJIAN Kajian tindakan ini telah dilaksanakan dalam tempoh 8 minggu. Selepas kaedah ini diperkenalkan dalam kelas, pelajar dapat menunjukkan kemajuan dalam melengkapkan latihan. Pelajar telah beralih daripada bergantung kepada guru untuk mendapat penyelesaian menjadi dapat mencari penyelesaian dengan berdikari. Ini juga meningkatkan motivasi pelajar untuk belajar Kalkulus. Hasil dari analisis dokumen juga menunjukkan pencapaian pelajar Peperiksaan STPM Semester 1 telah meningkat berbanding Peperiksaan Percubaan STPM Semester 1 bagi Matematik M. Ini menunjukkan jika pelajar benar-benar menggunakan aplikasi ini semasa membuat latihan, ini akan bantu meningkatkan pencapaian mereka. Manakala hasil dari analisis dokumen menunjukkan pencapaian pelajar Peperiksaan Percubaan STPM Semester 2 telah menurun berbanding Ujian Selaras 2 bagi Matematik T. Berdasarkan temu bual dengan pelajar yang terlibat, mereka tidak membuat persediaan untuk menghadapi Peperiksaan Percubaan STPM Semester 2 kerana sibuk menyiapkan kerja kursus. 7.0 CADANGAN KAJIAN SETERUSNYA Secara keseluruhannya, didapati bahawa penggunaan alat dalam talian (kalkulator pembezaan dan kalkulator pengamiran) dalam pembelajaran pelajar bagi subjek Matematik STPM dapat membantu pelajar meningkatkan penguasaan kemahiran asas. Kami akan meneruskan mengalakkan pelajar untuk menggunakan alat dalam talian ini pada masa akan datang. Pada masa yang sama, kami akan memastikan pelajar menggunakan alat dalam talian ini dengan lebih kerap supaya mereka dapat melihat manfaat yang mereka dapati melalui alat tersebut, justeru, mereka akan lebih bermotivasi untuk terus meneroka dan mencapai kemajuan.
160 BIBLIOGRAFI Bahagian Pengurusan Sekolah Harian, Kementerian Pendidikan Malaysia. (2020) Jurnal Pendidikan Tingkatan Enam 2020 Jilid 4. Bahagian Perancangan dan Penyelidikan Dasar Pendidikan Kementerian Pelajaran Malaysia. (2008) Buku Manual Kajian Tindakan (Edisi 3). Bridget Somekh (2005). Action Reseach. McGraw-Hill Education (UK). Fauziah Binti Mat. Kajian Tindakan. Diambil pada 11 Jun 2021 dari http://pomizi-research.blogspot.my/p/models.html
161 Lampiran 1
162 PENGGUNAAN I-PoD-ESC DALAM MEMBANTU PELAJAR PBUM SEMESTER 1 2024 MEMBINA PERSAMAAN EMPIRIKAL MENGGUNAKAN DIMENSIONAL ANALYSIS Mariana Binti Saharin Pusat Tingkatan Enam SMK Tinggi Bukit Mertajam, Pulau Pinang ABSTRAK Kajian ini dilaksanakan bagi membantu para pelajar kelas PBUM mengingati cara menerbitkan persamaan empirikal menggunakan Dimensional Analysis.Teknik I-PoD-ESC diperkenalkan sebagai satu turutan langkah yang memudahkan para pelajar menggunakan Dimensional Analysis untuk menerbitkan sesuatu rumus empirikal. Tinjauan awal melalui analisa Ujian Selaras 1 mendapati 2 pelajar mendapat kosong markah dan dua pelajar lagi mendapat 4 markah. Daripada temubual mendapati para pelajar merasakan terlalu banyak langkah yang perlu diingat dalam menerbitkan rumus empirikal menggunakan Dimensional Analysis. Setelah para pelajar diperkenalkan dengan Teknik I-PoD-ESC, mereka dapat menyelesaikan masalah tersebut dengan lebih cepat dan betul. Daripada 4 soalan berkaitan yang diberikan sebagai kuiz selepas intervensi, para pelajar telah dapat menggunakan I-PoD-ESC dengan betul seterusnya boleh menerbitkan rumus empirikal seperti yang berkaitan. 1.0 Refleksi PdP yang lalu Ujian Selaras 1 merupakan ujian yag menjadi penanda aras bagi menentukan TOV para pelajar yang sedang belajar dalam Semester 1 sebelum menjalani Peperiksaan Percubaan STPM Semester 1 pada bulan Disember 2023. Ujian bagi kertas Fizik 960/1 telah dijalankan pada 3-5 Oktober 2023 dengan 4 orang pelajar dari kelas PBUM telah mendudukinya. Hasil dari semakan kertas jawapan pelajar, saya mendapati pelajar gagal menjawab soalan nombor 6 yang memerlukan para pelajar membina satu persamaan berrdasarkan maklumat dalam soalan. Para pelajar mesti menggunakan Dimensional Analysis seperti yang terdapat dalam subtopik 1.2 Dimensions of Physical Quantities dengan hasil pembelajaran (e) construct empirical equations using dimensional analysis seperti yang telah ditetapkan dalam silibus Physics STPM keluaran Majlis Peperiksaan Malaysia 2012/2013. Keputusan ujian menunjukkan dua pelajar tidak berjaya mendapat sebarang markah manakala dua pelajar lagi dapat mencapai 4 daripada 5 markah penuh bagi soalan tersebut. Topik ini telah dipelajari dalam bab pertama Semester 1 iaitu sekitar bulan Julai. Saya berpendapat oleh kerana para pelajar ketika itu masih baru di tingkatan 6 dan keadaan kelas yang masih dalam proses menyesuaikan diri dengan silibus tinggi tingkatan 6 maka subtopik ini tidak begitu diingati dengan baik. Konsep dimensi bagi kuantiti juga agak baru bagi para pelajar kerana tiada asas bagi topik ini di peringkat SPM.
