koleksi kajian tindakan t6

Jadual 5 : Analisis keputusan praujian dan pascaujian

Markah (%) Peningkatan
markah

Praujian Pascaujian

Pelajar 1 0 50 50

Pelajar 2 13 100 87

Pelajar 3 31 100 69

Pelajar 4 07 100 93

Pelajar 5 50 94 44

Perbandingan Markah Praujian dan PascaujianMarkah (%)
G12ra0f 1 : Perbandingan markah praujian dan pascauijian

100
80
60

40 Markah (%) Praujian

20

0 Markah (%)
Pascaujian

Responden

Berdasarkan analisis dalam graf 1 di atas, didapati bahawa terdapat peningkatan markah
dalam pascaujian. Pelajar dapat menguasai topik Kirchoff’s Laws setelah guru
mengulang semula pengajaran menggunakan kaedah pemudah cara ‘J.A.L.A.N
Kebenaran’.

6.0 CADANGAN KAJIAN SETERUSNYA

Pengkaji sangat berpuas hati di atas peningkatan kemahiran pelajar menjawab soalan
berkaitan topik Kirchoff’s Laws setelah menggunakan kaedah ini. Pengkaji
mencadangkan agar kaedah atau teknik ini diguna pakai oleh guru-guru fizik di sekolah
lain untuk menilai keberkesanannya. Pengkaji berhasrat untuk menggunakan kaedah ini
untuk pelajar STPM penggal 2 pada tahun hadapan.

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Bibliografi
Sears and Zemansky’s. University Physics with modern Physics: Pearson International
Edition
Lee Beng Hin (2013). Score in STPM Second Term. Selangor: Oxford Fajar
Lin Poh Tin. Q&A STPM Physics Term 2. Selangor: Pelangi
Poh Liong Yong (2017). Ace Ahead STPM text Physics. Shah Alam: Oxford Fajar

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LAMPIRAN

Contoh jawapan pelajar dalam praujian

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Contoh jawapan pelajar dalam pasca ujian

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MENINGKATKAN KEMAHIRAN TATABAHASA BAHASA MELAYU MELALUI
FORMULA MUSTAR (RUMUS-PINTAR) DALAM KALANGAN PELAJAR PA UTP

Suzilawati binti Shaary
Pusat Tingkatan Enam SMK Tinggi Bukit Mertajam, Pulau Pinang

Abstrak

Kajian ini dilakukan untuk melihat keberkesanan pengaplikasian Formula Mustar (rumus-
pintar) dalam usaha untuk meningkatkan kemahiran tatabahasa Bahasa Melayu pelajar
Tingkatan Enam. Kumpulan sasaran kajian ini terdiri daripada 20 orang pelajar dari
Tingkatan 6 PA UTP. Mereka terdiri daripada 2 orang pelajar lelaki dan 18 orang pelajar
perempuan. Kajian yang dijalankan ini berfokuskan kemahiran memahami dan seterusnya
menguasai rumus tatabahasa. Formula ini juga diperkenalkan untuk menolak tanggapan
pelajar bahawa tatabahasa itu susah. Aplikasi formula ini diharapkan dapat menarik minat
pelajar untuk mendalami ilmu tatabahasa seterusnya mewujudkan situasi pembelajaran
yang lebih efektif dan berfokus. Tinjauan awal mendapati bahawa pelajar sering
menghadapi masalah untuk memahami, mengingat, dan mengaplikasi sesuatu rumus
tatabahasa. Hal ini menyebabkan pelajar gagal meraih markah yang baik dalam
peperiksaan, malah keputusan peperiksaan STPM Semester 2 bagi subjek Bahasa Melayu
selalu menjadi mimpi ngeri kepada guru dan pihak sekolah. Saya telah menghasilkan satu
siri formula berdasarkan rumus tatabahasa yang mudah untuk mengatasi masalah ini.
Beberapa siri pengujian telah dijalankan untuk melihat keberkesanan aplikasi formula ini,
seperti ujian pra, ujian pasca, dan soal selidik. Hasil dapatan kajian menunjukkan
peningkatan penguasaan tatabahasa dalam kalangan pelajar dan PdPc menjadi lebih
menarik dan efektif.

Kata kunci: kemahiran tatabahasa, rumus tatabahasa, Formula Mustar

1.0 REFLEKSI PENGAJARAN DAN PEMBELAJARAN LALU

Setiap kali Semester 2 bermula, saya akan menghadapi dilema untuk memulakan
pengajaran dan pembelajaran (PdPc). Hal ini menjadi semakin mencabar apabila pelajar
mula memberikan respon awal bahawa tatabahasa itu sangat susah. Cabaran saya
semakin genting apabila pada masa yang sama, pelajar terpaksa menyiapkan esei
berformat sebanyak 8 format untuk memenuhi aspek kerja kursus. Pengajaran Bahasa
Melayu terutamanya tatabahasa di Tingkatan Enam bukanlah seperti pembelajaran
tatabahasa di aliran perdana. Sesuai dengan tahap STPM, skop pembelajaran
tatabahasa agak luas dan mendalam. Apatah lagi, pada semester 2 ini, pelajar
mempelajari tatabahasa semata-mata dan ini menunjukkan fokus pembelajaran
tatabahasa agak berat. Walaupun pada hakikatnya pelajar sudah mempunyai asas
tatabahasa, tetapi masih ramai pelajar yang gagal menguasai kemahiran tatabahasa.
Tempoh PdPc yang agak singkat iaitu 4 bulan (Januari – April), sangat memberikan
tekanan kepada guru dan pelajar untuk memastikan ilmu tatabahasa dapat dikuasai
sebelum mereka menduduki peperiksaan Semester 2 pada bulan Mei.

Pada Semester 2, fokus PdPc pelajar ialah tatabahasa iaitu mempelajari bahasa dari
aspek morfologi (kata) dan sintaksis (ayat). Walaupun tatabahasa bukanlah sesuatu

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yang asing kepada pelajar, malah mereka telahpun mempelajarinya secara intensif pada
peringkat Pentaksiran Tingkatan 3 (PT3) tetapi mereka masih gagal untuk memahami
dan menguasai tatabahasa tersebut. Masalah yang selalu dihadapi pada semester 2
ialah;

a) Pelajar gagal memahami dan menguasai rumus tatabahasa apatah lagi bagi
tajuk-tajuk yang lebih besar seperti sintaksis

b) Penerimaan pelajar akan menjadi lebih perlahan apabila melibatkan tajuk-tajuk
yang tidak diberikan penekanan pada peringkat pengajian sebelum ini, seperti
tajuk morfem.

c) Pelajar kurang aktif dalam sesi PdPc.
d) Pelajar kurang berminat untuk membuat ulang kaji apabila mereka gagal

memahami sesuatu topik

Keadaan ini sangat membimbangkan kerana format peperiksaan sepenuhnya berfokus
kepada pengetahuan tatabahasa. Markah yang diperuntukkan untuk Bahagian A (soalan
aneka pilihan) dan Bahagian B (struktur) adalah seimbang iaitu 30 markah setiap
bahagian. Hal ini bermakna jika pelajar gagal menguasai atau menghafal rumus
tatabahasa, sudah tentu mereka akan gagal untuk lulus dengan baik bagi kertas Bahasa
Melayu 910/2. Dapatan daripada semakan latihan, pemerhatian, dan temu bual
mendapati bahawa kebanyakan pelajar sukar menguasai kemahiran tatabahasa apabila
mereka gagal menghafal rumus tatabahasa. Oleh itu, idea yang sesuai melalui
perancangan yang teliti perlu difikirkan dan dilakukan bagi mengatasi masalah ini.

2.0 FOKUS KAJIAN
Kajian yang dijalankan ini tertumpu kepada kemahiran mengingat dengan menghafal
rumus-rumus tertentu dalam ilmu tatabahasa. Kajian ini juga dilakukan bagi memupuk
minat pelajar supaya mereka tidak berputus asa sepanjang proses PdPc tatabahasa.
Kajian ini juga cuba untuk membantu pelajar mempelajari tatabahasa dengan lebih
mudah malah mewujudkan pembelajaran yang lebih mesra pengetahuan. Kajian ini juga
diharapkan dapat meningkatkan pencapaian pelajar dalam peperiksaan, terutamanya
peperiksaan pada semester 2. Pengajaran melalui penggunaan formula khas ini juga
diharapkan dapat mengubah persepsi pelajar terhadap ilmu tatabahasa yang dianggap
sukar sebelum ini.

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3.0 OBJEKTIF KAJIAN

3.1 Objektif Umum
Tujuan kajian ini dilakukan adalah untuk menilai keberkesanan pembelajaran
tatabahasa Bahasa Melayu melalui penggunaan Formula Mustar dalam kalangan
pelajar tingkatan enam, khususnya PA UTP. PdPc yang menggunakan Formula
Mustar ini mampu menarik minat pelajar untuk mempelajari tatabahasa seterusnya
pelajar dapat menguasai rumus-rumus tatabahasa.

