e-Prosiding Konvensyen Pegawai Perkhidmatan Pendidikan Cemerlang Kebangsaan Tahun 2022

151 ii. the teacher also makes it a point to ‘explain in detail on every aspect of the writing part by showing how to elaborate the ideas’. iii. Teacher ‘introduces specific vocabulary required for writing’ iv. Teacher ‘talks about the conclusion of the essay and how it should be’ v. Teacher ‘explains about the tenses required for the essay’ vi. Teacher ‘gives examples of different structure of sentences for students to create a variety of structures for their essays’ When teacher reflects and analysed his own planning and how his writing lessons have been carried out, he realised that his classroom practices has always been too teacher-centred without giving opportunity for students to practise what is being taught. The teacher found the missing essence in his teaching when he analysed his own lesson plans. Students writing random reflection on writing lessons In order to identify the issue in his classroom, the teacher requested the students to write a random reflection on how they felt about the teacher’s lesson. Students’ reflection can be a data for teachers to improve their own classroom practices (Hammond et al., 2017). Below are some examples of excerpts from their reflections for teacher to understand how the students perceive the lesson. Figure 1: Students’ reflection on writing lesson before intervention The teacher required students to write a random reflection so that students could write honest reflection without worried of being reprimanded by the teacher. When students’ reflections were analysed, words such as ‘boring’, ‘not interested’ and ‘cannot understand’ was identified. Besides, the students also stated that they learn better with friends when they discuss and write together just like how they used to do it in their face – to – face classrooms. This made

152 the teacher realised that lack of collaboration among students may have an effect in their writing tasks. Diagnostic test A diagnostic test, testing students’ writing skills was carried out using the writing task from the textbook. Students’ score average score in the writing test was below average. The table below shows the results of the diagnostic test. Table 3 Students’ Diagnostic scores Student Test Score Student Test Score Student 1 12 Student 13 13 Student 2 13 Student 14 12 Student 3 11 Student 15 9 Student 4 14 Student 16 11 Student 5 13 Student 17 13 Student 6 8 Student 18 12 Student 7 12 Student 19 9 Student 8 13 Student 20 14 Student 9 14 Student 21 10 Student 10 7 Student 22 13 Student 11 13 Student 23 10 Student 12 11 Student 24 14 The problem in teacher’s classroom practise was identified through the survey, students’ reflections, analysis of teachers’ lesson plan as well as the diagnostic. From the survey it was found that students like learning the English language. However, they dislike the way the teacher has been carrying on with the lesson. Secondly, the analysis done on the students’ work proves that students’ work was not up to the level of expectation and it was found that the length of their essays were not at the acceptable level. There were errors in terms of grammar, vocabulary as well as the sentence structure which needs urgent attention. Thirdly, analysis of teacher’s lesson plan and reflections found that teacher’s lesson were too teachercentred without opportunity for students to try the new concepts introduced with teacher presence before actually writing their essays. Most of the time teacher talked and there was less communication between the teacher and students. Finally, a textbook based diagnostic test was done and it was found that the average class score of the test was below average.

153 All the four elements of problem identification shows that students are unable to perform in their writing skills due to unattractive online learning environment which led them to unable to improve their writing skills. Besides, the textbook content was proven to be too difficult for them that their writing scores was below average. The result of the problem identification showed that there is a need for intervention to improve the writing skills of these group of students by improving teachers’ practices in classroom (Maghsoudi, 2013; Ghabool et al., 2012; Nor Mazidah et al.,2012; Akhan and Hassan, 2010). In order to improve students’ performance in writing, an interactive writing module embedded with the Web 2.0 tools was developed by the teacher and the module was used as a part of this study with the aim to : i. solve the problem faced by the students in developing writing skills using web 2.0 tools. ii. enable students to write better in English as required in the 2013 – 2025 Malaysian Education Roadmap. In order to achieve the aim, this study wishes to answer the following research questions : i. To what extend does the web 2.0 tools help in improving students’ writing skills when it is integrated with the English language lesson? ii. To what extend does the web 2.0 tools help in developing students’ motivation towards writing skills? REVIEW OF LITERATURE The Issue of Writing Among ESL Learners To be able to produce an excellent piece of writing, one need to have acquired good grammar, vocabulary and the ability to construct proper sentence structure. However, this is what language learners find to be difficult. According to Maghsoudi (2013), writing becomes a burdensome activity for pupils when they are asked to put in the idea of thinking, constructing right sentences with appropriate vocabulary. Besides, the need to use various cognitive and linguistic approaches while writing makes it more difficult for students to understand and practice writing skills (Ghabool et al., 2012). According to Ramasamy & Abdul Aziz (2018), lack of grammar understanding including spelling, punctuation and capitalisation is also a prevalent issue among ESL students. On the other hand, Normazidah et al.,(2012) have also stated that students could also show lack of interest and motivation in writing could probably be due to linguistic and cultural background that hinder them from developing their language ability. Hence, the lack of interest and motivation. In another instance, Yunus & Chan (2016) have also stated that students’ lack of interest in writing could also be the result of poor

154 teaching strategies from the teacher part that have led for students to have issues in writing in ESL. Though, Malaysian students are shrouded with various issues in terms of developing their writing skills, the education system have not once tried to sweep this issue under the carpet, instead various measures are taken to enable learners to be at ease when it comes to learning writing. One such initiative taken is the introduction of the CEFR – Aligned English language curriculum under the Ministry of Education’s Roadmap 2015 – 2025 which have had the all the most essential English language skills given utmost importance including the writing skills and teachers are also given proper pedagogical training on how to teach effectively to develop ESL learners’ language skills (Don et al, 2015). Although various measures have been taken to ensure the quality of English language skills particularly writing, it is important to ensure that teachers are using the right strategies and approaches in order to ensure successful learning among students Therefore, it is important that approaches of teachers in developing writing skills among students to be reviewed in order to see the effectiveness of these approaches in developing writing skills among students in ESL classrooms. The aim of this study is to enable students to improve their writing skills using an interactive writing module that is embedded with Web 2.0 tools. Approaches Related to the Teaching of Writing in ESL Classroom In order to cater to learners’ needs various teaching and learning approaches have been developed by researchers. These approaches were developed to aid and guide learners to acquire the writing skills in English language. In this study, a few approaches in teaching writing is reviewed as they are directly related to the articles or studies that is reviewed in the next chapter. Approaches such as product, process, process genre and genre approaches is explained in this section. The table below explains the approaches:

155 Table 4 Approaches in teaching writing The approaches elaborated in the table above are examples of that are in practice in many ESL classrooms around the world. The approaches have also been used in various classroom research in order to measure the effectiveness of innovative practices using the approaches or studies that looks into applying these approaches in various classroom condition to study it effectiveness (Karimah et al,. 2017 ; Yomana et al, 2019 ; Ahn, 2012; Guittirez et al., 2015 ; Pratam, 2015). Previous Studies Studies from the past till present has continued to explore teachers’ classroom practices on the use of effective stategies to develop writing skills among students at various levels. Nordin (2017) had stated educators cannot use the one size fits all strategies in teaching writing skills as learners have diversified strategies. However, in his studies he concluded that the process and genre based approach can bring about a balance in learning writing skills among students as both these approaches are complementing one another. Watson (1982), in his study has stated that the product – based approach is a preferred approach in many cwriting classrooms. However, he felt that the product based approach will not be able to be a stand alone model in ESL writing classroom as it will not be effective. Its effectiveness is assured when combined with the process based approach. This is further

156 confirmed by Akhan and Hassan (2010) in their study where they found that combining the two aforementioned approaches actually helped in improving their students writing skills. The studies reviewed above shows that the approaches that are mainly explored are the model and process based approaches. Nonetheless, there are other models which are relevant that can be used in the classroom for an effective outcome as well as to improve learners writing skills. This approaches can also be used in a blended mode and which could actually help to improve students writing skills. This approaches did not get much attention and through this review all the approaches that have been mentioned in this part of the review will be explored and explain based on studies done in the past for better understanding. Web 2.0 Tools The web 2.0 tools were created to enable the users of internet or online platforms to be able to interact or use interactive features. The advances of technology had enabled the creation on wed 2.0 tools which has the social web (Pegrum, 2009). Educators then developed the Web 2.0 tools as a way to explore collaborative learning tasks (Pegrum, 2009). With the existence of web 2.0 tools, students were exposed to various was of writing lessons online. There were blogs, and simple website developing applications that helped pupils to develop their writing skills online (Peachey, 2009). In terms of language learning the web 2.0 tools helps learners to construct their knowledge based on constructivist approach. This is because as they use web 2.0 tools for learning purposes they get to explore, analyse, synthesise as well as understanding the learning content online rather than blindly memorising which makes them active learners (Vallance et al., 2009). Due to different variations of gaining knowledge via web 2.0 tools they also get to improve their communication skills (Ding, 2003). There are several studies which have proven that the use of Web 2.0 tools would be an effective tool to improve writing skills among students. In a study by Beltran (2010), it was found that the use of web 2.0 tools for digital writing helped in improving students’ writing skills. In another study by Jimenez, (2009), it was found that the researcher used the web 2.0 tool ‘Webquest’ to help students to develop higher order thinking skills in writing lessons and found that students’ maturity in writing improved. The Web 2.0 tools used for this study were Quizziz, Edpuzzle, Wakelet, Jamboard and Google Classroom and google documents.

157 Collaborative Writing Activities In this study collaborative writing activities were used as part of the classroom activities. Collaborative writing refers to the activity of completing an a writing task in a small group (Hayes, 1996). Storch (2005), has stated that collaborating writing activities have been getting teachers’ attention as it helps learner to work interactively among the peers which leads to successful learning outcome. In a collaborative learning activity, especially one that is done entirely online the teacher need to understand his/her role to facilitate the lesson so that it could be done successfully (Storch, 2013). The current study is looking into developing writing skills among low proficiency students by engaging them in learning activities designed in web 2.0 tools which would help them to develop grammar, vocabulary and sentence structure and then moving on to collaboratively writing a piece of essay as part of an intervention to improve their writing skills. METHODOLOGY Research Design This study employs the action research model by Mcniff (2013). According to Mcniff (2016), action research is a way for researcher to understand his own actions and reflecting upon them to improve the actions for betterment. If a person feel that his practice is not up to the mark than the person can actually improvise it and explain what was improved and how it changed his practices and if it is the other way round it also needs to be explained why one feels that the practice is just a good and does not need improvement (Mcniff, 2016). Besides, action research is also a practical design which helps to find solution to a practical problem (Creswell, 2014). Based on the definition of the action research given by Mcniff(2016), this study looks at the way how the teacher concerned in this study has been teaching writing skills and what was the improvement or changes made in his classroom practices. It also would look at what impact the changes had on the students’ writing skills.

158 The Diagram below shows the action research model by McNiff (1988). The model of spiral of steps shown in the diagram above was first developed by Lewin (1946). The model then went through several innovation steps over the years and also became the fundamental process in Mcniff’s (1988) action research studies. The spiral steps above are simple steps of repeated action research cycles of planning, acting, observing changes, reflecting on changes or improvisation and repeating the same cycle once again several times until the desirable improvement is obtained (Mcniff, 2016). The repeated cycles in the study helped the teacher to observe what was happening in his classroom and reflect his own actions and plan and act with further action for the next cycle. Participants The participants involved in this study are 24 Secondary four pupils from a secondary school in Ipoh. The study was conducted in a girls’ secondary school. Hence all the participants involved in this study are girls. The students did not have a prior public examination results as the PT3 2020 were cancelled due to the spread of the COVID19 pandemic. However, the diagnostic test and analysis of pupils’ online work serves as a baseline data to categorise the pupils as low – proficiency. The Study This study explores the development of writing skills of low – proficiency learners during the COVID19 pandemic using the Web 2.0 tools for the development of vocabulary, grammar and sentence structures required for the writing as well as collaborative writing activities online for essay writing tasks. A diagnostic test was carried out to conform the problems students had in their writing classes after analysing students’ work, teacher’s lesson plan and students’ reflection writing activities. The diagnostic test is also taken as the pre – test for this study. Figure 2: Jean McNiff’s (1988) Action Research Model

159 Throughout the study, pupils had several activities associated to writing tasks before they carry out the collaborative writing activities as shown in the table below : Table 5 Activities Planned for the Interventions The table above shows classroom activities planned for every cycle. These activities will be same throughout all the three cycles that had been planned. However, modification will be made in terms of complexity of the tasks and length of the writing task accordingly after observing and reflecting on classroom activities in every cycle. During the intervention period, teacher introduces the Web 2.0 tools and explained the tasks that they were required. The way teacher approaches the students remains the same but what changes is the inclusion of web 2.0 tools for the task to check students understanding after every task was given. After every explanation and discussion in the class students were required to complete the online tasks given and these tasks focussed on the grammatical elements as well as sentence structures and vocabulary which was found to be a problem among students during the problem identification stage. Upon completing the preliminary tasks, students are assigned sentence and paragraph constructing activities where these activities are observed by teacher when the students were completing them online. The most desired web tool used for in – class writing activities were the Jamboard.application.