163 Maka saya perlu membimbing para pelajar menguasai teknik menerbitkan rumus menggunakan Dimensional Analysis ini supaya mereka dapat menjawab soalan peperiksaan dengan lebih baik. 2.0 Fokus Kajian Kajian ini berfokus membantu para pelajar mengingati langkah-langkah untuk membina persamaan empirikal apabila menggunakan Dimensional Analysis. Objektif kajian dirangka bagi menjawab persoalan kajian: Bagaimanakah pelajar dapat mengingati langkah-langkah untuk membina persamaan empirikal apabila menggunakan Dimensional Analysis. 3.0 Objektif Kajian Umum Menghasilkan suatu kaedah yang ringkas untuk membantu para pelajar mencapai hasil pembelajaran (e) construct empirical equations using dimensional analysis seperti yang telah ditetapkan dalam silibus Physics STPM. Khusus Pelajar dapat mengingati langkah-langkah membina persamaan empirikal apabila menggunakan Dimensional Analysis dengan tepat dan betul berbantukan teknik I-PoDESC. 4.0 Kumpulan Sasaran 4 orang pelajar kelas PBUM yang mengambil matapelajaran Fizik STPM Semester 1 terdiri daripada 3 pelajar lelaki dan seorang pelajar perempuan. 5.0 Pelaksanaan Kajian 5.1 Tinjauan Masalah Analisa markah Ujian Selaras 1 menunjukkan para pelajar tidak berjaya mendapat markah penuh bagi soalan 6 yang memerlukan mereka menerbitkan persamaan empirical menggunakan Dimensional Analysis. Hasil temuramah pula mendapati para pelajar ini lupa langkah-langkah yang perlu dilakukan untuk menyelesaikan masalah tersebut. Oleh kerana soalan ini sepatutnya menjadi soalan yang dapat membantu pelajar mendapat markah yang baik, maka pengkaji cuba mencari suatu kaedah yang dapat membantu para pelajar menyelesaikan masalah seumpama ini.
164 5.2 Analisis Tinjauan Masalah Pencapaian markah para pelajar adalah seperti berikut: Pelajar 1 2 3 4 Markah bagi soalan 6 0 0 4 4 Jadual 1 Markah pelajar bagi soalan 6 Ujian Selaras 1. Markah penuh ialah 5. 5.3 Tindakan Menangani Masalah Untuk membantu pelajar, pengkaji telah bercadang untuk mencipta satu senarai langkah yang ringkas tetapi cukup untuk membantu pelajar menyelesaikan masalah yang dihadapi. Terdapat beberapa kaedah yang terdapat dalam penyelesaian masalah seperti ini ditunjukkan dalam beberapa buku rujukan. Cara penyelesaian yang dikongsi dalam buku rujukan yang popular seperti buku Pre-U Text STPM Physics keluaran Sasbadi atau Pre-U STPM Text Physics keluaran Pelangi tidak dinyatakan langkah-langkah yang perlu diambil. Sebaliknya terus diberikan jalan kerja penyelesaian bagi soalan-soalan contoh. Menurut kajian Gloria Ngu, Koh Pau Liang, Mimie Marina Lam, Mimie Nuzilah Musli dan Fajeriah Mohammad Nasir (2020) daripada SM Holy Trinity Tawau, penggunaan kaedah Akronim dalam pembelajaran Sains dapat memudahkan pelajar untuk mengingati konsep dan susunan atau turutan bagi suatu topik pembelajaran. Murid-murid juga menunjukkan minat dan keinginan yang tinggi untuk mempelajari dan mempraktik apa yang telah mereka pelajari. Maizan binti Mat@Muhammad, Pusat Asasi KUIS (2017) menyatakan Mnemonik boleh membantu pelajar daripada pelbagai peringkat termasuk peringkat pra-u dan dalam penguasaan pelbagai bidang ilmu termasuk bahasa, matematik dan sejarah. Perkataan mnemonik (mnemonic) adalah daripada perkataan Greek yang bermaksud ‘untuk mengingati’. Perkataan mnemonik moden merujuk kepada teknik memacu ingatan untuk mengingati fakta-fakta dengan mengaitkannya dengan maklumat dan data sedia ada yang lebih ringkas dan mudah. Dr David D. Apsley, seorang pensyarah Kejuruteraan di University of Manchester telah mencadangkan 7 langkah untuk penyelesaian masalah menggunakan Dimensional Analysis berdasarkan kaedah Buckingham’s Pi Theorem. Step 1. Identify the relevant variables. Step 2. Write down dimensions.
165 Step 3. Establish the number of independent dimensions and non-dimensional groups. Step 4. Choose dimensionally-independent scaling variables. Step 5. Create the Πs by non-dimensionalising the remaining variables. Equate powers of primary dimensions. Step 6. Set out the non-dimensional relationship Step 7. Rearrange (if required) for convenience. Tetapi kaedah ini pengkaji merasakan agak kompleks sedangkan pengkaji mencari kaedah yang ringkas untuk dicuba oleh pelajar dalam masa yang singkat. Tetapi ia memberikan idea untuk memulakan kaedah I-PoD-ESC dengan Dr Hundley dari Whitman College Washington State pula mencadangkan penggunaan Buckingham’s Pi Theorem tetapi menggunakan jadual untuk menyenaraikan semua parameter atau kuantiti dan dimensi bagi kuantiti yang yang terlibat dalam masalah tersebut. Pengkaji merasakan cadangan penggunaan bentuk jadual sangat baik supaya senarai kuatiti yang terlibat berada dalam keadaan yang lebih sistematik. Berdasarkan kajian dan pembacaan, pengkaji dapat merumuskan 5 langkah utama yang akan membantu pelajar. Langkah-langkah ini adalah seperti yang berikut: Langkah 1: I-Identify all the variables using basic table Senaraikan semua pemboleh ubah yang terdapat dalam soalan, asingkan kuantiti utama dan kuantiti yang mempengaruhi dalam satu jadual ringkas. Tuliskan juga dimensi setiap kuantiti. Langkah 2: PoD- give powers to every dimensions Berikan kuasa a,b,c,d,… kepada setiap dimensi kuantiti-kuantiti yang terdapat dalam jadual. Langkah 3: E-equate the exponents Samakan kuasa M/L/T yang terdapat dalam kuantiti-kuantiti dalam jadual di bahagian kiri dan kanan persamaan. Langkah 4: S-solve the exponents Selesaikan nilai-nilai a,b,c,… Langkah 5: C-construct the new formula. Bina semula persamaan yang lengkap dengan nilai a,b,c,… bagi setiap kuantiti.