3.2 Objektif Khusus
Secara khususnya, objektif kajian ini adalah seperti yang berikut:
3.2.1 Meningkatkan kemahiran tatabahasa Bahasa Melayu melalui Formula Mustar
3.2.2 Mendorong pelajar untuk mempelajari teknik pembelajaran yang lebih mudah dan

menyeronokkan
3.2.3 Meningkatkan pencapaian keputusan mata pelajaran Bahasa Melayu pada

semester2

4.0 KUMPULAN SASARAN

Kumpulan sasaran terdiri daripada 20 orang pelajar (responden) yang mengambil mata
pelajaran Bahasa Melayu Tingkatan Enam PA UTP, iaitu 18 orang pelajar perempuan
dan 2 orang pelajar lelaki. Dari segi bangsa, mereka terdiri daripada 14 orang pelajar
Melayu, 3 orang pelajar Cina, dan 3 orang pelajar India. Penglibatan pelajar secara
holistik dilakukan supaya semua pelajar mendapat manfaat daripada pengaplikasian
Formula Mustar ini.

5.0 PELAKSANAAN KAJIAN

5.1 Tinjauan Masalah
Latihan dan ujian awal yang dilakukan mendapati bahawa pelajar gagal menguasai
kemahiran tatabahasa Bahasa Melayu. Penguasaan tatabahasa yang lemah
menyebabkan pelajar tidak berkeyakinan untuk menjawab soalan sama ada semasa
PdPc berlangsung atau semasa kuiz ringkas diadakan. Suasana kelas semasa PdPc
juga tidak ceria dan kurang aktif. Pelajar kelihatan tidak bermaya kerana mereka
sukar memahami rumus tatabahasa apatah lagi kebanyakan buku rujukan
memaparkannya dalam bentuk ayat dan berperenggan. Keadaan ini langsung tidak
menarik perhatian pelajar untuk membaca buku-buku tersebut. Untuk memastikan
keadaan ini tidak berterusan, saya mengadakan ujian pra bagi mengenal pasti dan

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menganalisis tahap kelemahan pelajar. Selain itu, sebelum mengadakan ujian, saya
juga melakukan aktiviti pemerhatian untuk memahami masalah pelajar yang sebenar.
Setelah mendapat keputusan ujian, saya juga mengadakan temu bual dengan pelajar
untuk mengenal pasti masalah dengan lebih jelas.

Jadual 1 : Kaedah mengenal pasti masalah

Langkah Kumpulan Tempoh Tujuan
sasaran Pelaksanaan
1. Pemerhatian Saya membuat pemerhatian
2. Ujian Pra 20 orang Sebulan untuk melihat tingkah laku
3. Temu bual pelajar hingga pelajar atau respons mereka
Tingkatan sebulan terhadap topik tatabahasa
Enam PA setengah yang dipelajari. Saya
kemudian melakukan ujian pra
UTP bagi mendapatkan hasil yang
lebih jelas. Berdasarkan
keputusan ujian yang kurang
memberangsangkan, saya
mengadakan perjumpaan
empat mata dengan para
pelajar untuk mengenal pasti
masalah atau tanggapan
mereka terhadap tatabahasa.

5.2 Analisis Tinjauan Masalah
Hasil pelaksanaan ujian pra, saya mendapati 70% orang pelajar tidak dapat
menjawab soalan yang diberikan dengan baik. Hal ini dikatakan demikian kerana
pelajar gagal memahami dan seterusnya menguasai konsep dan rumus-rumus
tatabahasa. Beberapa faktor berlakunya masalah ini telah dikenal pasti iaitu pelajar
tidak didedahkan dengan kaedah yang baik semasa mempelajari tatabahasa
sebelum ini, gagal menguasai rumus tatabahasa, kandungan PdPc bagi Semester 2
agak berat kerana pembelajaran tentang tatabahasa itu agak terperinci, dan pelajar
dapat mengesan kesalahan tatabahasa tetapi tidak mampu menyatakan sebab
kesalahan itu berlaku.

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Jadual 2: Analisis Tinjauan Masalah

Langkah Kumpulan Tempoh Masalah dikenal pasti
sasaran Pelaksanaan
1. Pemerhatian Setelah keputusan ujian
2. Ujian Pra 20 orang Sebulan diperoleh, saya mendapati
3. Temu bual pelajar hingga 70% pelajar gagal mencapai
Tingkatan sebulan tahap yang diharapkan. Ramai
Enam PA setengah pelajar gagal menjawab
soalan yang melibatkan aras
UTP mudah, atau yang melibatkan
asas tatabahasa yang mudah.
Sebelum ujian dilakukan, para
pelajar berpandangan bahawa
tatabahasa bukanlah sesuatu
yang asing bagi mereka.
Setelah PdPc dijalankan,
mereka bersifat pasif. Hal ini
berlaku kerana tajuk pertama
dalam sukatan Bahasa
Melayu Semester 2 ialah
morfem. Morfem merupakan
istilah yang agak asing bagi
mereka kerana mereka tidak
didedahkan secara terperinci
pada peringkat arus perdana.
Apabila mereka gagal
menguasai rumus morfem,
mereka mula kelihatan tidak
memberi respons kerana
mereka gagal mengingat
formula morfem.

Sebagai contoh:

Morfem ialah unit tatabahasa

yang terkecil yang mempunyai

makna.

Formula: morfem tatabahasa

terkecil bermakna.

(mortakena)

Jenis morfem:

1. Morfem bebas

2. Morfem terikat

Satuan

Terbahagi

Kompleks

Formula:

Morfem terikat : (satekom)

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5.3 Tindakan yang Dijalankan
Berdasarkan tinjauan awal, saya mendapati bahawa pelajar agak lemah dalam
menghafal dan mengingat konsep tatabahasa bahasa Melayu. Apabila para pelajar
sukar untuk menguasai tatabahasa, pembelajaran di dalam kelas menjadi pasif, tidak
ceria, dan tidak seronok. Berdasarkan temu bual yang dijalankan secara rawak,
terdapat pelajar yang tidak bermotivasi untuk hadir ke sekolah sekiranya pada hari
itu terdapat kelas Bahasa Melayu.

Keadaan ini memaksa saya memikirkan satu pendekatan yang mudah untuk menarik
pelajar mengikuti PdPc Bahasa Melayu. Kaedah Formula Mustar diperkenalkan
dalam melaksanakan kajian ini untuk mengatasi masalah yang wujud dalam
kalangan pelajar. Apakah itu Formula Mustar? Mustar sebenarnya merupakan
akronim daripada Rumus Pintar tentang mudah untuk selesaikan tatabahasa aras
rendah. Jadi, formula ini diharapkan dapat mengatasi masalah yang berkaitan
dengan tatabahasa.

Antara kelebihan Formula Mustar ialah:
i. Mudah difahami
ii. Mudah dihafal
iii. Mudah diaplikasi
iv. PdPc lebih berkesan
v. Belajar tatabahasa menjadi lebih seronok
vi. Memudahkan guru mengajar topik-topik tatabahasa yang lebih sukar

vii. Rumus yang dibina meliputi semua tajuk dalam sukatan Bahasa Melayu
Semester 2

viii. Nota disediakan dalam bentuk ‘power point’ dan kemudiannya dicetak.

5.4 Pelaksanaan Kajian
Formula Mustar diperkenalkan secara berperingkat-peringkat berdasarkan topik
yang diajar pada satu-satu masa setelah ujian pra dilaksanakan. Formula ini
didedahkan secara efektif dan berbimbing. Hal ini bermakna, pelajar-pelajar yang
lemah terutamanya, akan dibimbing secara khusus selepas waktu sekolah iaitu
dalam sesi Klinik Bahasa. Setiap topik yang diajar akan disertakan dengan rumus ini.
Beberapa teknik PdPc, seperti kuiz, ‘gallery walk’, ‘hot seat’ juga diaplikasikan di
dalam kelas semasa menggunakan Formula Mustar ini.

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Langkah dan aktiviti yang melibatkan penggunaan Formula Mustar
Jadual 3: Pelaksanaan Aktiviti

Langkah Aktiviti
1 Aktiviti ini dijalankan dengan menunjukkan
rumus tatabahasa berdasarkan topik yang diajar
(Langkah: pada hari tersebut.
Pengetahuan dan
Kemudian, pelajar dibekalkan dengan borang
pemahaman) kosong yang mengandungi rajah tentang
2 sesuatu rumus yang telah diajar sebelum ini.
Pelajar dikehendaki mengisi ruangan kosong
(Langkah: Menghafal tersebut.
dan mengingat) Pelajar akan dibekalkan dengan beberapa
soalan yang berkaitan dengan rumus yang telah
3 dipelajari. Pelajar perlu menjawab soalan
(Langkah: tersebut dengan menggunakan rumus yang
Pengaplikasian telah dibuat pada langkah 2.
berbantu) Pelajar akan diberikan soalan yang baru tetapi
kali ini pelajar tidak boleh merujuk rumus.
4
(Langkah: Sesi menyemak jawapan bersama-sama guru.
Pengaplikasian)

5
(Langkah:
Pemurnian)

Langkah 1 : Pembelajaran dengan memperkenalkan rumus berdasarkan topik yang
diajar

Contoh: Topik Kata Nafi dan Pemeri di bawah tajuk Golongan Kata: Kata
Tugas

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Semasa sesi pembelajaran, pengkaji menyediakan lembaran nota khas iaitu rumus
tentang tajuk yang dipelajari. Nota ini disediakan dalam bentuk yang mesra pelajar.
Nota itu juga dilengkapi dengan contoh ayat supaya pelajar lebih memahami
penggunaan rumus berkenaan. Peringkat ini merupakan peringkat pengetahuan dan
pemahaman.