160 When all the preliminary tasks were completed, pupils were then instructed to work collaboratively to produce a complete essay using the google documents. The collaborative tasks consisted of three pupils in a group who worked on one google document to complete the writing task. Pupils were to discuss the content based on the preliminary activities that they had done prior this task. Upon completion of each cycle pupils were required to write a reflection on the lessons that were carried out throughout the learning period and how they felt about it. The Cycles in the Study The table below shows the number of cycles involved in the studies and the activities related throughout the cycles Table 6 The Intervention Cycles Based on the table above, the entire intervention period took about three weeks involving three cycles. In all the cycles, the activities were designed an executed as shown in the table 4 with modification based on students’ work outcome, reflection and teacher observations and reflections.

161 Instruments for data collection The instruments used to collect data for this study were the pretest, posttest, student interview after the posttest and teacher’s reflective journal throughout the time the study was conducted. The pretest and posttest was aim to test pupils development and improvement in writing skills before and after the intervention. The interview was carried out with pupils to find out how the intervention or activities carried out during the intervention helped them in developing their writing skills. Teacher’s reflective journal is analysed to find out what did the teacher feel about the differences in students’ performance when the intervention was carried out and how he sees a difference in his own classroom practices along the way. Instruments to measure writing skills The students writing skills was measured from the linguistics aspects. The assessment for writing skills was measured based on the following assessment table. The writing skills assessment criteria shown in the table below are adapted from Thompkins and Hoskisson (1995). Table 7 Writing Skills Assessment Rubric (WSR) The rubric adapted from Thompkins and Hoskisson (1995) was not piloted as it has been used widely for several similar research studies measuring development of writing skills among students (Istiqfaroh & Mustadi, 2020; Schneider, 1997; Zarif & Ahmed,2013). This instrument was used to measure the quality of students’ writing in terms of language for the pre – test and post – test to get a clear picture of how students have developed right after the pre – test till the completion of the post – test. Linguistic Aspects Score Content 5 Grammar 5 Structure 5 Organisation 5 Punctuation 5 Spelling 5 Total Score 30

162 PROCEDURE All the 24 students who were involved in the study has given their consent by getting parental approve to participate in this study. The study was conducted four about five weeks including the time taken for the intervention. To identify the outcome of the intervention three research instruments were used namely, the pre – test and post – test, teacher’s reflective journal and interview with students. For the pre – test and post – test, participants were given similar essay questions. Intervention Stages i. Stage 1: Word level activities At this stage pupils were assigned task on Web 2.0 tools (Edpuzzle or Quizzizz) where students are given exposure to the vocabulary and grammar elements needed in the writing task. The task at this level requires students to understand the words that can be used to develop sentences when writing narrative. Creative expression, dramatic phrases and apt vocabulary are explained and developed at this stage. Teacher combines the lesson with explanation, activities and explanations again based on students’ performance on the online tasks. Students’ performance is recorded and at the end of this task, pupils are asked to reflect on the new ideas to learn and fill in the reflection forms. ii. Stage 2: Sentence and Paragraph Writing At this stage pupils were engaged with sentence and paragraph level activities. The lesson was conducted with teacher explaining the tenses and words they learnt in the previous lessons and how to use them in building sentences. Students build their sentences and paragraphs on the Jamboard application and the teacher uses the same application to provide corrective feedback to help the pupils to understand the lesson better. After the completion of the task pupils were required to write reflection on their lessons in the google form. iii. Stage 3: Collaborative Writing Activity At this stage, pupils were put in groups of three and required to complete an essay using the words, phrases and ideas learnt from the activities in stage 1 and 2. Pupils were to use the google chat and google document applications to complete the writing task. After the completion of the task students work are assessed by the teacher and their scores are given as a group score. This activity marks the end of the cycle and

163 they are required to write a reflection on what is gained from the cycle of activities and comments on the lesson. The activities stated above were carried out in three stages to develop pupils writing skills. All the three stages focussed on pupils narrative writing skills and at the end of all the three cycles a post – test was carried out followed by interview with students and analysing teacher’s reflection throughout the whole cycle. Classroom activities caried out throughout all the cycles The following is an example of activity carried out via Edpuzzle, where students develop words skills for writing by watching a video assigned for them. Figure 3: Preliminary word level task on EdPuzzle The following picture is another example of activities carried out via Quizizz for students to develop vocabulary as well as grammar for writing. Quizizz became a avenue for teacher to understand students’ progress in developing their vocabulary and grammar Figure 4: Preliminary word level task on Quizizz

164 The following are paragraph building activities that were carried out via Wakelet and Jamboard applications. These activities were carried out after students complete the word level activities and they used the words the learnt to construct sentences and paragraphs in class. Some of the activities were individual tasks and some were paired work. Figure 5: Paragraph writing task on Wakelet Figure 5: Paragraph writing task on Jamboard The following picture is an example of students’ post – lesson reflections on what they have learnt. These reflections were done via Padlet and also Jamboard,

165 Figure 6: Post – lesson Reflection Figure 7: Post – lesson Reflection Data analysis The data for this study is analysed based on the the pre -test and post-test scores, as well as student interviews and the teacher’s reflective journal. Pre – test and Post – test The table below, shows the result of the pre – test and post – test of this study. Table 8 Result of Pretest and Posttest Group N Mean Std. Deviation Std. Error Mean Pre – Test 24 13.44 3.693 .739 Post – Test 24 24.88 3.551 .710

166 The Table above shows, the mean differences of students’ score for the pre – test and the post – test. Before the intervention the mean score of the pupils were below average (M =13.44 ; SD = 3.693) .After the intervention, the significant differences could be seen in the of the writing scores in the overall mean score (M=24.88 ; SD = 3.551) which shows a much more higher score compared to the pre - test (M = 13.44 ; SD = 24.88). A comparison made to students’ essay in the pre – test and post – test. It was found that students made less grammatical errors as compared to the essays written during the pre -test. Besides, there was improvement in terms of their scores in all the 5 aspects in the assessment rubric namely content, grammar, structure, organisation, punctuation and spelling. Besides, the length of students’ essays also improved in the post-test. The pictures below are some examples of pupils essays comparing the pre - test and the post – test. Figure 7: Students’ pretest and postest samples Figure 8: Students’ pretest and post test samples