166 5.4 Pelaksanaan Intervensi Langkah-langkah Intervensi Tarikh 1. Perkenalkan Teknik I-PoD-ESC Contoh Soalan: To keep an object moving in a circle at constant speed requires a force called the centripetal force; which depends on its mass m, speed v, and the radius of its circular path r. Derive the equation for the centripetal force. Contoh Penyelesaian masalah menggunakan I-PoD-ESC: Langkah 1: I-Identify all the variables using basic table Langkah 2: PoD- give powers to every dimensions Langkah 3: E-equate the exponents Langkah 4: S-solve the exponents Langkah 5: C-construct the new formula. 2. Melatih para pelajar menggunakan Teknik I-PoD-ESC menggunakan beberapa soalan contoh. 5 Oktober 2023
167 3. Memberikan kuiz 4 soalan untuk menguji keberkesanan penggunaan Teknik I-PoD-ESC dalam menyelesaikan masalah tersebut. Pelajar dinilai dengan berapa bilangan soalan yang dapat dijawab dengan betul dalam masa 20 minit. 4 markah bagi setiap soalan. 9 Oktober 2023 5.5 Dapatan kajian .Setelah menjalankan kuiz bagi menguji tahap kemampuan pelajar menyelesaikan masalah menggunakan intervensi I-PoD-ESC, didapati skor pelajar adalah seperti berikut: Pelajar 1 2 3 4 Markah 9/16 13/16 9/16 14/16 Jadual 2 Markah kuiz selepas pelajar menjalankan intervensi. Kesemua pelajar telah menggunakan Langkah-langkah I-PoD-ESC dengan betul tetapi membuat kesilapan dalam bahagian S-solve the exponents iaitu pengiraan nilai. Pelajar 1 dan 2 telah menunjukkan peningkatan kualiti jawapan dan mampu mendapat markah berbanding 0 dalam Ujian Selaras 1. Pelajar 3 dan 4 tidak mencapai markah penuh kerana lebih mahir menyelesaikan masalah mengikut cara sendiri. Rajah 1 Pelajar menggunakan langkah-langkah I-PoD-ESC dengan betul tetapi kesalahan dilakukan dalam pengiraan.
168 Rajah 2 Pelajar menggunakan langkah-langkah I-PoD-ESC dengan betul tetapi salah dibahagian pengiraan dalam soalan 1 tetapi dapat jawapan yang betul dalam soalan 2. Rajah 3 Pelajar melakukan kesalahan pada bahagian E-equate the powers dalam soalan 1. Pelajar dapat jawapan betul dalam soalan 2.
169 Rajah 4 Pelajar menggunakan I-PoD-ESC dengan betul dan dapat jawapan yang betul. Daripada Rajah 1 – 4 dapat dirumuskan bahawa para pelajar boleh menggunakan I-PoD-ESC dengan betul dan jika tidak melakukan kesilapan pengiraan, mereka boleh menjawab soalan dengan betul. Intervensi ini berjaya membantu pelajar mengingati langkah-langkah untuk menerbitkan rumus empirikal menggunakan Dimensional Analysis. Isu pelajar lupa cara atau Langkah yang harus diambil untuk menyelesaikan masalah ini telah dapat diatasi. 6.0 Cadangan Kajian Seterusnya Oleh kerana kaedah I-PoD-ESC ini telah mambantu para pelajar Semester 1 STPM 2024 dalam topik 1.2 mencapai objektif pembelajaran (e), maka saya akan mula memperkenalkan teknik ini kepada para pelajar Semester 1 tahun hadapan semasa topik ini diajar. I-PoD-ESC dan soalan-soalan dari intervensi dan kuiz boleh juga di jadikan satu mini-modul untuk manamana guru yang berminat untuk menggunakannya apabila mengajar Topik 1.2 Dimensional Analysis.
170 BIBLIOGRAFI Apsley D (2023) Dimensional Analysis University of Manchester https://personalpages.manchester.ac.uk/staff/david.d.apsley/lectures/hydraulics2/t3.pdf Hundley, D (2003) Dimensional Analysis, Whitman College http://people.whitman.edu/~hundledr/courses/M250F03/dimanal2.pdf Maizan binti Mat@Muhammad (2017) Teknik Mnemonik Sebagai Strategi Kognitif Dalam Meningkatkan Keupayaan Ingatan Pelajar Peringkat Pengajian Pra-U: Sorotan Kajian Lepas, Pusat Asasi KUIS. Ngu, Koh, Lam, Mimie Nuzilah & Fajeriah Mohammad Nasir (2020) Penggunaan Kaedah Akronim Bagi Meningkatkan Keberkesanan Cara Mengingat Dalam Mata Pelajaran Sains, SM Holy Trinity Tawau Redish, J (2020) Creating Equations Using Dimensional Analysis, NEXUS Physics https://www.compadre.org/nexusph/course/Example_Creating_equations_using_dimensional_a nalysis
171 LAMPIRAN Questions for Intervention: Construct empirical equations using dimensional analysis. 1. To keep an object moving in a circle at constant speed requires a force called the centripetal force; which depends on its mass m, speed v, and the radius of its circular path r. Derive the equation for the centripetal force. 2. A student found out that the velocity of ocean waves, v is related to the density of seawater , the acceleration of free fall g and the depth of the ocean d. Produce an equation that relates all this factor to v. 3. The friction force experienced by a moving car is influenced by its velocity v, air density ρ, and the cross-section area of the car A. Produce an equation for this force. Questions for Quiz after Intervention: Construct empirical equations using dimensional analysis. 1. The speed of sound in a medium is determined by the sound wavelength λ, the tensile and compressive modulus E, and the medium density ρ. If [E] =ML-1T -2 , find the formula for this speed. 2. A wire of mass m and length is stretched so that the tension in the wire is F. when the wire vibrates in a transverse manner, the speed of the waves travelling along the wire is v. Using the method of dimensional analysis, determine an expression for v in terms of F, m and l. 3. The fundamental frequency of a guitar string, f depends on the length L of the string, the tension in string T and the mass per unit length of the string . Derive the possible equation for this frequency. 4. An important milestone in the evolution of the universe just after the Big Bang is the Planck time tp, the value of which depends on three fundamental constants: the speed of light, c=3.00 x 108 ms-1 ; Newton’s gravitational constant, G = 6.67 x 10-11 N m2 kg-2 ; and Planck’s constant, h = 6.63 x 10-34kg.m2 s -1 . Based on a dimensional analysis, find the value of the Planck time.