Langkah 2: Pembelajaran dengan menggunakan borang kosong
Arahan: Isi tempat kosong.

KATA NAFI

Arahan: Isi tempat kosong.
PEMERI

Rajah 1: Borang yang digunakan
Langkah yang seterusnya, pengkaji menyediakan borang kosong berkaitan dengan tajuk
yang dipelajari. Pelajar diminta mengisi tempat kosong. Latihan ini merupakan latihan
menghafal.

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Langkah 3: Pengaplikasian Berbantu (Merujuk Rumus)

Beberapa soalan dikemukakan dan pelajar mesti mengenal pasti jawapan berdasarkan
rumus yang dipelajari.

Soalan 1: (Bentuk: Aneka Pilihan)

Yang manakah ayat yang menggunakan kata nafi dengan betul?

I Budak lelaki itu bukan pergi ke sekolah.

II Lelaki tua itu masih tidak boleh membaca.

III Budak itu bukan pandai tetapi dia bernasib baik.

IV Bas pelancong itu tidak dari utara tetapi dari selatan.

A. I dan II C. II dan III

B. I dan IV D. III dan IV

Soalan 2 (Bentuk: Struktur)

Bina satu ayat yang gramatis dengan menggunakan kata pemeri ialah dan satu ayat lagi
yang menggunakan kata pemeri adalah untuk menunjukkan kefahaman anda tentang
perbezaan penggunaannya.

Ayat 1:

___________________________________________________________________

Ayat 2:

___________________________________________________________________

Langkah seterusnya, pelajar akan mengaplikasikan pengetahuan tentang rumus yang
telah dipelajari kepada bentuk soalan peperiksaan. Kaedah menjawab soalan ini akan
memastikan pelajar dapat menggunakan rumus dengan tepat. Walau bagaimanapun,
pada peringkat ini, pelajar dibenarkan untuk merujuk rumus yang telah dibuat pada
langkah sebelum ini.

Langkah 4: Pengaplikasian

Soalan 1: (Bentuk: Aneka Pilihan)

Ayat yang manakah yang menggunakan kata pemeri dengan betul?
A. Masalah yang dihadapi oleh syarikat itu adalah kekurangan tenaga mahir.
B. Keputusan peperiksaan pelajar-pelajar sekolah itu adalah di luar jangkaan.
C. Tarikh kerja-kerja pengubahsuaian pejabat itu dijangka siap ialah pada 15 Mac
2019.
D. Gejala sosial dalam kalangan remaja adalah masalah yang tidak mudah untuk
diatasi.

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Soalan 2: (Bentuk: Struktur) X: digunakan sebelum kata kerja dan kata adjektif
Kata nafi Y: digunakan sebelum kata nama dan kata sendi nama

(a) Apakah contoh kata nafi X dan Y?

(i) X: _____________ [1]
(ii) Y: _____________ [1]

(b) Berikan satu contoh frasa yang mengandungi kata nafi X dan satu contoh frasa
yang mengandungi kata nafi Y.
(i) X: _________________________________ [1]
(ii) Y: _________________________________ [1]

Setelah pelajar melakukan langkah 3, pelajar kemudiannya akan menjawab soalan sekali
lagi. Kali ini pelajar bergantung sepenuhnya kepada pemahaman dan ingatan terhadap
rumus tersebut. Jika pelajar dapat menjawab soalan ini, bermakna pelajar telahpun
menguasai tahap pengetahuan berkenaan dengan tajuk yang dipelajari.

Langkah 5: Pemurnian

Soalan 1: (Bentuk: Aneka Pilihan)

Yang manakah ayat yang menggunakan kata nafi dengan betul?
I Budak lelaki itu bukan pergi ke sekolah. [bukan + pergi (KK)]
II Lelaki tua itu masih tidak boleh membaca. [tidak + boleh membaca (FK)]
III Budak itu bukan pandai tetapi dia bernasib baik. [bukan + pandai (KA) + tetapi
(Kata

Hubung)]
IV Bas pelancong itu tidak dari utara tetapi dari selatan. [tidak + dari utara (FSN) +
tetapi

(Kata Hubung)

A. I dan II C. II dan III
B. I dan IV D. III dan IV

Soalan 2 (Bentuk: Struktur)

Bina satu ayat yang gramatis dengan menggunakan kata pemeri ialah dan satu ayat lagi
yang menggunakan kata pemeri adalah untuk menunjukkan kefahaman anda tentang
perbezaan penggunaannya.

Ayat 1: Masalah yang dihadapi oleh syarikat itu ialah kekurangan tenaga mahir.
Ayat 2: Keputusan peperiksaan pelajar-pelajar sekolah itu adalah di luar jangkaan.

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Soalan 1: (Bentuk: Aneka Pilihan)

Ayat yang manakah yang menggunakan kata pemeri dengan betul?
A. Masalah yang dihadapi oleh syarikat itu adalah kekurangan tenaga mahir.
B. Keputusan peperiksaan pelajar-pelajar sekolah itu adalah di luar
jangkaan.
C. Tarikh kerja-kerja pengubahsuaian pejabat itu dijangka siap ialah pada 15 Mac
2019.
D. Gejala sosial dalam kalangan remaja adalah masalah yang tidak mudah untuk
diatasi.

Soalan 2: (Bentuk: Struktur)

X: digunakan sebelum kata kerja dan kata adjektif

Kata nafi

Y: digunakan sebelum kata nama dan kata sendi nama

(a) Apakah contoh kata nafi X dan Y?

(i) X: tidak [1]
(ii) Y: bukan [1]

(b) Berikan satu contoh frasa yang mengandungi kata nafi X dan satu contoh
frasa yang mengandungi kata nafi Y.

(i) X: tidak hadir [1]
(ii) Y: bukan dia [1]

Langkah terakhir ialah pemurnian iaitu sesi perbincangan tentang skema jawapan
latihan tersebut. Pada peringkat penilaian ini, jawapan pelajar akan menentukan
penguasaan pelajar tentang tajuk yang dipelajari dengan menggunakan rumus
yang telah dibincangkan sebelum itu.

5.5 Dapatan Kajian
Setelah PdPc selesai, pelajar diuji bagi melihat keberkesanan pelaksanaan
Formula Mustar melalui beberapa aktiviti terpilih yang telah dijalankan.
Pelaksanaan langkah ini boleh diaplikasi dalam pelbagai bentuk aktiviti PdPc,
seperti kuiz, ‘gallery walk’, ‘hot seat’, dan sebagainya yang sesuai. Langkah ini
juga diguna pakai untuk rumus-rumus yang lain. Hasil pemerhatian saya, kaedah
PdPc yang menggunakan Formula Mustar ini berjaya meningkatkan keyakinan
pelajar untuk menjawab soalan. Hal ini dikatakan demikian kerana pelajar dilihat
mampu mengingat rumus-rumus tatabahasa yang sebelum ini sukar dihafal.

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Pelajar kelihatan lebih seronok dan aktif semasa PdPc dijalankan dengan
menggunakan Formula Mustar. Pelajar lebih selesa dan berkeyakinan semasa
menjawab soalan dalam sesi kuiz. Hal ini terbukti melalui keputusan ujian yang
dijalankan.

5.5.1 Perbandingan Ujian Pencapaian Ujian Pra dan Ujian Pasca

Jadual 4: Pencapaian Ujian Pra dan Ujian Pasca

Responden Ujian Pra Ujian Pasca Perbezaan
Pelajar 1 2 5 +3
Pelajar 2 2 5 +3
Pelajar 3 1 3 +2
Pelajar 4 4 5 +1
Pelajar 5 4 5 +1
Pelajar 6 2 5 +3
Pelajar 7 2 5 +3
Pelajar 8 3 5 +2
Pelajar 9 3 5 +2
Pelajar 10 3 5 +2
Pelajar 11 2 5 +3
Pelajar 12 2 4 +2
Pelajar 13 2 4 +2
Pelajar 14 4 5 +1
Pelajar 15 4 5 +1
Pelajar 16 3 5 +2
Pelajar 17 3 5 +2
Pelajar 18 2 4 +2
Pelajar 19 2 5 +3
Pelajar 20 1 3 +2

Berdasarkan jadual 4, pencapaian pelajar semuanya meningkat. Walau
bagaimanapun masih terdapat pelajar yang tidak mampu mendapat markah yang
penuh. Ujian ini merupakan ujian berfokus iaitu menguji rumus-rumus tertentu
sahaja. Jumlah markah yang ditawarkan ialah 5. Soalan terdiri daripada 2 soalan
objektif dan 1 soalan struktur yang bernilai 3 markah. Semasa ujian pra
dilaksanakan, kebanyakan pelajar hanya mendapat ilmu melalui pembacaan
daripada buku rujukan iaitu Tatabahasa Asas dan Tatabahasa Efektif.
Berdasarkan bacaan ujian pra, dapatan menunjukkan bahawa kebanyakan
pelajar hanya mendapat markah yang kurang memberangsangkan. Namun
begitu, setelah menggunakan Formula Mustar, para pelajar berjaya menguasai
rumus tersebut. Hal ini jelas ditunjukkan pada pencapaian ujian pasca. Jika
diperhatikan, sebelum menggunakan Formula Mustar, tiada pelajar yang
mendapat 5 markah dan seramai 4 orang yang mendapat 4 markah. Setelah

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pelajar menggunakan Formula Mustar, 15 orang pelajar berjaya mendapat
markah penuh iaitu 5 dan markah yang paling rendah ialah 3 berbanding dengan
ujian pra iaitu 1 markah. Berdasarkan ujian berfokus ini, jelaslah menunjukkan
bahawa Formula Mustar ini mampu membantu pelajar untuk mengingat rumus
tatabahasa yang sebelum ini dianggap sukar.