167 The examples shown in the pictures above are some examples comparing pupils’ work from the before the intervention and also after the intervention which show that pupils have improved tremendously in their writing task after the interventions was carried out. Student Interview Interview with students was carried out with 15 students randomly picked from the group involved in the intervention. Six questions were asked to each students pertaining the lessons that was carried out throughout the cycles. The interview was carried out in an online platform – google meet. From the interview it was found that students’ actually enjoyed the writing lessons conducted through various Web 2.0 tools, besides improving in their writing skills. The following is quoted from student A, “I like the writing activities, I learn how to write sentences better and learn new word to write essay” The use of vocabulary and grammar improvisation activity helped pupils to learn new phrases, words that they may want to use for their essay writing which helped them to write better essay. This was pointed out by student C; “I had problem with using the right words and creative phrases but teacher has taught us on how to use them and we enjoyed the vocabulary quiz which helped us to understand the words Figure 9: Students’ pretest and postest samples

168 and phrases better. I also used the new words when I did the writing exercise on google doc and also my own essay writing” Pupils were also asked to make a comparison of the lessons before and after the intervention and provide their opinion on the lesson and the following is a response from student F, ‘I felt very boring at the beginning of the lessons, and could not understand all that the teacher explained, I also did not know what to write, but now after the teacher use so many tools to explain to use and make us understand how to use words and phrases and how to develop our ideas, I learnt to write better. I also like the discussion activity as I can communicate and write together with my friends” When asked on the collaborative writing activities, student G and Student I gave the following responses, Student A I like writing on google doc with friends. I can ask them if I don’t understand and I can also discuss with them new ideas. I don’t feel alone. Student B When I do work with friends they teach me what I don’t understand and I can understand better. I can also understand how to explain my ideas after doing writing activities together with my friends. From the interview done with the pupils, they had stated that they now find writing narratives much easier after the intervention as they know how to start the first paragraph and develop their ideas using the technics and details explained by the teacher and practices they did with the teacher. Pupils also stated they now not only know how to use the vocabulary learnt but also learnt how to acquire and understand new vocabulary and further use it in their essays. The feedback given by pupils show that they are more confident with their writing skills now and more engaging in writing tasks when done collaboratively. Besides, pupils also said that they like to use the online applications such as Quizizz, Edpuzzle, Wakelet and Jamboard. These tools attract students to be more engaged in the writing task. Hence, the use of Web 2.0 tools with collaborative writing activities have not only improved students use of language for writing but also has sparked their interest in writing activities.

169 Teachers’ Reflections throughout the Cycles The teacher kept a reflective journal throughout the intervention period to reflect on the actions and reactions in the classroom which helped teacher to plan and process the next course of action in each cycle (Nunan, 1992). The following are some examples of teacher’s reflective journal reflecting on the activities that was carried out during the lessons : The picture above shows some examples of the teacher reflecting his own classroom practices. The reflections depicted on teacher’s actions and students’ reactions. Comparing to the teachers’ reflections and lesson plans prior to the intervention. It could be seen that teacher has made the online lessons more student – centred with more hands-on activities that would help pupils to understand the lesson better. Besides, the use of Web 2.0 tools as part of the learning activities also improved pupils’ participation in in-class activities and make them more engaging in developing their writing skills. Besides, the teacher also noticed from his observation that students work well with the writing task when they are put together with their friends to complete the writing task collaboratively. Teacher created the online collaborative option for students to work together with their group members to discuss and complete their writing tasks together. Figure 10: Teacher’s Reflection

170 FINDINGS Based on the data analysis, from the pretest and posttest pupils performance in the writing tasks have shown significant improvements. Their improvements can be put into three categories namely; Mild, tremendous and intermediate based on their improvement score. While a small group of students had shown tremendous improvements in their writing skills, the others also showed improvements which were mild and intermediate which would be a good start for them to continue striving to improve in their skills. These findings are similar to Yomana et al., (2019) and Herrera (2013). In the pretest, pupils barely attempted to made connections to the task assigned and with rampant errors it was difficult to understand their contents. Their ideas were also inappropriately organised. The link of cohesive devices were very limited to none. Besides, their level of vocabulary used was relatively at the lowest level.However, after the intervention the aforementioned flaws were mostly reduced, though pupil made grammatical errors, their ideas were clearer and one would understand it better. It was the same with the other aspects of the writing task. Besides, in the posttest it was also found that pupils vocabulary and the use of cohesive devices have also improved for better. If in the pretest these to aspect were not found or limited, in the posttest it their use was evident, though some may have come with errors. From the reflective journal and interview with students. It was generally understood pupils like the integration of Web 2.0 tools in their writing tasks as well as collaborative writing activities. It was evident that the collaborative activities they did with their peers were a great learning experience and motivated them to write during the lesson. The intervention of using Web 2.0 tools and the collaborative writing activities increased pupils’ interest and motivation in writing, Richards & Rogers (2001) stated that collaborative activities improve students learning experience and creates a positive learning climate among students. Besides, with student – centred learning activities online it promoted autonomous learning among pupils to understand how to develop learning skills particularly for English language lessons (Prensky, 2010). CONCLUSIONS This action researched focused on the strategy of using web 2.0 tools and online collaborative writing activity to improve a group of higher secondary students’ English language proficiency in writing. Throughout the intervention carried out in this study pupils’ have learnt ways to improve their vocabulary and grammar for writing as well as learning how to write more

171 complex sentences. This is inline with studies review in the literature (Karimah et al,. 2017 ; Yomana et al, 2019 ; Ahn, 2012; Guittirez et al., 2015 ; Pratam, 2015) During the intervention process, pupils’ knowledge and understanding towards writing skills was noticeably developing especially when they worked collaboratively with their peers. Similar things also happened in a study done by Yomana et al., (2019). The activities also helped pupils to reflect on what they write in terms of the vocabulary used as well as development of ideas for the written tasks (Ahn, 2012). Motivation is a factor that help learners to acquire new knowledge (Karimah et al, 2017). As a result of using online collaborative writing activities as well as web 2.0 tools, pupils’ motivation towards writing could be seen to be improved as they actively participated in the classroom activities and contributed to the classroom discussions. Along they way with the use of various online tools pupils seems to have encouraged to write as they could understand what is expected from them. As pupils engage in learning with the use of web 2.0 tools in their collaborative activities, it encourages autonomous learning among these pupils. Besides, another important point that need to be taken into consideration here is strategies employed by the teacher in using Web 2.0 tools in his English language lessons rather than the tools itself. The outcome of this enabled the teacher to reflect the idea of how learners could be helped with different ways of learning using the web 2.0 tools. Using these tools effectively in English language classroom would also be a way to prepare them for the digitalised work market as marketable human capital as required in the Malaysian Education Blueprint 2015 – 2025. IMPLICATIONS This study uses the wed 2.0 tools in develop writing skills through collaborative writing strategies. This study can be used to promote online collaborative writing skills among pupils. And the success of the classroom practices depends on the implementation processes and knowing what works and what does not work. Teachers who may want to replicate this study should consider the web 2.0 tools that works with their classroom environment. The online tools that were used in this study were tools that are easy to use and does not require subscription fee. Therefore, it was easy for the teacher to carry the intervention activities online. Teachers should also focus on the language development rather than focussing on the effectiveness of the tools.