172 IMPROVING STUDENTS’ SCORES IN SPEAKING PERFORMANCE USING ‘SAY IT RIGHT’ TECHNIQUE Aliza Ahmad, Norliza Dali, Periyanaayagi Karpayah Pusat Tingkatan Enam SMK Tinggi Bukit Mertajam, Pulau Pinang ABSTRACT This research delves into the challenges faced by students in developing speaking skills in the context of English as a second or foreign language. It emphasizes the reluctance of students to speak English, citing factors such as fear, lack of confidence, and limited opportunities for practice. The study introduces the "Say It Right" strategy as a means to address these issues and investigates its effectiveness among Upper Form Six students preparing for the MUET exam. Utilizing action research, the study employs a pre-test and post-test design with a sample of 20 students from PAUKM and PAUSM. The "Say It Right" technique, emphasizing stating a situation, expressing an opinion, and providing reasons, is implemented as a guiding template. The findings reveal a significant improvement in students' speaking scores, indicating the efficacy of the strategy in enhancing fluency and confidence. While the study acknowledges the limitation of lacking a control group, it suggests future research with such controls to strengthen the validity of the findings. In conclusion, this research sheds light on practical strategies to improve speaking skills in language learners, offering a valuable contribution to language teaching methodologies. 1.0 Background of the Issue Speaking is perceived as the most prominent skills compared to three other language skills: reading, listening, and writing. People can be called as 'the speaker of language' when they speak the language as if they included all other kinds of knowing (Ur, 2012: 117). They use their linguistics knowledge and their background knowledge to convey ideas, to negotiate meaning, and to explore thoughts. They very skilfully employ words and arrange them into appropriate sentences to create interesting talks. Once the speaker masters the knowledge and skill to use them, he or she will rapidly make decisions, implement them smoothly, and adjust their conversation in a spontaneous interaction. However, to gain the knowledge and use them in speaking is not always easy for students who learn English as their second or at times as a foreign language. Most students find it difficult to express grammatically correct sentences due to the significant differences in the grammar of the native language of the students. Further, the students have limited chances to experience
173 speaking activities in class other than English period, when they can converse comfortably in another language. 2. 0 Reflection of Previous Teaching and Learning An informal interview with the students revealed that many students in MUET classrooms feeling reluctant to respond to their teachers or other students in English due to many factors such as low English proficiency, fear of speaking in front of others, negative evaluation, shyness, lack of confidence and preparation, and fear of making mistakes. Similarly, students feel unwilling to speak English in classroom especially when they are sharing culture related matters. For them, speaking in Malay when expressing their experiences and expectations in classroom makes them feel they are more heard or understood better by other classmates. When the students were initially assigned a task of group presentation, they tend to read the texts or prepared drafts to inform their ideas. There is a clear evident of lack of effort to speak spontaneously. The fear of ‘friends will laugh’ at them when they make mistake is the main hinderance for them to speak spontaneously. 3.0 Literature Review Sufficient evidence has shown that most EFL students cannot fluently communicate using the spoken English language for a variety of reasons, which include their instructors’ inability to effectively equip them with the EFL speaking skills (Boettcher, 2013). Bailey (2006) states that English language instructors carry a great responsibility to address the needs of learners in teaching the English language, and knowing the students need for learning the English language will interfere with their overall ability to teach the speaking skills. A study conducted by Bailey (2006) asked more than one thousand EFL learner participants to respond to the sixth goal of the US National Education by the Equipped for the Future Initiative. Participants were assigned with an essay prompt inquiring about what acquiring effective speaking skills meant to them. Findings
174 of this study showed that gaining effective speaking skills in the English language meant a lot to them. It meant that they could effectively access important information among other resources that they can use to orient themselves within the larger global spectrum. Learners can also be able to interact with people in the neighbourhood, participate in social and political activities as well as advance into the future. Yuan and Ellis (2003) assert that the target of learning English is to communicate with others. To achieve this, it is important to increase the students' self-confidence in the skills of speaking in order to support and stimulate them to be more willing to translate their ideas in the second language. Yan concludes that fluency and accuracy should be integrated within activities in the classroom. Nunan (1989, p. 26) states, “Speaking is one of the most important skills in learning EFL. It is the means through which one can communicate with others to achieve certain goals or to express his opinions, intentions, hopes and viewpoints in a clear way. Unlike written language, spoken language consists of short, often fragmentary utterances. It is characterized by the use of non-specific words and phrases, the use of fillers, repetition, loosely organized syntax and an overlap between one speaker and another.” Febriyanti (2011) believes that speaking is one of the most substantial and essential skills that must be practiced at regular intervals to communicate orally. The mastery of speaking skill is a priority for many English as Second Language learners. Learners often assess their success in language learning of English on the basis of their improvement on speaking the language. Febriyanti (2011) adds that teachers main focus is to look for students’ mistakes and correct them, neglecting learners’ effort in trying to produce the language. Because that is their focus, students put more effort on accuracy at such an early stage which hinders them from speaking easily and fluently. Literature review suggests that developing speaking skill is essential for to English as second language learners and a lot of practice is the key for the improvement in the skill. Provided
175 that the focus of the practice is develop self-confidence in the language usage rather than correcting the mistakes. 4.0 Focus of the Research The teachers have identified that speaking skill relies heavily on the students’ confidence to use the language; thus, it is important for teachers to develop a strategy to increase the students’ confidence while attempting speaking tasks. The strategy focuses to develop the fluency in delivering the idea rather than correcting the vocabulary and grammar usage. 5. Objective of Research This study aims at: 1) Investigating the effectiveness of ‘Say it Right’ strategy in improving speaking skill among PAUKM and PAUSM students. 6. Methodology An action research type has been adopted in this study to investigate the effectiveness of ‘Say It Right’ technique in improving students’ speaking skill. The population for this study is targeting Upper Form Six students who would be sitting for MUET Session 2 Year 2023. The sample of the study is selected at random from PAUKM and PAUSM, consisting 20 students. This action research was carried out in the duration of 6 months (January to June). The instrument of collecting the data was an oral test. The test was used to measure the students’ improvement during the process. The test was used in this research was pre-test and post-test. The pre-test was given in the beginning of the research to know their skill before they get the treatment. The post-test was given after using Say It Right Technique. There are three criteria of assessment adapted to rate students’ pronunciation, grammar, vocabulary, fluency and comprehension in Speaking. Each criterion is ranked on six-point scale.