5.5.2 Analisis Soal Selidik

Jadual 5: Respon pelajar terhadap soal selidik berkenaan dengan Formula Mustar

Soalan Setuju (%) Tidak setuju (%)
100 -
Saya seronok
100 -
menggunakan Formula
90 10
Mustar
95 5
Saya mudah menghafal 98 2

sesuatu rumus dengan

Formula Mustar

Saya mudah

mengaplikasikan rumus

semasa menjawab

soalan

Ilmu tatabahasa saya

semakin meningkat

Penggunaan Formula

Mustar mampu

membantu saya

mendapat markah yang

lebih baik

Hasil soal selidik dan refleksi yang dilakukan dapat disimpulkan bahawa
pembelajaran tatabahasa melalui penggunaan Formula Mustar mampu
membantu pelajar menguasai tatabahasa dengan baik. Semua pelajar bersetuju
bahawa mereka seronok menggunakan Formula Mustar. Walau bagaimanapaun,
hanya 90 peratus pelajar yang boleh mengaplikasikan Formula Mustar semasa
menjawab soalan. Sekiranya pengukuhan dilakukan saya pasti 10 peratus pelajar
yang tidak dapat mengaplikasikan Formula Mustar ini akan mampu berbuat
demikian. Mereka cuma memerlukan latih tubi yang terancang.

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5.6 Refleksi Proses Pengajaran dan pembelajaran Secara Keseluruhan
Setelah Formula Mustar diperkenalkan, saya perhatikan sikap pelajar terhadap PdPc
sudah berubah. Mereka lebih seronok untuk mempelajari tatabahasa. Tanggapan
mereka terhadap tatabahasa yang dikatakan susah sebelum ini juga sudah teratasi.
Mereka merasakan bahawa dengan menggunakan Formula Mustar, mereka mampu
menjawab soalan dengan baik. Keputusan ujian mencerminkan kepuasan mereka
apabila mereka berjaya memahami sesuatu rumus dengan baik. Kehadiran pelajar
ke sekolah juga menunjukkan perkembangan yang positif. Mereka sentiasa ternanti-
nanti rumus yang akan dipelajari untuk tajuk-tajuk yang seterusnya. Walaupun
Formula Mustar menarik perhatian pelajar untuk belajar tatabahasa dengan lebih
seronok, terdapat juga tajuk-tajuk yang masih sukar untuk dikuasai oleh pelajar.
Keadaan ini perlu diatasi dengan gerak kerja yang dirancang terlebih dahulu seperti
latih tubi untuk menjawab soalan yang memerlukan mereka menggunakan rumus
untuk tajuk yang lebih sukar seperti ayat majmuk atau proses penerbitan ayat.

6.0 CADANGAN KAJIAN SETERUSNYA
Tatabahasa merupakan satu elemen dalam bahasa yang mencabar guru untuk
mengajar dan mencabar pelajar untuk mempelajarinya. Namun begitu, cabaran ini
seharusnya memberi peluang untuk guru mencari solusi agar pelajar dapat dibimbing
untuk menguasai tajuk tersebut. Berdasarkan dapatan, Formula Mustar dilihat
mampu menarik minat pelajar untuk mempelajari tatabahasa dengan lebih berkesan.
Walau bagaimanapun, masih terdapat kelemahan yang perlu diteliti supaya Formula
Mustar dapat diperkemas seterusnya penggunaannya dapat disebar luas kepada
pelajar dikelas yang lain. Saya akan meneruskan penggunaan Formula Mustar pada
masa akan datang dengan melakukan penambahbaikan seperti meningkatkan kualiti
persembahan, menambahkan koleksi soalan yang menunjukkan pengaplikasian
Formula Mustar, mempelbagaikan kaedah mengajar supaya PdPc tatabahasa
menjadi sesuatu yang menghiburkan, dan menyebarluaskan penggunaan Formula
Mustar kepada pelajar lain.

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BIBLIOGRAFI
Ahmad Khair Mohd Noor at. al (2014). Tatabahasa Asas Edisi Kedua. Kuala Lumpur:
Pustaka Salam Sdn. Bhd.
Asmah haji Omar (2009). Nahu Melayu Mutakhir. Kuala Lumpur: Dewan Bahasa dan
Pustaka
Awang Sariyan (2005). Tuntunan Bahasa Asas Pegangan Pelajar. Pearson Longman
Malaysia Sdn. Bhd.
Ghalib Yunus (2012). Soal Jawab Bahasa dengan Munsyi Dewan. Kuala Lumpur:
Marshall Cavendish, Federal.
Harun Jaafar, Drs. (2002). Tatabahasa Bahasa Melayu. Selangor Darul Ehsan.
Pustaka Sistem Pelajaran Sdn. Bhd.
Nawi Ismail at.al (2016). Pendekatan Efektif Memahami Tatabahasa Bahasa Melayu.
Kuala Lumpur: Pustaka Salam Sdn. Bhd.
Nik Safiah Karim at. al. (2010). Tatabahasa Dewan. Kuala Lumpur: Dewan Bahasa
dan Pustaka

70 | K o l e k s i K a j i a n T i n d a k a n V o l . 2

LAMPIRAN

Contoh rumus yang lain

Kata Penguat

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Kata Hubung

Fungsi ‘untuk’

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Beza kata hubung gabungan pertentangan dengan kata hubung keterangan
pertentangan

Penentuan 2 objek atau 1 objek

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MASTERY OF SUBTOPIC SILICATES THROUGH “APC” TECHNIQUE FOR FORM 6
SCIENCE STUDENTS

Ummi Amarah Binti Musa
Sekolah Menengah Kebangsaan Penanti, Kubang Semang ,

Pulau Pinang

ABSTRACT

The study was carried out to identify and overcome the problems faced by students in
answering the subtopic silicates. Preliminary survey through observation, interview and
Pre-test was conducted among the Form 6 Science students to identify their problem. The
survey result revealed that the majority of the students could not remember the structure,
formula and basic unit of silicates. Applying the techniques of “APC” has been used in
teaching and learning to improve students understanding and memory skills of the
silicates compound. “APC” stand for Arrange, Paste and Convert. This study was
conducted at one of the schools in Seberang Perai Tengah, Pulau Pinang involving nine
students from form sixth of science, 5 were male and 4 were female as respondents. The
students was exposed to the “APC” technique for 2 weeks before the Post-test .The Post-
test result showed that the “APC” technique can helps to increase students’ mastery of
answering the subtopic silicates.
Keywords: “APC”, memory skills, structure, formula, basic unit

1.0 REFLECTION ON TEACHING AND LEARNING
The STPM Chemistry syllabus contains Physical Chemistry, Inorganic Chemistry and
organic Chemistry. Through the new system, the form six study will be divided into three
terms, and candidates will sit for an examination at the end of each term. The main
objective of introducing the new examination system is to enhance the teaching and
learning orientation of form six so as to be in line with the orientation of teaching and
learning in colleges and universities.

Throughout the researcher’s experiences of teaching Inorganic Chemistry, students have
been shown to perform poorly in Semester 2 STPM examination. The silicates is a
subtopic in Inorganic Chemistry Semester 2.Nevertheless, is it not popular question
among the student to answer as they must be able to describe the structure of silicates.
Silicates question have been comes out many times mostly in structure and essay
question. This shown that this topic is very important to obtain high mark and score in
Chemistry Semester 2 STPM examination as well.

While teaching the Silicates subtopic, researcher encountered that students were unable
to differentiate the types of silicates because they do not memorize the structure of
silicates. Furthermore, most of the student cannot identify the basic structure of the
silicate and give wrong formula.

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Every year, researcher facing the same problem when teaching the subtopic silicates. It
is clear that giving explanation and exercises were not enough to help student achieve
learning objective. Finally, researcher decided to help students on how to memorize
easily and also get interested to this topic by creating an innovation in teaching and
learning process towards 21st Century Learning. Thus, “APC” technique is designed for
facing the upcoming industrial revolution 4.0 as well as to develop a group of students
that have high skills, critical thinking, and emotional wellbeing.