172 This intervention activities can be carried out using the process approach to writing and it is advised to use google documents for the collaborative writing activities as students would be able to communicate, comment and correct each other in one platform and teacher can just observe them. LIMITATIONS The first limitation of this study as the duration it was conducted. It was carried out in a short period of time. If the study were conducted at a longer period the outcome would have been even better. The process in this study have helped students to improve their writing skills but if it were to be carried out longer it would have been a rewarding and enriching experience for the students. Besides, this study was carried out in an all-girls school and if the study were to carry out in a boys or a co – education school, the impact of collaborative writing might have been different. FURTHER RESEARCH The use of online tools for collaborative writing activities have proven to be successful with improvements in students’ writing skills. It might be interested to see collaborative writing activities in classroom during face to face lessons without the involvements of online tools or an experimental study where the experimental group learns via online collaborative writing activities and the control group learn through traditional face to face collaborative writing activities. REFERENCES Ahn, H. (2012) Teaching writing skills based on a genre approach to l2 primary school students: An action research. English Language Teaching 5(2):2-16. Beltrán, A. (2010). EFL University Learners Working Collaboratively with Digital Storyboards. Bogotá,Colombia: Universidad Distrital British Council. (2015). Action research toolkit. Kathmandu: British Council Cindrić, I., & Kolobarić, M. K. (2020). Change in Feedback Practices and Its Effect on Students’ Essay-writing Skills-an Action Research. UZRT 2018, 75. Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Lincoln: University of Nebraska-Lincoln. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. Dewi, A. (2015). Perception of English: A Study of Staff and Students at Universities in Yogyakarta, Indonesia. Cambridge: Cambridge Scholars Publishing.

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174 Schneider, J. J. (1997). Undoing" The" Writing Process: Supporting the Idiosyncratic Strategies of Children.Storch, N. (2005). Collaborative Writing: Product, Process, and Students’ Reflections. Journal of Second Language Writing, 14, 153-173. Storch, N. (2013). Collaborative Writing in L2 Classrooms: New Perspectives on Language & Education (Vol. 31). Bristol: Multilingual Matters https://doi.org/10.21832/9781847699954 Thompkins, G. E., & Hoskisson, K. (1995). Language Art: Content and teaching strategies. United State of America: Precentice-Hall, Inc Vallance M., Vallance K. & Masahiro M., (2009). Criteria for the Implementation of Learning Technologies. In Thomas, M. (Ed.), Handbook of research on Web 2.0 and second language learning (pp. 1-19). Hershey, PA: Information Science Reference. Watson, C. B. (1982). The use and abuse of models in the ESL writing class. TESOL quarterly, 16(1), 5-14. Yunus, M. M., & Chien, C. H. (2016). The use of mind mapping strategy in Malaysian university English test (MUET) Writing. Creative Education, 7(04), 619. Yomana C., Christina Jothi P. Shamini P., Md. Yunus, M. (2019). Collaborative writing: an integration of snack bars and hi-five fingers via social media. Creative Education. 10: 475-484. Zarif, T., & Ahmed, A. (2013). Analyzing The Role Of Instructional Language In Enhancing Scientific Cognition Of Elementary Level Students Belonging To Marginalized Communities; Sindh Pakistan. Asian journal of social sciences & humanities, 2(1), 267-272. Zhu, W. (2004). Faculty views on the importance of writing, the nature of academic writing, and teaching and responding to writing in the disciplines. Journal of Second Language Writing.13(1):29–48.

175 LAMAN DIGITAL PEDAGOGI BAHASA ARAB MOHAMMAD NAZMI BIN MOHSIN SEKOLAH KEBANGSAAN GUAR PERAHU [email protected] ABSTRAK Pandemik Covid 19 telah mengubah sedikit sebanyak landskap pendidikan di Malaysia bahkan seluruh dunia apabila semua pihak terkesan dengan perubahan gaya hidup dan sosial dengan pelaksanaan pelan operasi standard yang baharu. Justeru, penulis telah memperkenalkan inovasi Laman Digital Pedagogi Bahasa Arab (“LaDaR”) menggunakan aplikasi Google Sites sebagai satu wahana pendidikan di sekolah. Ia bertujuan untuk memudahkan akses murid kepada bahan pelajaran subjek Bahasa Arab selain meningkatkan komunikasi pelbagai hala antara guru, murid, waris dan bahan. Laman pendidikan digital ini memuatkan video pembelajaran, lembaran kerja, permainan interaktif, hasil kerja murid dan sebagainya. Sistem ganjaran Panda Mumtaz juga diperkenalkan untuk menarik minat murid menyertai kelas Bahasa Arab secara dalam talian menggunakan aplikasi Google Meet. Penulis mendapati peratus penyertaan murid dalam Pengajaran dan Pembelajaran di Rumah (“PdPR”) untuk murid tahun enam bagi tahun 2021 adalah antara 47.61% dan 92.30% berdasarkan ambilan data bagi tiga buah kelas. Respon penyertaan murid dalam PdPR membolehkan penulis melakukan pentaksiran secara formatif menerusi PdPR dalam talian seterusnya dapat merekodkan tahap penguasaan murid dalam templat pentaksiran secara luar talian. Sebagai konklusi, penulis tidak menafikan ada dalam kalangan murid yang berasal dari keluarga B40 sangat terkesan dari sudut sosioekonomi sepanjang tempoh pandemik ini dari sudut sumber mata pencarian, kesihatan, penyediaan peranti dan psikologi menyebabkan pelajaran murid sedikit terjejas. Namun majoriti murid dalam kalangan keluarga B40 dan M40 masih boleh mengikuti pelajaran secara dalam talian berdasarkan data yang telah dikumpul sepanjang tahun 2021. PENGENALAN Landskap pendidikan dikejutkan dengan kehadiran wabak pandemik Covid 19 di seluruh dunia. Ia bukan sahaja menjejaskan sektor ekonomi dan sosial masyarakat, bahkan ia turut memberi tempias kepada sistem pendidikan negara. Kaedah pengajaran bersemuka yang diamalkan selama ini di premis bangunan sekolah terpaksa dihentikan untuk memutuskan rantaian wabak penyakit berjangkit ini. Sekolah Kebangsaan Guar Perahu merupakan sebuah sekolah yang terletak di kawasan luar bandar dan majoriti murid tinggal di kampung-kampung berdekatan kawasan Kubang Semang. Terdapat beberapa punca masalah yang telah dikenalpasti oleh penulis dalam melaksanakan pendidikan norma baharu iaitu ketiadaan peranti yang mencukupi, masalah talian internet yang lemah serta motivasi kendiri murid yang rendah untuk belajar di rumah. Justeru, penulis telah mengambil inisiatif untuk memperkenalkan inovasi Aplikasi Laman Digital Pedagogi Bahasa Arab (“LaDaR”). Ia menggabungkan lima komponen penting dalam proses pengajaran dan pembelajaran. Ia termasuklah kompilasi video pengajaran bahasa arab mengikut topik tahun lima dan tahun enam bagi murid Sekolah Kebangsaan berteraskan Dokumen Standard Kurikulum dan