176 The highest score possibly acquired is 42 if the students get the highest point in each category, which will be converted to 90 marks according to MUET MPM’s requirement (Appendix 1). A pretest was conducted to obtain the speaking marks of the students, and 6 lessons were carried using Say It Right technique and a post test was carried out to see if the technique is effective (This is considered Cycle 1). The usage of the technique was continued until the students sat for speaking examination. Below is the template for Say it Right technique. Say Say the statement/situation given It I think (express your opinion/point of view) Right Why I think what I say is right (Give reasons) The reason this template is adapted is to remind the students that they have to address the task effectively with excellent development and ideas in a fluent manner. This research contained four steps, they are: planning, action, observation, and reflection. Planning: Planning was the first step in which the writer planned by used teaching technique that applied in the research. In planning the writer made some preparation (lesson plan) which related to action that had done in teaching and learning process. Action: Conducted the test before using the instrument to know students’ basic skill in speaking. Then, the teachers prepared the teaching facilities, for example the SIR technique which will be used in teaching. Observation: The teacher observed the effectiveness of technique through series of mock assessments, and timely feedback was given on how the students effectively use the technique. A post test was conducted to if there is any significant improvement in speaking marks.
177 Reflection: A feedback session was needed for the teachers to determine what were the obstacles in implementing Say It Right technique. 7. Research Findings The data was analysed by employing the implementation of Say It Right Technique to improve students’ speaking skill. In this research, the writer also used mean formula to know the average of students’ score and to check students’ improvement in speaking. The findings revealed that the technique ‘Say It Right’ had improved the speaking scores of the students. Before the invention took place, the sample scored a mean at 42.3. After the invention was applied for a duration of 6 weeks, the mean of speaking score of the sample increased, recorded at 45.85. Although lesson plans were not deliberately planned to use the technique ‘Say it Right’ after the post-test, students still implemented the technique on their own will throughout their preparation period until they sat for MUET Actual Exams. Below are attached the individual speaking scores of the students during pretest, post-test and Actual MUET. Table 1 below shows the mean of speaking score before the intervention was applied. Table 1: Pre-Test Speaking Score No Name Speaking Score 1 Student 1 37 2 Student 2 49 3 Student 3 48 4 Student 4 50 5 Student 5 41 6 Student 6 49 7 Student 7 46 8 Student 8 45 9 Student 9 42 10 Student 10 45 11 Student 11 41 12 Student 12 43 13 Student 13 41 14 Student 14 41
178 15 Student 15 45 16 Student 16 39 17 Student 17 30 18 Student 18 45 19 Student 19 30 20 Student 20 39 MEAN 42.3 42.3 Table 2 below shows the mean of speaking score after the intervention was applied. Table 2: Post-Test Speaking Score No Name Speaking Score 1 Student 1 49 2 Student 2 62 3 Student 3 51 4 Student 4 47 5 Student 5 49 6 Student 6 66 7 Student 7 51 8 Student 8 45 9 Student 9 45 10 Student 10 54 11 Student 11 45 12 Student 12 34 13 Student 13 45 14 Student 14 47 15 Student 15 43 16 Student 16 43 17 Student 17 34 18 Student 18 36 19 Student 19 30 20 Student 20 41 MEAN 45.85 Table 3 below shows the mean of speaking score for Actual MUET Session 2 Year 2023. Table 3: Actual MUET Speaking Scores No Name Speaking Score 1 Student 1 39 2 Student 2 51 3 Student 3 47 4 Student 4 51 5 Student 5 45 6 Student 6 51 7 Student 7 45 8 Student 8 51
179 9 Student 9 45 10 Student 10 49 11 Student 11 54 12 Student 12 56 13 Student 13 51 14 Student 14 54 15 Student 15 60 16 Student 16 60 17 Student 17 58 18 Student 18 49 19 Student 19 36 20 Student 20 51 MEAN 50.15 8. Conclusion and Limitation of Study The researchers concluded that ‘Say It Right’ technique is effective in improving the speaking scores of the students, when there is a significant increase in the mean speaking scores of the sample. The main issue in this study is the inability of the students to perform in speaking task, due to lack of confidence and content knowledge about the subject matter given. When the technique is applied, there is a constant reminder for the students that they are saying what they think is right and giving reasons for it. This moves them away from thought that I am being judged for what I am saying, which promotes fluency in speaking tasks. The limitation of the study is that there was no control group, thus it is harder to be certain that the outcome was caused by the experimental treatment of ‘Say it Right’ and not by other variables. The researchers propose another research that has the control group to eliminate out other variables.
180 References Bailey, K. (2006). Issues in Teaching Speaking Skills to Adult ESOL Learners. The Annual Review of Adult Learning and Literacy, Vol. 6. Pp. 113-163. Retrieved from http://www.ncsall.net/fileadmin/resources/ann_rev/comings_ch5.pdf Boettcher, J. (2013). Literature Review: English Language Learners and Academic Vocabulary. Unpublished M.A. Thesis, Hamiline University, Minnesota. Febriyanti, E. R. (2011). Teaching Speaking of English as A Foreign Language: Problems and Solutions. Indonesia Scientific Journal Database. Jurusan Pendidikan Bahasa Dan Seni Universitas Lambung Mangkurat, 1(2), 133–146. Nunan, D. (1989) Designing tasks for the communicative classroom. New York: Cambridge University Press. Retrieved from https://vdoc.pub/documents/designing-tasks-for-the-communicative-classroom4oi7aqpkv8a0 Ur, Penny. (2012). A course in language teaching: practice and theory: Cambridge teacher training and development. Cambridge University Press. Retrieved from https://assets.cambridge.org/97811076/84676/frontmatter/9781107684676_frontmatter.p df Yuan, F., & Ellis, R. (2003). The Effects of Pre-task Planning and On-line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production. Applied Linguistics, Vol. 24,No. 1. Pp. 1-27.