2.0 RESEARCH FOCUS
This study intended to focus on the use of “APC” technique to assist students in mastering
the subtopic silicates. If students could remember all of the structure of silicates, they
would able to write the formula and basic unit correctly. The “APC” technique is
implemented to increase students’ ability in memorizing the structure of silicates as the
technique allows the students to carry out the activity for a few times. This repetition
process will enhance their memory skills.

In addition, through “APC” technique students will develop their psychomotor domain
(Simpson,1972) which are physical movement , coordination and motor skill area.
Students are engaged to psychomotor skill as “APC” technique is a hands-on learning.
For example, students have to identify, arrange and paste the shape and color of silicon,
oxygen and oxide ion by themselves when constructing the silicates. This will give the
positive impact as they have fun learning activity and can participate actively.
Furthermore, the students would be able to remember the structure better as they
practically construct the silicates in the learning process.

3.0 RESEARCH OBJECTIVES

3.1 General objective
The purpose of this study is to enhance students’ mastery of subtopic silicates of the
Form Six Chemistry Syllabus.

3.2 Specific objectives
3.2.1. To increase students’ mastery of constructing the structure of silicates.
3.2.2. To improve students’ memory skills of the molecular structure, formula and basic

unit of silicates.

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4.0 TARGET GROUP
A nine chemistry students from upper 6 UPSI and UTM in Sekolah Menengah
Kebangsaan Penanti, Seberang Perai Tengah, Pulau Pinang were selected as the target
group for this study. There were 5 male students and 4 female students in these classes.

5.0 IMPLEMENTATION OF RESEARCH
The research is done over a 4 week period. The first week is observation, interview and
Pre-test to gather data on students’ problem toward silicates. This is follow by a 2 week
of implementation of “APC” technique and finally on week 4 is a Post-test to see the result
of the “APC” technique.

5.1. Identification of problem
The preliminary review is based on observations,interview and pre-test.Theproblems
identified are then addressed through planned.

5.1.1. Observation
Observations were made by observing students’ attitude and behavior during learning
and teaching process in class. The researcher used “chalk and talk” method and students
were given silicates note. The note consists of diagram of silicates and the information of
silicate where students need to fill in the blanks during the learning and teaching process.

5.1.2 Interview
Short interviews were carried out among the 9 students in the targeted group to obtain
feedback on students’ perceptions regarding their problems based on their ability to
construct the structure of silicates and also to recognize the basic unit and formula of
silicates.

5.1.3 Pre-test
A pre-test (see Appendix 1) was administered to the target group to identify their ability
in constructing the structure of silicates and identify the formula and the basic unit of
silicates. There were 4 items in the pre-test whereby the students required to complete
the questions in 30 minutes. The result of Pre-test is used to analyze students’ problems
and also allow the researcher to recognize students’ issues in answering the subtopic
silicates.

5.2 Preliminary Review Of Problem Analysis

5.2.1 Analysis of observation
From the observation of students’ attitude and behavior during the teaching and learning
process, it was found that students show no interest in subtopic silicates as they do not

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respond to the questions ask by the teacher. From the note which they have to fill in the
blank, majority of the students give wrong answers.Students were found to have lack
confidence in their ability to answer questions without reference.

5.2.2 Interview Analysis
Through the interview analysis, it can be concluded that the majority of student stated
that they cannot remember and cannot recognize the structure of silicates. Students also
stated that they were confuse with the number of oxygen shared and oxide ion as well
as the formula of silicates. Some of the students response that they do not know to
identify the basic structure of silicates.

5.2.3 Analysis of Pre-test Achievement
After having checked through the student’s responses, the students’ score are recorded.
Table 5.1 shows the Pre-test analysis on the 9 students involved in the study.

Table 5.1 Analysis of the Pre-Test

Student Mark (15) Percentage (100%) Gred

Student 1 5 33 D
Student 2 9 60 B
Student 3 7 47 C
Student 4 5 33 D
Student 5 5 33 D
Student 6 11 73 A-
Student 7 3 20 F
Student 8 6 40 C-
Student 9 5 33 D

The analysis shows that most of the students were unable to identify the structure of
silicates and cannot give the correct formula and basic unit of the silicates. Only 1 student
were found to have scored above 10 marks while the other students score marks below
the 10. Based on the data obtained, we can see that only two students scored more than
50%, while seven students scored less than 50%.The level of achievement of the

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students can be categorized as follow with the scale of the achievement level is shown
in Table 5.2.

Level Table 5.2 Level of achievement Percentage

High Marks 70-100
Medium 10-14 40-69
0-39
Low 6-9
0-5

Figure 5.1 illustrates in pie chart from the student achievement of the Pre-test. The
diagram shows that most student were in low achievement. This indicates there was a
big gap score between the students. This situation had triggered an idea to implement
action research to help students especially weak students to improve their score marks

Figure 5.1 Students’ achievement in Pre-Test

Student Achievement

High
Medium
Low

5.3 Implementation Of The Action Plan
The study was carried out within 4 weeks from end of March until April. Researcher
introduced the “APC” technique in the second week by prepared some pieces of
triangular shape colored paper and circle shape color sticker. The circle shape consists
three of different color which represent oxygen atom, oxide ion and silicon atom. Students
are required to construct the silicates structure by using the following steps:
1. A stands for arrange.
2. P stands for paste.
3. C stands for convert

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Table 5.3 below show the details of “APC” technique including the duration and the
purpose of the study.

Table 5.3 Process, duration and purpose of “APC” technique

Weeks Day Actions/Details Purpose

1 Students use the step of: Students are able to memorize 3 types of the primary

-A (arrange) silicates structure.

- P( paste) 1.Orthosilicates

2.Pyrosilicates

3.Ring Silicates

1st 2 Students use the step of: Students are able to draw the molecular structure of 3
week -C( convert ) types of primary silicates correctly
Students can write the formula and the basic unit of
2nd the silicates correctly
week
3 Students use the step of : Students are able to describe 3 types of primary

-APC (Arrange , Paste and silicates structure.

Convert)

4 Students use the step of: Students are able to memorize 2 types of chain

-A (arrange) silicates and 1 type of sheet silicates structure.

- P( paste) 1. Pyroxenes

2. Amphiboles

3. Sheet silicates

5 Students use the step of: Students are able to draw the molecular structure of
-C( convert ) two types of chain silicates and one sheet silicates
correctly.
Students can write the formula and the basic unit of
the silicates correctly

6 Students use the step of : Students are able describe 2 types of chain silicate

-APC (Arrange , Paste and and 1 type of sheet silicates structure

Convert)

7 Students use the step of : Students are able to describe 6 types of silicates

-APC (Arrange , Paste and structure.

Convert)

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These activities were carried out in 3 different days. First day activity focused on
memorizing the structure of silicates. On the second day, students identified the formula
and basic unit of the silicates while the third day activity was describing the structure of
silicates where students repeated the steps done in day 1 and day 2. Researcher
believed that student can memorize the structure of silicates as they repeat the steps
(day 3,day 6,day 7) and the repetition process has been proven effective to improve
memory (Mustafa & Basri,2014). As a matter of fact, the psychomotor skill which is
involved in A (arrange) and P (paste) steps will lead students to easily memorize as they
have to focus on arranging the shape and color of silicon, oxygen and oxide ion when
constructing the silicates.
5.4 IMPLEMENTATION
To start with, I demonstrated to the students on how to use the triangle paper and circle
colored sticker. This activity was implemented in 40 minutes on the first day of remedial
lesson. There are 6 types of the silicates structure that students need to prepare.
5.4.1 Activity 1: Arrange and Paste
Step 1:
Students have to arrange the triangle paper and the circle sticker based on the silicates
structure. Students must choose the correct color of sticker as each color stands for
different atom (silicon and oxygen) and oxide ion. Students must explore themselves by
arranging the triangle and circle colored sticker in correct order on a blank paper.

Step 2:
Students are required to paste the triangle paper and circle colored sticker which has
been arranged. Student need to choose the correct sticker color to represent the
silicon, oxygen shared and oxide ion.

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5.4.2 Reflection
Initially, students cannot memorize the types of silicates .Through the arrange andpaste
technique, researcher was able to increase student’s mastery of constructing the
structure of silicates. Researcher could also see an improvement of the student’s memory
skills of the structure of silicates. Students are engaged to psychomotor skills because
this technique enables students practically construct the structure by themselves
5.4.3 Activity 2: Convert
Students need to convert the structure of the silicates in (Activity 1) to molecular structure
then write the formula of the silicates and basic structure.

5.4.4 Reflection
Activity 2 is focus on the process of converting the triangle structure to the molecular
structure. Researcher found that students can give the correct formula and basic unit as
they convert the molecular structure correctly. Students do not confuse anymore with the
number of oxygen shared and oxide ion because the colored sticker used in activity 1 are
different in color.

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5.4.5 Activity 3 : Arrange ,Paste and Convert
Students arrange the triangle paper and circle colored sticker in the correct
order.Students paste the sticker on the triangle paper. Students convert the structure to
the molecular structure and write the formula and basic unit of the silicates.