176 Pentaksiran (“DSKP”), lembaran kerja dalam talian, kompilasi video eviden hasil kerja murid, gambar aktiviti murid dan buku pelawat. OBJEKTIF Penulis telah mensasarkan objektif umum dan objektif khusus dalam pelaksanaan inovasi ini. Objektif Umum Meningkatkan penglibatan murid dalam proses Pengajaran dan Pembelajaran di rumah dalam tempoh pandemik Covid 19. Objektif Khusus 1. Meningkatkan minimum 50% penglibatan murid dalam proses Pengajaran dan Pembelajaran di rumah dalam kalangan murid tahun enam sesi 2021/2022. 2. Memastikan sekurang-kurangnya 50% murid mencapai minimum Tahap Penguasaan 3 dalam proses PdPR secara dalam talian/ luar talian sepanjang tempoh pandemik. METODOLOGI / STRATEGI PELAKSANAAN Laman Digital Pedagogi Bahasa Arab Muallim Nazmi Penulis telah menjadikan Laman Digital Pedagogi Bahasa Arab Muallim Nazmi (“LaDaR”) ini sebagai hub bahan pembelajaran interaktif bahasa arab kepada 92 orang murid tahun enam tahun 2021 yang belajar di Sekolah Kebangsaan Guar Perahu. Ianya memuatkan 5 komponen utama iaitu kompilasi video pembelajaran Bahasa Arab berdasarkan sukatan pelajaran yang terkandung dalam Dokumen Standard Kurikulum dan Pentaksiran, Video Eviden Murid, Lembaran Kerja, Gambar Aktiviti Murid dan Buku Pelawat.

177 Laman Youtube Nazmi Mohsin Official Penulis telah menghasilkan video-video pengajaran Bahasa Arab dan dimuatnaik dalam akaun youtube Nazmi Mohsin Official setiap kali sebelum sesi pengajaran dalam talian bermula. Pada waktu 30 minit awal sesi pengajaran secara dalam talian, penulis akan memberikan pautan video untuk ditonton oleh semua murid kelas tersebut secara flipped classroom. Murid akan mengikuti setiap arahan di dalam video itu seperti latih tubi sebutan huruf, ayat mudah, ayat kompleks, kuiz interaktif dan nyanyian lagu. Kemudian, semua murid diminta untuk menyertai kelas dalam talian menggunakan pelantar Google Meet. Guru akan meneruskan sesi pengukuhan sepanjang tempoh ini agar murid dapat memahami isi pelajaran dengan baik. Terdapat pelbagai pengisian dalam tempoh 30 hingga 40 minit kelas Google Meet ini antaranya nyanyian lagu, latih tubi sebutan dan bacaan, lakonan murid, gamifikasi dan sebagainya. Kelas Google Meet ini juga dirakam dan dimuatnaik ke dalam akaun youtube Nazmi Mohsin Official untuk rujukan semua murid dan waris di rumah terutamanya murid yang tidak sempat mengikuti kelas Google Meet pada hari tersebut. Paparan induk akaun youtube Nazmi Mohsin Official

178 Aplikasi Liveworksheets.com Penulis menggunakan aplikasi liveworksheets.com sebagai sumber utama dalam penyediaan bahan lembaran kerja kepada murid secara dalam talian. Ini adalah disebabkan aplikasi ini dilihat sangat menarik minat murid untuk menjawab soalan secara interaktif setiap kali selesai sesi tutorial sesuatu topik itu diajar. Aplikasi liveworksheets.com menggalakkan murid untuk belajar secara kendiri. Setelah selesai murid menjawab soalan, aplikasi ini akan terus menyemak jawapan murid dan menunjukkan markah prestasi murid untuk set soalan tersebut. Selain itu, murid dapat menjawab berulang kali set soalan yang sama sehingga mereka mendapat markah penuh dan menguasai kemahiran yang diajar pada minggu tersebut. Waris boleh menyemak hasil kerja murid tersebut menerusi email yang didaftarkan setiap kali murid menjawab soalan. Penulis juga merekodkan markah murid secara dalam talian menggunakan aplikasi Data Studio. Modul Lembaran Kerja Bahasa Arab Bagi murid yang tidak dapat mengikuti kelas secara dalam talian, mereka masih boleh belajar dalam tempoh pandemik Covid 19. Penulis telah mengumpulkan bahan interaktif dalam aplikasi liveworksheets.com menjadi satu set Modul Lembaran Kerja Bahasa Arab secara fizikal. Pihak sekolah membenarkan hanya waris sahaja yang dibenarkan mengambil modul pembelajaran di sekolah untuk anak-anak mereka. Penulis memuatkan nota ringkas mengikut topik di dalam modul tersebut agar murid-murid ini dapat memahami isi pelajaran secara mudah sebelum mereka melakukan tugasan yang diberikan. Murid-murid juga boleh menghubungi guru jika ada persoalan terhadap latihan yang diberikan. Contoh paparan hadapan akaun liveworksheets.com

179 Sistem Ganjaran Panda Mumtaz Sebagai guru, penulis merasa empati terhadap kesusahan keluarga murid B40 yang sangat terkesan dengan pandemik Covid 19. Sebagai suatu galakan terhadap komitmen keluarga dan murid yang mementingkan pelajaran mereka, maka penulis telah mengambil inisiatif kendiri untuk memperkenalkan Sistem Ganjaran Panda Mumtaz dalam proses pengajaran dan pembelajaran di rumah. Pada setiap minggu, beberapa orang murid terpilih akan diberikan hadiah atas komitmen mereka menjawab kuiz spontan atau membuat pembentangan secara dalam talian dengan cemerlang. Antara bentuk hadiah yang diberikan adalah set makanan dan minuman (pesanan melalui aplikasi Food Panda), baucar wang tunai RM10 dan RM5, e-wallet touch n go, tambah nilai kredit telefon serta bahan sokongan pembelajaran (pesanan melalui aplikasi Shoppee) contohnya writing tablet, beg sekolah, set alat tulis dan sebagainya. Pemilihan murid yang menjawab soalan mingguan adalah diundi melalui pusingan roda maya (aplikasi Wheel of Names). Murid yang bertuah akan menjawab soalan dan seterusnya memenangi hadiah minggu jika jawapan yang diberikan adalah betul. Muka hadapan Modul Pembelajaran Bahasa Arab Tahun Enam. Contoh Lembaran Kerja Tahun Enam