181 IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH THINK PAIR AND SHARE METHOD Nalani Vengadasamy PUSAT TINGKATAN ENAM SMK TINGGI BUKIT MERTAJAM, PULAU PINANG ABSTRACT This research aims to find out the use of Think Pair and Share method in improving the literal comprehension among the 6PAUMP MUET students of SMKTBM. The design of this research used a Classroom Action Research which consisted of two cycles. This classroom action research was conducted among the 6PAUMP MUET students of SMKTBM on 2023/2024 academic year. The subjects of the research were the students of which consisted of 19 students. The instrument used reading test. The result of the students’ reading comprehension in cycle I and cycle II had improved in different score. The students improved at the end action of the second cycle. The research findings indicated that the used of TPS (Think pair and share) could improve the students’ reading comprehension. Concept To practice the sharing of ideas and helping each other among peers. Rational The researcher expected this research can be a great information for students to make them easier to understanding the materials. It is also hoped that the use of Think, Pair and Share can help the teacher in carrying out the learning of English Language. Objective In line with the problem statement, the purposes of the study is as follow: To find out the use of Think Pair and Share improve the literal comprehension among the students’ of 6PAUMP SMKTBM. Based on the background above the researcher formulated one research question as below :
182 Does the use of Think Pair and Share improve the literal comprehension of 6PAUMP students’ of SMKTBM? RESEARCH METHOD A. Research Design This research used a classroom action research design (CAR). In this Classroom Action Research (CAR), the researcher used classroom action research principle to collect the data. The research was divided into two cycles with each cycle consists of four steps: they were: planning, implementation of the action, observation and reflection. It means that if the first cycle fail, the design should continue to the next cycle. It was aimed to improve the students’ reading comprehension through Think Pair and Share Method. In each cycle have four stages those are: 1. Planning 2. Action 3. Observation 4. Reflection The activity in this research took two weeks with 2 class hours (150 mins) of meetings by follow: Cycle I Cycle 1 consisted of planning, action, observation, and reflection as follows: 1. Planning In this research, the procedures as follows: a. The researcher made the lesson plan about the use of think pair and share to teach and made format of an observation sheet to see the condition of students in the teaching process. b. The researcher made prepare the teaching materials. The teacher make instrument evaluation used in classroom action research cycle 1.
183 2. Action The researcher conducted two cycles, the first cycle, researcher gave the reading material (descriptive text). 2nd cycle, Improving the students reading comprehension through think pair and share in the c lass as follow: a. The researcher divided the students into 7 groups b. The researcher gave explanation about TPS. c. The researcher gave explanation about the teaching material. d. The researcher gave the students’ the reading text. e. The researcher gave the time for the students’ to read the text. f. The researcher asks students to attempt the questions. g. The researcher collects the answers. f. The researcher asked the students to attempt the text the 2nd time about the contents of the text through think pair and share. g. At the end of the first cycle and second cycle, the researcher did observation and analysis about the result of the test 3. Observation In this phase, the researcher observes: a. Students’ participation and response during teaching and learning process. b. Students’ competence in answering exercise during Cycle 1 and Cycle 2 3. Reflection After collecting the data, the researcher evaluated the teaching learning process. Then did reflection by seeing the result of the observation, whether the teaching learning process of reading by using Think Pair and Share has improved the student’s marks.
184 Research success criteria based on the test result of the first action and second action. . It was almost same with the cycle I, cycle II also consisted of planning, action, observation, and reflection as follows: B. Research Variable and Indicator There were two kinds of variable in this research. They were: a. The Independent variable Independent variable of this study was the application of “Think Pair and Share method” b. The dependent variables The dependent variable consisted of literal comprehension text. c. Indicators The indicator of the study was to measure literal comprehension. Literal comprehension consisted of understanding the content of the text. C. Population and sample Population 1. The population of this research was the upper six students 6PAUMP of SMKTBM, consisted of 19 students. FINDINGS AND DISCUSSION A. Findings After analyzing the research, it indicates that there is an improvement of the students’ reading comprehension through Think Pair and Share among students’ of 6PAUMP SMKTBM The findings consisted of diagnostic test, students’ reading comprehension. 1. The students’ mean score in Literal Comprehension The application of Think Pair and Share in improving the students’ reading comprehension can be seen on the following table:
185 Student Cycle 1 Cycle 2 Student Cycle 1 Cycle 2 Text 1 1. 2/6 5/6 Text 2 1. 4/7 7/7 2. 5/6 5/6 2. 1/7 5/7 3. 3/6 4/6 3. 6/7 7/7 4. 4/6 6/6 4. 5/7 6/7 5. 1/6 4/6 5. 4/7 6/7 6. 4/6 5/6 6. 6/7 7/7 7. 3/6 5/6 7. 5/7 6/7 8. 4/6 5/6 8. 6/7 7/7 9. 4/6 6/6 9. 5/7 7/7 10. 6/6 6/6 10. 5/7 7/7 11. 4/6 6/6 11. 6/7 7/7 12. 4/6 6/6 12. 6/7 6/7 13. 3/6 6/6 13. 5/7 6/7 14. 4/6 5/6 14. 6/7 7/7 15. 6/6 6/6 15. 7/7 7/7 16. 5/6 6/6 16. 6/7 7/7 17. 5/6 6/6 17. 5/7 7/7 18. 4/6 4/6 18. 4/7 6/7 19. 4/6 4/6 19. 3/7 5/7 The research findings from the table above, indicates the improvement of the students’ score from cycle I to cycle II is almost 95% . It indicates that the application of Think Pair
186 and Share is significant in improving the students’ reading comprehension of 6PAUMP SMKTBM. The data above can also indicate that the application of Think Pair and Share is significant in improving the marks of weak students comprehension. The students’ reading comprehension improved significantly by guided reading and supporting details (TPS) strategy. Suggestions In relation to the reading comprehension in terms of literal reading comprehension and summarizing in this thesis, the researcher would like to give some suggestions to the students (learners), the English teacher and the next researchers as follows: For the English Teacher The application of Think Pair and Share can improve the students’ reading comprehension in terms of literal comprehension on word meaning with main idea among students of 6AUMP of SMKTBM. So, it is strongly suggested to be applied in teaching reading in the classroom in order to increase the students’ reading comprehension.