Arrange Paste Convert

5.4.6 Reflection
Through activity 3, students must be able to describe the structure of silicate by
constructing silicates, writing the molecular structure and give the formula and basic
structure of the silicates. This activity can be classified as summary of the APC technique.

From the observation, students can summarized easily and correctly especially on the
basic formula of this silicates. Students are able to draw the molecular structure and write
the formula confidently. This show that students had mastery the subtopic silicates as the
can memorize and identify the 6 types of silicates structure easily.

5.5 Reflection Of The Study
A post-test was carried out on students after the implementation of “APC” technique to
improve their memory skills in constructing silicates. The Post-test questions consists of
4 questions to be answered within 30 minutes.The level of Post-test is equivalent to the
questions raised in the Pre-test. After the Post-test , the students answer scripts are
marked and analyzed.The summary scores for the post-test are shown in Table. 5.4

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Table 5.4 Analysis of the Post-Test

Student Mark (15) Percentage Gred

Student 1 (100%) A
Student 2 A
Student 3 12 80 A
Student 4 A
Student 5 15 100 A
Student 6 A
Student 7 15 100 C
Student 8 A
Student 9 14 93 A

12 80

15 100

7 47

14 93

12 80

Table 5.4 shows summary of the Post-test score on the nine students after the
implementation session.Based on the data obtained, 8 students scored above 75% with
3 of them scored fullmarks of 100%.However,one student scored 47% which contributed
to the gred C. In general, majority of the students were getting higher marks and better
grades in the Post-test compared to the Pre-test .Based on the Pre-test and Post-test
results, Table 5.5 shows the comparison of the student’s scores and percentage of
improvement in both tests.

Table 5.5 Comparison of the student’s achievement in the Pre-Test and Post-Test

Name of Gender Pre-Test Score% Post -Test Score % Improvemen

students t%

No Mark Gred Mark Gred

1 Student 1 M 33 D+ 80 A 47%
2 Student 2
3 Student 3 M 60 B 100 A 40 %
4 Student 4
5 Student 5 M 47 C 100 A 53%
6 Student 6
7 Student 7 M 33 D 93 A 60%
8 Student 8
9 Student 9 M 33 D+ 80 A 47%

Mean F 73 A- 100 A 27%

F 20 F 47 C 27%

F 40 C- 93 A 53%

F 33 D 80 A 47%

41.3 85.9 44.6.%

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Figure 5.2 Mean Score of Pre-Test and Post-Test

MEAN

100 PRE-TEST
80 POST-TEST
60
40 POST-TEST
20
0
PRE-TEST

As indicated in the Pre-test results, only 3 of the students scored grade C and above
while 6 of the students failed in the test.Based on the Figure 5.2 illustrated, the mean
score Post- test was higher than that of the Pre-test. The mean score has increased from
41.3 in the Pre-test to 85.9 in the Post-test that is 44.6% of improvement. The analysis
of the results revealed that all the students in the target group had shown the
improvement in the Post-test as compared to the Pre-test. Numbers of student who were
fully pass increased from 3 students in Pre-test to 8 students in Post-test shown in Figure
5.3.

Figure 5.3 Students’ achievement in Pre-test and Post-test

120

100

80

60 Pre-test
40 Post-test

20

0
Student Student Student Student Student Student Student Student Student
123456789

In general, it can be seen that all nine students showed significant improvement after the
implementation of “APC” technique .The students were able to construct the structure of
silicates with confidence. In fact, they could easily memorize and identify the basic unit
of the silicates.This certainly has a positive impact on the students’ learning interest and

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attitudes towards Chemistry. On the other hand, 1 student not able to master fully on the
silicates.This student need to be exposed and given more time to the technique as
compared to the two weeks period allocated.

6.0 SUGGESTIONS FOR FURTHER RESEARCH
Based on the findings of the research, students basically prefer teaching and learning in
which they can participate actively. By applying the “APC” technique, students will have
more confident when answering the question as they have to explore and construct
practically the structure of silicates by themselves.As one of the teaching tools, the use
of the technique certainly outweighs the routine ‘chalk and talk’ method in motivating
students’ learning interest in Chemistry.Thus, hands-on activities should be emphasizes
to the other topic Chemistry STPM.

In addition, the “APC” technique should be extended for form 4 and form 5 Chemistry and
Science as the content also included the types of structure of atoms and molecules.
Therefore, it is suggested that this technique also can implemented to the other subject.

BIBLIOGRAPHY
Abdul Latib bin Abd Rahman dan Nor Azam bin Ariffin.(2016). Panduan Penulisan
Laporan Penyelidikan Tindakan : Kuantitatif & Kualitatif. Pulau Pinang:Jabatan Pengajian
Melayu IPG Kampus
Sistem Pentaksiran Baharu STPM. (2012).Gombak: Majlis Peperiksaan Malaysia (MPM)
Mustafa ,N.M & Basri,M.(2014). Perbandingan kaedah hafazan Al-Quran tradisional dan
moden :Satu Kajian awal.Kolej Universiti Islam Antarabangsa ,Selangor:Fakulti Sains
dan Teknologi Maklumat
Tan Yin Toon,Loh Wai Leng,Lim Ming Hui & Ho Sook Chee.(2016). STPM Text
Chemistry Second Term.Shah Alam:Oxford Fajar Sdn.Bhd
Simpson E.J. (1972). The Classification of Educational Objectives in the
Psychomotor Domain. Washington, DC: Gryphon House

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LAMPIRAN 1
Pre-test (Silicates)
Name :……………………………………………………………….. Class :.........
Answer all the question below.
1. There are three types of primary silicates. [ 10 ]

i. Draw the structure of primary silicates
ii. Write the anion formula
iii. Identify the basic unit

2. The structure for a single chain silicate or pyroxenes is shown below.

i) Write the basic unit of the pyroxenes? [ 1 ]
ii) Name a chemical substance which is a double chain silicates [ 1 ]
3. The structure for a sheet silicate is as follows.

Determine the empirical formula of sheet silicate [ 1 ]

4. For each of the silicate below, state the anion formula. [ 2 ]

Silicates Anion formula

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LAMPIRAN 2

Post-test (Silicates)
Name :……………………………………………. Class :.........
Answer all the question below.

1. Describe of chain silicates. [ 7 ]

2. The repeating unit of a type of silicate is Si2O52- [2]
i) Draw the structure of this repeating unit

ii) Name a substances which has the structure . [ 1 ]
________________________________________________________

3. A part of a structure of a group of rock forming silicates minerals found in many
igneous and metamorphic rocks is shown in the diagram below

i) Identify the formula of the basic structural unit found in the silicate mineral
rocks. [ 1 ]

ii) Name the group of minerals which has this silicate structure. [ 1 ]

4. For each of anion formula below, draw the structure of silicate [ 3 ]

Anion formula Silicates

Si2O76-

Si3O96-

Si4O104-

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LAMPIRAN 3

APPLYING “APC” TECHNIQUE

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QUEST AFTER THE “USED ME’ TO INCREASE VOCABULARY WORDS AMONG
THE 5 MUET STUDENTS IN A SECONDARY SCHOOL IN PENANG ISLAND.

BY:

Dr. Kasthuri A/P Veratharaju
SMK (L) Methodist, Georgetown, Penang.

AND

Pn. Indra A/P Kolanda Vello
SMK (L) Methodist, Georgetown, Penang.

ABSTRACT

The aim of this action research is to increase the vocabulary among the 5 selected MUET
students in a secondary school in Penang. As Second Language (L2) learners, the 5
students were facing the consequences of language barrier that became the stumbling
block to learn new vocabulary. Hence, a technique called “USED ME” was introduced to
aid the respective group of students as a self-learning flash card strategy. This technique
have proven that gradually the students were able to learn new vocabulary using the flash
cards and further, developed the collection as creative and prosperous VOCABULARY
TREE, as an aid to construct complex sentences for MUET essay writing component. The
highlight of the success was all 5 of the students have attained 45/90 marks and above in
the writing component of MUET 2019.

Key words: MUET, vocabulary, Second Language (L2) learner, self learning strategy, flash cards.

1.0 PAST CLASSROOM TEACHING REFLECTION
I have been teaching the respective Upper Six Art class (2019) since I was transferred to
this school in August 2018. I had noticed that 5 out of 12 students of this particular class
were unable to use new vocabulary words in their writing. Neither the students were
unable to identify the meaning of fundamental nor complex words that they have had
come across in their daily life. Being their MUET teacher I had to think of every aspect of
their difficulties in learning new words, meanings of the words in lieu to construct complex
sentences that further hindered the students performance to excel in their essay writing
passing marks. All 5 were only able to perform below the par of Band 2 and this became
as a pandora box for me to ponder and take up the challenge to make them pass the
writing paper with the scores of 45/90 for passing mark of writing component (Band 3).
Due to inability to identify the appropriate and suitable vocabulary words, the students
were unable to use the correct vocabulary as according to the context. Knowing the
respective scenario, I personally thought, juxtaposed this phenomenon has to be traced
back to the root cause of these 5 students’ inability either to use new vocabulary or

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intentionally not knowing the meaning of the new vocabulary words in constructing
complex sentences for a write up.