180 Pembelajaran Berasaskan Projek Penulis juga menggalakkan murid untuk berkarya melalui rakaman dan suntingan video peribadi/ keluarga dalam lakonan perbualan ayat mudah yang telah dipelajari semasa kelas Google Meet. Ini secara tidak langsung mewujudkan pembelajaran bermakna kepada murid apabila ia mengamalkan isi pelajaran dalam kehidupan seharian di rumah bersama ahli keluarganya. Hasil video yang dikongsikan oleh murid telah dimuatnaik ke dalam akaun youtube Nazmi Mohsin Offiial sebagai eviden pelaksaan tugasan murid dan menjadi rujukan kepada murid-murid lain. Contoh rakaman video boleh ditonton menerusi pautan di bawah: https://youtu.be/fqB4V8xcn50 Foto murid yang berjaya mendapat hadiah Panda Mumtaz dalam sesi PdPR. Spesimen e-Voucher Tunai yang diberikan kepada murid semasa sesi tutorial dalam talian.

181 DAPATAN DAN IMPLIKASI Setelah melaksanakan inovasi Laman Digital Pembelajaran Bahasa Arab dalam tempoh setahun terhadap 92 orang murid tahun enam di Sekolah Kebangsaan Guar Perahu, penulis mendapati 3 aspek di bawah dapat ditingkatkan sepanjang proses pengajaran dan pendidikan di rumah. i. Penglibatan murid tahun enam di dalam PdPR kekal secara purata di atas paras 50% berdasarkan graf di bawah. Video yang dihasilkan oleh seorang murid tahun enam dalam Projek Rekacipta Bahasa Arab.

182 ii. Peningkatan murid mendapat Tahap Penguasaan Minimum melebihi 50% di penghujung sesi 2021/2022 berbanding rekod pada pertengahan tahun yang sama. iii. Mendapat pengiktirafan dan menyertai Perkongsian Amalan Terbaik peringkat Antarabangsa, Kebangsaan, Negeri dan Daerah. BIL NAMA PROGRAM PERINGKAT 1. WEBINAR PdPR & DARING (Malaysia & Indonesia) antara SK Guar Perahu dan Sekolah Dasar Bueng Cala, Acheh, Indonesia. Pautan: https://www.youtube.com/watch?v=2BpcYMrPinM Antarabangsa (07/10/2021) 2. Tenaga Pengajar Didik TV KPM & Okey TV Pautan: https://www.youtube.com/watch?v=8aPXx9noxn8 Kebangsaan (04/08/2021) 3. Sesi Libat Urus Pelaksanaan PdPR bersama BPSH, KPM. Kebangsaan (30/07/2021) 4. Webinar Amalan Terbaik PdPR Offline & Gabungan Negeri (20/08/2021) 5. Perkongsian Amalan Terbaik PdP Green Screen kepada PGB Latihan Modul 5 Kohort 5 Program TS25 Sekolah Pulau Pinang. Negeri (17/12/2022) 6. Bimbingan Profesional : Aplikasi Liveworksheets.com Daerah (17/02/2021)

183 KESIMPULAN Di dalam mendepani cabaran VUCA (Volatility - Ketidakstabilan, Uncertainty - Ketidakpastian, Complexity – Kerumitan & Uncertainty - Kekaburan) pada masa pra dan pasca Covid 19 ini, penulis mendapati bahawa para pendidik sewajarnya menjadi insan yang lebih kreatif dalam menyampaikan ilmu kepada murid-murid. Kreatif yang dimaksudkan oleh penulis di sini merangkumi 3 elemen iaitu: i. Kaedah pengajaran yang digunakan sama ada secara dalam talian, luar talian atau kaedah gabungan. Ianya menjadi lebih terarah jika guru melakukan sedikit soal selidik terhadap kecenderungan murid belajar pada peringkat awal. ii. Pendekatan dan teknik yang digunakan merangkumi aplikasi digital, permainan, projek mudah, hadiah ganjaran dan sebagainya. iii. Pengurusan emosi guru dan murid di mana unsur prihatin terhadap kesusahan murid dalam meneruskan sesi pelajaran mereka dalam cabaran dunia masa kini selain peneguhan motivasi dan keyakinan diri berterusan dalam diri murid untuk terus belajar sehingga berjaya. Selain itu, guru pada hari ini perlu menjadikan sumber pengajaran digital sebagai normalisasi baharu dalam kerangka pendidikan abad ini. Aplikasi DELIMA yang diperkenalkan oleh pihak Kementerian Pendidikan Malaysia seharusnya dimanfaatkan secara optimum oleh barisan pendidik bagi menjayakan proses pengajaran dan pembelajaran di sekolah. RUJUKAN Profesor Madya Dr. Afandi Ahmad. (2017, September 4). Mendepani cabaran dunia empat dimensi. Berita Harian. https://www.bharian.com.my/rencana/muka10/2017/09/321156/mendepanicabaran-dunia-empat-dimensi Bahagian Pembangunan Kurikulum. (2021). Panduan Pelaksanaan Pentaksiran Bilik Darjah Secara Dalam Talian. http://bpk.moe.gov.my/index.php/terbitan-bpk/pentaksiran-bilikdarjah?download=3097:panduan-pelaksanaan-pentaksiran-bilik-darjah-edisi-ke-2-2019