187 BIBLIOGRAPHY Anggraini, R. (2018). Improving Students' Ability in Writing a Descriptive Text Through Think Pair Share. Pontianak. Chou, P. T.-M. (2011). The Effects of Vocabulary Knowledge and Background. Electronic Journal of Foreign Language Teaching . Depdikbud. (2004). Standar Kompetensi Mata Pelajaran Bahasa Inggris. Jakarta. Farrell, T. S. (2009). Teaching Reading to English Language Learners: A Reflective Guide. 36 Hudri, m., & Irwandi. (2011). Improving Students’ Reading Skill Through Think-Pair-Share (TPS) Technique. Journal of English Language Teaching and Linguistics (JELTL), 2. Iddings, Ana Cristina, D. (2006). Cooperative Learning and Second Language Teaching. Cambridge University Press. United State of America. Kagan, s., & Kagan, m. (2009). Cooperative learning . Kagan Publishing. Pratiwi, A., & Tika. (2013). The Implementation of Think Pair and Share Technique to Improve Students Writing Skill for the Eighth Grade of Smp Muhammadiyah Ponorogo in the Academic Year of 2013/2014. Prihastuti, Y. S. (2013). Improving The Reading Comprehension of the Eighth Grade Student of SMPN Wonosari by Using the Visualization Strategy in the Academic Year of 2012/2013 .Yogyakarta. 37 Sugiarto, D. (2014). The Implementation of Think-Pair-Share Model to Improve Students’ Ability in Reading Narrative Texts. International Journal of English and Education.
188 THE USE OF SONG LYRICS IN TEACHING IDIOMATIC EXPRESSIONS TO THE STUDENTS OF PAUTM AND PAUMS 2023 Marshima Juliana Mohd Hasim Pusat Tingkatan Enam SMK Tinggi Bukit Mertajam, Pulau Pinang 1. Background of the Issue There have been great emphasis and effort by the Ministry of Education Malaysia to improve the standard of English among secondary school students. Malaysian government will continue to emphasize the importance of English and competency of English teachers (Chonghui 2019) in order to improve the standard of English among students. MUET was introduced to enhance the students’ command of English in a holistic approach. It is a compulsory qualification for entry into local universities, in which every university determines its own minimum requirement, normally ranging from Bands 3 to 5+, depending on the faculty. Potential applicants to local universities have to ensure they get a commendable score in the MUET examination so that they will qualify for the respective faculties and universities they are interested in joining. The MUET curriculum stresses the components of Listening, Speaking, Reading and Writing. Table 1 shows the marks assigned for each of the components as well as the overall scoring scheme in (360 marks). Table 1: The Assessment Structure for the MUET Papers Marks Component Marks Weighting (%) Marks to be Converted 1 correct response contributes to Paper 1: Listening 30 25 90 3/360 Paper 2: Speaking 60 25 90 1.5 Paper 3: Reading 40 25 90 2.25 Paper 4: Writing 90 25 90 1 The duration of the reading paper is 75 minutes where the students are required to answer 40 questions in 7 parts. All the questions are intended to test the students’ ability to comprehend, apply, analyse, synthesize and evaluate 6 types of texts of varying length (200 – 900 words) and level of complexity. Table 2: Number, Types and Language Level of MUET Questions Number of Questions Types of questions CEFR LEVEL Part 1 (4) 3-option multiple matching A2 Part 2 (5) 3-option MCQs BI Part 3 (5) 3-option MCQs B1 Part 4 (6) 3-option MCQs B1
189 Part 5 (6) A gapped text with six missing sentences and seven answer options B1/B2 Part 6 (7) 4-option MCQs B2 Part 7 (7) 4-option MCQs B2 Adapted from: http://portal.mpm.edu.my/documents/10156/3fd4da51-7768-4be2- ace5-5021ed73d9ad 2. Reflection of Previous Teaching and Learning The vocabulary aspect of the English language is often overlooked although without a good grasp on it, it is impossible for students to obtain commendable results in MUET. More often than not, in the teaching processes (particularly PAUTM and PAUMS), students fail to understand the use of Idiomatic Expressions specifically, as well as other grammar and vocabulary aspects, thus hampering their efforts in getting better marks in MUET examination. 3. Literature Review The main purpose of learning English is to get comprehension, to converse well, and to write better. Students’ background of knowledge is very crucial in determining how proficient he or she is in English. The more well-versed a student in the aspect of grammar and vocabulary, the more proficient he or she will become. Repeated practices are found to facilitate students to become a more proficient learner. Hence, the teachers hypothesize that repeated practice in the grammar and vocabulary aspects will improve the overall achievement in English, and MUET scores particularly. 4. Focus of the Research The teacher has identified that a lower proficiency in the vocabulary aspect of the language affects the overall MUET results and it is important for students to be well-equipped in such aspect. The research focuses on a strategy to improve the overall MUET results by improving the knowledge in the Vocabulary aspect of the language. The current conception of teachers of students’ attitude towards the vocabulary aspect of the language is that the lack of adequate knowledge in it affects the overall performance of MUET, as MUET puts emphasis on the overall aspect of English Language. Thus, the continuous exposure to the Vocabulary aspect, particularly Idiomatic Expressions is aimed to help the students to perform better in English and obtain a higher band in MUET examination. 5. Objectives of Research The general objective of this study is to investigate the effect of using song lyrics in teaching Idiomatic Expressions to improve the overall performance of students in MUET. Practices and drills in classes are tools to help students in familiarizing and understanding the skills acquired. The specific objectives of this research are as follow:
190 i) Students should be able to equip themselves with adequate vocabulary skill on Idiomatic Expressions using song lyrics. ii) Students should be able to familiarize themselves with the use of Idiomatic Expressions in English and use them to enhance their word power, and thus score better in MUET. 6. Methodology This research was focused on 5 respondents of PAUTM class and 18 respondents of PAUMS class. Cycle 1 of the lesson on Idiomatic Expressions began with the distribution of short notes on Idiomatic Expressions where students were asked to read and familiarize themselves with. The teacher then explained the notes to the students by giving sufficient examples. In Cycle 2, students were given a fill in the blanks exercise of 10 questions to identify the correct Idiomatic Expression to use based on each sentence. In Cycle 3, a copy of song lyrics entitled “Roar”, by Katy Perry, an American pop singer was distributed to the students and the song was played in class. The students were first asked to read the lyrics silently, on their own for the period of the minutes, before listening to the song repeatedly. In Cycle 4, PAUTM and PAUMS students were asked to work in pairs and were requested to underline all the Idiomatic Expressions found in the song lyrics. Each pair was then asked to share their answers with the class and the verification of answers were made by the teacher. In Cycle 5, the teacher once again distributed a fill in the blanks exercise of 10 questions to identify the correct Idiomatic Expression form to use based on each sentence to evaluate whether there would be some improvements in the students’ knowledge on Idiomatic Expressions.