Nevertheless this is a common problem faced by every bilingual student who has difficulty
to learn and master English as a Second Language (SL) learner. Therefore, all 5 of them
fall in this category too. Hailing from single parenting family status, embedded with
insecure socio-economical income the students were unable to expose to English
speaking experience. Neither they had chances to read English story books nor exposed
to other means of English speaking movies. Practically providing the basic needs for their
children had been a daily struggle being single parents. One of the student had to care
take of her siblings until her mother comes back from work. The students spent their life
abstain from partaking in L2 conversation too. Initially these weaknesses had to be
addressed at a very pioneer stage during his or her childhood days however the situation
did not permit so. Whom to be blamed here, the family, educators, individual or the
society?

Self initiative is also very much lacking to self discovery and learning new vocabulary in
spite of the family and economical status. The 5 of them have shown lack of self
motivation to progress in further. The students had claimed that they were least interested
to build a solid vocabulary volume as they feel bored and less meaningful to learn the
new vocabulary and meaning of unfamiliar words in a ‘pathetic’ way. Therefore I had
difficulties to explain as the students posses insufficient new vocabulary words
furthermore this has been identified as a common problem in constructing the complex
sentences for the MUET writing essay per se.

2.0 RESEARCH FOCUS

It is essential to use new vocabulary in MUET especially for writing. Being the sixth
formers, the students should be aware of this consequences. However it does not turn
up to be in this manner as one of the prerequisites was passing the writing component
with 45/90 above and further contribute in other components with the aim to posses Band
3 and above. The current scenario was, MUET will be one of the major contribution for a
good course selection besides the accumulated grades of other STPM subjects as an
entry for local universities. MUET plays a crucial role for students’ future.

Apparently, students were not aware of the importance of building a solid foundation of
increasing the accumulation of new vocabulary words. I am perplexed by this alarming

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situation of our students and their negligence to identify the root word and the meaning
of the respective word according to the context. Considering all the above circumstances,
being an educator I truly believe that learning should be a meaningful process hence a
new strategy that boost the students long term interest through an independent self
learning strategy to learn English, should be comprehended. Many studies have shown
that the conscious and coordinated use of such learning strategies is associated with
language achievement and proficiency (O’Malley & Chamot, 1990). Hence if a creative
learning strategy is imposed, in a meaningful process, the students could comprehend
new vocabulary words as L2 learners.

Considering the above pandora, flash card strategy was robbed in to compensate a
creative self learning strategy in considering to cater a sustainable technique that would
be infused through eco-friendly products to handful of them. This technique of “USED
ME” was introduced with the purpose to save the Mother Nature in lieu with the concept
of environmental sustainable development. Therefore, the 5 students could be value
added global citizens by adopting a new technique in increasing new vocabulary in their
daily life situation that would be useful to be infused in the classroom context later. I
wanted to educate environmental awareness and simaltaneously utilize the recycled
products/items that had been abundant without knowing its’ educational properties in
learning new vocabulary.

The “USED ME” that encompass printed materials such as; brochures, pamphlets,
newsletters, newspapers, journals and magazines collected from homes, clinics,
hospitals, pharmacies, school together with items such as cans, tins, bottles and food
wrappers gathered were utilized to develop a new self-learning strategy flash cards.
Learning should be fun, creative and at the same time this would be earned through
students self-initiatives in reviving and learning new vocabulary words from the respective
recycled “USED ME” items or materials.

The students, 5 of 12 students of a Upper Six Arts class were assigned to collect the
“USED ME’ items separately. The 5 of them were required to learn new vocabulary words
due to their inability to use the respective vocabulary in constructing complex sentences
during the essay writing sessions. They were given preliminary exposure of using a
dictionary in prior to carry out the self-learning vocabulary learning flash card strategy.
The fact that the vocabulary needs of learners often outstrip learners ability to acquire a
large number of new words has stimulated research into how vocabulary-learning
strategies can assist learners (Nyikos & Fan, 2007).

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Conventionally Band 3 in MUET writing will also be a contributing factor for my individual
Key Performance Indication (KPI) contribution of passing for the subject and school as
whole. Fail to address the KPI and MUET passes with Band 3 and above would be a
stumbling block for the overall MUET passing percentage of the school, district and
contributes to the overall average grades of the state as whole. Hence, considering the
former and latter consequences of the overall MUET performances, well planned
measures need to be addressed. This could be done if I identify the root cause of the
students’ inability to expand new vocabulary usage in MUET especially in constructing
complex sentences in essay writing component. The taken measures were expected to
turn a new leaf in using new vocabulary during the classroom milieu.

3.0 RESEARCH OBJECTIVES
3.1 General Objective
At the end of this study, the 5 MUET students should be able to obtain Band 3 for MUET
writing component with the score above 45/90 hence contributing for overall passing of
MUET with Band 3 and above.

3.2 Specific Objectives

At the end of the study :

3.2.1 In total 5 MUET students should be able to increase the vocabulary words with
at least 5 words per week.

3.2.2 In total 5 MUET students should be able to use new vocabulary words in
constructing complex sentences for essay writing with at least 30/60 marks and
above.

4.0 TARGET GROUP

A handful of 5 out of 12 students of a Upper Six Arts from SMK (L) Methodist, Penang
were involved in this study. These 5 students were lower achieving students with Band 2
for their TOV final year school examination 2018.

5.0 IMPLEMENTATION OF RESEARCH

I have used the observation and essay writing samples as instruments to collect the data
of this study.

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5.1 Problem Review

The study was implemented to tackle the objectives of this research through two
techniques of interventions that encompassed observation and using students’ essay
writing samples.

5.1.1 Observation

Profoundly based on my observation, few students had difficulty not only to use new
vocabulary words nevertheless this leads the students’ unable to construct complex
words due to insufficient volume of vocabulary words. I have had noticed that the students
were unable to identify the appropriate words according to the context due to insufficient
vocabulary word lists. Moreover the students did not want to take initiatives to learn new
vocabulary as independent learners at their own pace.

5.1.2 Composition samples

I have difficulty in marking the students’ composition due to students’ inability to use new
vocabulary words in their essay writing. The students were unable to use variety of words
according to the context because they were unfamiliar with new vocabulary words and
the meaning of words accordingly. This made them unable to construct variety of
sentence structures effectively. Therefore, majority of the students had attained the
scores of Band 2 during their MUET writing lessons and also during the school final
exams due to this reason. The students tend to repeat the same spelling mistakes or
errors without understanding and memorising the words and meanings correctly
according to the context.

5.2 Research Method
5.2.1 Preliminary Study

In prior to conduct this study a preliminary study was imposed based on my observation
as a MUET teacher. A handful of them were seen as being passive by isolating
themselves in partaking during teacher and students interaction sessions. From time to
time they need to be prompted to think and likely being the least productive (5 students)
as compared to the balance 7 students.

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On the other hand, the same group of students, 5 out of 12 students had obtain essay
writing marks below 30/60 based on the marking rubric. Hence at least 2 essays were
marked from each student (12) nevertheless at each time the 5 of them had scored below
30/60 marks for essay writing during classroom practices and exams. Hence this group
5 of them needed a special guidance and attention to make them pass with a minimum
requirement passing marks (30/60) and with the focus to encourage them to increase
their vocabulary. This was because they did not posses the proper new vocabulary to
express in their writing.

The writing and the marking were balance checked with the co-researcher before these
5 students were being assigned for this study as they were categorised as lower
achieving students. Thus, the 5/12 students were outlined from the rest of the class for a
newly designed flash card self-learning strategy that could be implemented at one’s own
flexibility of time (before and after schooling hours) without distracting the normal MUET
lessons in the classroom.

5.2.2 Duration of Study
I have initiated this study by permitting the 5 students to prepare the flash cards by
allocating the time duration of 20 minutes before the morning school assembly (7.00 -
7.20 am) and 30 minutes after the school ends on every Thursdays and / or Fridays.

5.2.3 Intervention Implementation Method
I have introduced the flash card strategy by using the technique “USED ME” to the 5
students on one of the Thursdays (21/2/2019) at 2.10 pm after schooling hours. Through
the “USED ME” technique all 5 of them were requested to collect the abundant recycle
printed materials such as brochures, pamphlets, newsletters, newspapers, journals and
magazines collected from various places such as ; homes, clinics, hospitals, pharmacies,
school library and the collection also inclusive of other recycled items such as cans,
bottles and food wrappers were utilized to develop flash cards for a newly developed self-
learning strategy.

Next the students will identify two different category of words; partially known or semi
familiar words and unknown words or unfamiliar words from the “USED ME” materials or
items. Then I had required the students to write down the semi familiar and unfamiliar
words on flash cards and use two different colour of highlighters to differentiate the semi
familiar and unfamiliar words and its’ corresponding meaning. Students were requested

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to identify the meaning of the words according to the contexts from the dictionary or online
Goggle search of a reliable and accredited source by the officials such as Cambridge and
Oxford Universities. The students (5) of them were given two months time duration
(21/2/2019 to 21/4/2019) to create a collection of flash cards with a target set of one word
one day or 5 words per week and accumulated vocabulary of 40 words towards the
completion of the 8th week. Nevertheless from time to time the students were also
extended help by their classmates to rob in the “USED ME”.