191 Figure 1 below illustrates the framework of the study. Figure 1: Framework of study Cycle 1 -Distribution of short notes on Idiomatic Expressions and teacher’s explanation Cycle 2 – Distribution of fill in the blanks exercise -10 questions Cycle 3- Distribution of song lyrics, ‘Roar’ by Katy Perry Cycle 4 -Identifying Idiomatic Expressions in the song lyrics by listening to the song. Cycle 5 -Distribution of fill in the blanks - exercise-10 questions
192 7. Research Findings This experimental research found that “The Use of Song Lyrics in Teaching Idiomatic Expressions to The Students of PAUTM and PAUMS 2023” approach had significantly improved the score of PAUTM and PAUMS students as can be seen in tables above. Table 1: Individual Scores of PAUTM students for Exercise 1 (Cycle 2) Student’s Name Scores for Exercise 1 1. GS 3/10 2. TK 3/10 3. YL 8/10 4. TS 9/10 5. UW 8/10 Table 1: Individual Scores of PAUMS students for Exercise 1 (Cycle 2) Student’s Name Scores for Exercise 1 1. HM 4/10 2. HY 7/10 3. HC 4/10 4. PR 4/10 5. AA 9/10 6. AD 5/10 7. NH 7/10 8. NA 7/10 9. NAM 5/10
193 10. NAH 6/10 11. NI 7/10 12. NKR 4/10 13. NM 7/10 14. NS 8/10 15. NH 6/10 16. NI 7/10 17 VM 7/10 18. YS 7/10 Table 2: The Scores for Exercise 2 - PAUTM (Cycle 5) Student’s Name Scores for Exercise 2 1. GS 8/10 2. TK 6/10 3. YL 10/10 4. TS 10/10 5. UW 10/10 Table 2: The Scores for Exercise 2 – PAUMS (Cycle 5) Student’s Name Scores for Exercise 2 1. HM 7/10 2. HY 8/10
194 3. HC 7/10 4. PR 8/10 5. AA 10/10 6. AD 2/10 7. NH 5/10 8. NA 8/10 9. NAM 9/10 10. NAH 7/10 11. NI 9/10 12. NKR 10/10 13. NM 7/10 14. NS 8/10 15. NH 10/10 16. NI 10/10 17. VM 7/10 18. YS 7/10 Table 3: Comparison of Scores Between Exercise 1 and Exercise 2 (PAUTM) Student’s Name Exercise 1 Exercise 2 1. GS 3/10 8/10 2. TK 3/10 6/10 3. YL 8/10 10/10
195 4. TS 9/10 10/10 5. UW 8/10 10/10 Table 3: Comparison of Scores Between Exercise 1 and Exercise 2 (PAUMS) Student’s Name Exercise 1 Exercise 2 1. HM 4/10 7/10 2. HY 7/10 8/10 3. HC 4/10 7/10 4. PR 4/10 8/10 5. AA 9/10 10/10 6. AD 5/10 2/10 7. NH 7/10 5/10 8. NA 7/10 8/10 9. NAM 5/10 9/10 10. NAH 6/10 7/10 11. NI 7/10 9/10 12. NKR 4/10 10/10 13. NM 7/10 7/10 14. NS 8/10 8/10 15. NH 6/10 10/10 16. NI 7/10 10/10 17. VM 7/10 7/10 18. YS 7/10 7/10
196 Based on the findings and scores, the teachers have concluded that the use of song lyrics has successfully increased the understanding and usage of Idiomatic Expressions be it in the component of Listening, Speaking, Reading, Writing and the overall aspect of English vocabulary. In addition, the students were also given an opportunity to listen to songs instead of just memorizing and knowing the rules. By this way, they were found to be more alert and able to understand better. 8. Conclusion and Limitation of Study The experimental study showed an improvement, in the students’ understanding of Idiomatic Expressions and opens up a new way in approaching students in future towards better understanding of vocabulary rules, particularly Idiomatic Expressions in this study and other aspects of vocabulary generally. This study has limitation in which it lacks efforts from the students themselves to equip themselves with knowledge in this field. In future, the teacher proposes that more song lyrics should be utilized as tools to make students understand and enhance their vocabulary power in a more exciting way and easier to understand way.
197 ROAR -KATY PERRY I used to bite my tongue and hold my breath Scared to rock the boat and make a mess So I sat quietly, agreed politely I guess that I forgot I had a choice I let you push me past the breaking point I stood for nothing, so I fell for everything You held me down, but I got up (hey) Already brushing off the dust You hear my voice, you hear that sound Like thunder, gonna shake the ground You held me down, but I got up (hey) Get ready ‘cause I’ve had enough I see it all, I see it now I got the eye of the tiger, a fighter Dancing through the fire ‘Cause I am a champion and you’re gonna hear me roar Louder, louder than a lion ‘Cause I am the champion, and you’re gonna hear me roar Oh-oh-oh-oh-oh-oh-oh Oh-oh-oh-oh-oh-oh-oh Oh-oh-oh-oh-oh-oh-oh You’re gonna hear me roar Now I’m floating like a butterfly Stinging like a bee, I earned my stripes I went from zero, to my own hero