Within the two months or 8 weeks time, the students were given two months to
understand and memorise the words and meanings written on the flash cards. It is
expected that gradually the students will become familiar with the spelling of semi familiar
or unfamiliar words when they were expected to read the flash cards everyday as revision
back home. The students were expected to utilize the use of semi familiar and familiar
words as a mean to increase their vocabulary in constructing variety of sentences
structures especially writing complex sentences effectively in essay writing besides using
appropriate and varied vocabulary.

5.3 Analysis Of The Research Intervention
5.3.1 Observation During The Flashcard Strategy

Based on my observation upon creating the flash cards at the initial stage, all the 5
students were able to move with a very minimum effort to create flash cards (Appendix
1) as own self-learning initiative and further actions were taken to memorise and spell the
new vocabulary correctly. However, the effort gradually slowed down at Week 2 and
Week 3 . Hence I had to give some positive words to sustain their interests to create the
flash cards.

When it comes to using new words from the flash cards, the students were mere confident
to use the words during the essay writing process. I have noticed that 4 out of 5 students
had strive to use new vocabulary words and this made them to boost their confidence
level to use the new vocabulary in suitable context during the MUET lessons especially
the essay writings exercises without any hesitation. On the other hand, 1 out of 5 student
was rather passive however her peers were giving her the motivation needed to use the
new vocabulary during the MUET lessons from time to time.

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5.3.2 Flash Card Vocabulary Strategy

In total all 5 students’ flash cards creation to identify the semi familiar and unfamiliar
words and the respective meanings of the former and latter words for the duration of 2
months of this study is shown below (Table 1).

Table 1 Number of New Vocabulary Accumulated in Flash Cards Per Week

Names Week Week Week Week Week Week Week Week TOTAL
12345678

S1 1 1 4 4 4 10 12 18 54
S2 2 1 2 2 3 8 13 19 50
S3 3 3 3 2 3 14 15 17 60
S4 1 1 1 1 1 5 6 9 25
S5 1 2 2 2 4 9 14 18 52

Table 1 shows the number of new vocabulary accumulated in flash cards per week for
the duration of 8 weeks or 2 months. The trend shows that the number of new vocabulary
derived from the “USED ME” technique and made into flash cards varied from S1 to S5
as for Week 1 to Week 5. However none of the students have attained the target of doing
5 flash cards per week (Week 1 to Week 5) as per targeted by the teacher. However, all
the students have reached the target of 40 new vocabulary words in Week 8 as compared
to Student 4. All 4 students (S1, S2, S3 and S5) have shown an increase in the target of
doing flash cards or learning at least 40 new vocabulary by Week 8 except Student 4.
Throughout the 8 weeks, Student 4 did not reach the target of hitting 40 new vocabulary
or failed to create at least 40 flash cards that would encompass 40 new vocabulary
however since Week 5 onwards, Student 4 have shown a very minimal development of
learning new vocabulary via creating flash cards at her own pace (25 vocabulary).

5.3.3 Essay Writing

The 5 students’ essay writing marks gradually increased from Band 1 - Band 2 (Appendix
2) to Band 3 (Appendix 3) based on the sample of essays marked before 21/2/2019 and
after the 2 months intervention duration 21/4/2019. All 5 of them were able to gain the
overall minimum scores of 30/60 marks and above as indicated to Band 3 in the

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argumentative essay writing marking rubric. More new vocabulary were written in the
essay besides using appropriate and simple vocabulary and variety of sentences
structures mainly complex sentence structures.

5.3.4 MUET Results (2019)

Table 2 TOV and MUET Results 2019

NO NAME TOV (x/90) MUET Results Differences OVERALL
(Before (y/90) (After (+/-) MUET
Intervention) BAND
Intervention)

1 S1 38 57 +19 4

2 S2 35 52 +17 3

3 S3 33 50 +17 3

4 S4 32 47 +15 3

5 S5 36 52 +16 3

Table 2 depicts the Take Of Value (TOV) of the students during the 2019 internal final

year exam at the school level. The TOV results of the writing papers have shown that all

5 of them score below 45/90 passing marks (before intervention phases). After the

intervention phases, all 5 of them has scores above 45/90 marks for the writing papers.

In total 4 of them (S2, S3, S4 and S5) obtain Band 3 for the overall MUET results and

only 1 student (S1) obtain Band 4. As compared to before and after intervention phases

the scores of TOV and MUET examination results has shown range of differences

between 15 to 19 marks.

5.4 Results

The results were quite disappointing at the initial stage as from Week 1 to Week 5 (see
Table 1) the students did not show a consistent effort to use the “USED ME” as the
needed guidance from the peers as to collect the required items or products. However
this pattern had changed drastically since Week 5 onwards 4 out of 5 of them had shown
a good interest and initiative when the teacher had requested them to display the work
as a new innovative product created as “Vocabulary Tree”. When I noticed that students
were not giving much input for the self-learning flash card method, I had instructed them
to create a corner called the “MUET CORNER-VOCABULARY TREE” so that the
students feel proud to display the new vocabulary to the class. Gradually the

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“VOCABULARY TREE” corner was developed based on the new vocabulary learned
using the “USED ME” and referring to dictionary or online Cambridge or Oxford
Universities.

This “MUET CORNER” turned out to be the most unexpected creation. At the end of the
8th week, the artistically created trees grew beautifully with extended branches bearing
fruits in the form of new vocabulary and corresponding meaning of the respective words.
The targeted 5 new vocabulary words per week was picking up towards week 5 onwards
except Student 4 was picking up at a very slow pace. Most probably, the students (S4)
required more time to master the skill of learning new vocabulary as compared to the rest
of the students.

I had observed that when the students were given empowerment to display their creation
of learning new vocabulary and displaying them to the class at the “MUET CORNER” the
students had taken the pride to be acknowledged and they were being more engaging
and creative as they had the sense of doing their best to expand the ‘VOCABULARY
TREE” and making it more colourful, creative and vibrant. It became a mini decoration
corner that had variety of new vocabulary words being hanged from time to time. The
“VOCABULARY TREES” grew to be a tree of knowledge and wisdom to the whole class
at last.

At the same time from Week 5 onwards the students had shown a progress in
constructing variety of sentence structures by using the new vocabulary (see Appendix
4, VOCABULARY TREE) and not only that, variety of new vocabulary words were used
in the essay writing of the 5 students. Among all, 4 of the students writing had shown a
tremendous progress and they were able to obtain 30/60 marks and above. The remain
1 student had hardly used any appropriate vocabulary and mainly used simple sentence
structures in her essay writing. Thus, Student 4’s essay marks usually was marked down
below 30/60 marks. However towards the end, as compared to after intervention phases
of using the flash cards, all 5 students were able to pass the MUET examination 2019
results ranging minimum from Band 3 to Band 4. The intervention had yield positive
results and all 5 students had progressed tremendously as compared to the phases
before the intervention sessions.

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5.5 Reflection

The perseverance among the students to sustain the flash card self-learning strategy at
their own pace had slowed down gradually from Week 1 to Week 5 however since Week
6 to Week 8, the momentum picked up slowly when the students were assigned to display
their finding of new vocabulary words and its’ meanings to the form of graphical visual of
“VOCABULARY TREE”. This maybe because from Week 1 to Week 5, this self-learning
flash card strategy had shown a slow improvement among the 5 students when it comes
to learning new vocabulary. Nevertheless this strategy requires a lot of time, hard work
and perseverance from the students’ part and it had benefited 4 (S1, S2, S3 and S5) out
of 5 students to further excel in using variety of sentences structures (complex sentences)
besides reasonably appropriate and varied vocabulary in essay writing.

Every student is unique hence Student 4 (S4) may require a different strategy in learning
new vocabulary from different context. It is undeniable that Student 4 had a strong
influence of L1 and was having difficulty to assimilate L2 into her belief system or prior
knowledge. The student (S4) was accepting the fact that she had to be more proactive
towards learning variety of new vocabulary if she wants to produce at least Band 3 in
MUET as one of the essential prerequisite of local universities’ entry. The rest of the
students (S1, S2, S3 and S5) believed that they would sustain the self-learning strategy
and had taken the ongoing efforts in creating new flash cards via learning new vocabulary
and its’ corresponding meaning as it was seen as a beneficial strategy to increase their
new vocabulary volume especially useful for the essay writing.

It has been argued that many researchers had looked into the strategies of learning
vocabulary of the second language (Schmitt, 2011). The effectiveness of learning
vocabulary using any language learning strategies is successful as it is depended on the
learners conscious learning strategies more frequently and appropriately as compared to
the less successful learners (Oxford & Nyikos, 1989).

However students still need to involve actively in creating the flash cards. Students’
interest to sustain the self learning flashcards’ strategy momentum had reduced gradually
as they had to skim and scan for new vocabulary words upon referring to the “USED ME”.
Something unique that I had noticed was the students’ preferred to obtain the materials
laid out at the book shelves at the school foyer as compared to other materials or items.
These materials especially National Geography and Readers’ Digest magazines were
donated by the school library to the students. Probably this may be an easy way out for

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