184 SESIKU KULAT + I BOLEH PASTI “A” MENINGKATKAN KEMAHIRAN ABK DALAM KALANGAN PELAJAR SEM 3 KTEDPG SANDAKAN AMIT BIN AWANG Kolej Tingkatan Enam Datuk Pengiran Galpam, Sandakan, Sabah [email protected] ABSTRAK SESIKU KULAT + I Boleh Pasti “A” merupakan satu bentuk transformasi intervensi bagi meningkatkan kemahiran Alih Bentuk Komunikasi (ABK) Sem 3 dalam kalangan pelajar Kolej Tingkatan Enam Datuk Pengiran Galpam (KTEDPG) Sandakan. Pendekatan ini bertujuan menangani isu kegagalan pelajar menyelesaikan masalah statistik dalam ABK Sem 3 seperti melengkapkan Idea, Bukti, Peratus dan Alasan (I Boleh Pasti “A”). Seramai 33 orang pelajar dari dua kelas iaitu K3 dan K5 Sem 3 telah dijadikan responden kajian melalui ujian pra dan pos. Kajian ini telah dilaksanakan dalam tempoh masa 4 bulan. Semua pelajar diuji beberapa siri ujian ABK Sem 3 dengan mengenalpasti idea sebelum dan selepas intervensi yang menggunakan SESIKU KULAT + I Boleh Pasti “A”. Hasil daripada ujian yang dijalankan menunjukkan perubahan dari aspek pencapaian markah dan masa yang memberangsangkan. Seusai intervensi dilaksanakan, didapati semua pelajar mampu menjawab soalan statistik ABK Sem 3 dengan baik. Justeru, pengkaji turut menyebarluas aplikasi teknik SESIKU KULAT+ I Boleh Pasti “A” kepada beberapa kelas kemanusiaan di Kolej Tingkatan Enam Pengiran Galpam dan masih dalam proses uji lari. Kata kunci: Pola Perubahan, Pola Perbandingan, SESIKU KULAT+I Boleh Pasti “A” PENGENALAN SESIKU KULAT + I Boleh Pasti “A” direkacipta bagi membolehkan pelajar dapat menganalisa pola perubahan atau pola perbandingan yang lebih tepat dan terbimbing. Inovasi ini terdiri dari bahan maujud yang dikenali sebagai SESIKU KULAT + I Boleh Pasti “A” untuk mengenalpasti kedua-dua idea pola perubahan atau pola perbandingan (Tell & Present (penerangan) secara individu. Semua tugasan maklumat akan ditulis dalam bentuk esei yang menjadi jawapan lengkap. Maklumat idea jadual akan diperincikan dalan jadual analisis sebelum jawapan lengkap disediakan. Kesukaran murid dalam menguasai polemik ini sangat ketara terutama pelajar yang tidak menyukai subjek matematik. Manakala bagi pelajar yang pintar dan cerdas pula seringkali gagal untuk menyatakan idea pola secara tepat mengikut rubrik jawapan yang dikehendaki. Justeru, SESIKU KULAT + I Boleh Pasti “A” ini dirangka dan dibangunkan bagi membimbing pelajar memahami secara sistematik dan tersusun bagi menyatakan idea yang manakah lebih wajar dan paling relevan ditulis dalam paparan jawapan pelajar itu nanti. Rangka jawapan yang dihasilkan nanti akan menjadi panduan yang menarik untuk pelajar menulis sebuah esei ABK Sem 3 yang baik dan cemerlang. Interaksi murid dengan bahan dan rakan pasti menjana “active learning” dan “fun learning”. SESIKU KULAT + I Boleh Pasti “A” yang dihasilkan dengan kerjasama kumpulan PLC dalam kalangan rakan guru telah terbukti keberkesanannya dalam meningkatkan penguasaan murid tentang topik

185 berkaitan. SESIKU KULAT + I Boleh Pasti “A” juga turut diperluaskan ke peringkat Pasukan Gerak Saga Daerah Sandakan (PGSD), kerjasama rangkaian guru Pengajian negeri Sabah dan akan dibentangkan dalam Kolokium matapelajaran guru-guru Akademik Tingkatan Enam peringkat Kebangsaan. REFLEKSI PENGAJARAN DAN PEMBELAJARAN YANG LALU Majlis Peperiksaan Malaysia (MPM) telah menetapkan bahawa setiap calon wajib mendapat sekurang-kurangnya lulus penuh gred C dalam mata pelajaran Pengajian Am bagi melayakkan mereka mendapat sijil STPM. Pengajian Am merupakan modular dan diajar mengikut semester. Alih Bentuk Komunikasi (ABK) merupakan bahagian B dalam kertas Pengajian Am Semester 3 yang memperuntukkan sebanyak 15 markah daripada 80 markah keseluruhan. Bagi membolehkan pelajar mendapat skor yang cemerlang dalam kertas Pengajian Am Semester 3, seharusnya bahagian B ini adalah penyumbang penting selepas bahagian C yang membawa kepada 50 markah. Pada bahagian ini, para pelajar harus menguasai cara menaakul dan menganalisis data yang terdapat dalam jadual untuk dipindahkan ke dalam bentuk teks. Sekiranya pelajar dapat menguasai kemahiran dan teknik menjawab soalan ABK dengan baik maka mereka mempunyai peluang yang lebih cerah untuk mendapat skor cemerlang. Pengkaji mendapati bahawa pelajar kurang mahir dalam menjawab soalan ABK iaitu pada bahagian analisis data berjadual. Hal ini dapat dikesan melalui latihan yang diberikan semasa sesi PdPc. Hasil latihan selalunya berakhir dengan 01 hingga 05 markah kerana pelajar gagal menaakul dan menganalisis data mengikut kehendak soalan. Hal ini amat membimbangkan kerana bahagian ini mampu membantu pelajar untuk mendapat keputusan yang lebih baik bagi mata pelajaran Pengajian Am Semester 3. Berdasarkan hasil soal selidik, pemerhatian, temu bual dan semakan tugasan, pengkaji mendapati terdapat tiga (3) masalah utama yang dihadapi oleh pelajar dalam menjawab soalan ABK. i. Kehendak soalan. Secara keseluruhan ramai calon gagal memahami kehendak soalan yang meminta corak perubahan atau perbandingan atau kedua-duanya perlu dmasukkan sebagai jawapan umum. Oleh yang demikian, calon akan sedaya upaya mencampur adukkan kedua-dua kaedah menyebabkan pencapaian calon juga agak lemah.

186 ii. Perbezaan Pola Perubahan dengan Pola Bandingan Rata-rata calon gagal menulis kehandak jawapan yang bertepatan dengan kehendak soalan perubahan atau perbandingan. Kebanyakkan calon menulis jawapan yang bercampur aduk dan sekaligus gagal membezakan antara kehendak perubahan mahupun perbandingan secara total. iii. Analisis data Sebilangan kecil calon mampu mengenalpasti idea perubahan atau perbandingan dengan baik. Walau bagaimanapaun, tatkala menganalisa bukti, rata-rata calon cuai dalam mengemukan kesemua huraian yang merangkumi data mentah, peratus dan perbezaan data dan peratus perubahan mengakibatkan huraian lemah dan kehilangan markah yang baik. OBJEKTIF KAJIAN OBJEKTIF UMUM i. Meningkatkan kemahiran ABK dalam kalangan pelajar sem 3 KTEDPG sandakan OBJEKTIF KHUSUS i. Pelajar dapat mengenalpasti kehendak soalan perubahan atau perbandingan secara total ii. Pelajar dapat menulis huraian yang merangkumi bukti data mentah, peratus, data selisih atau peratus perubahan menggunakan SESIKU KULAT dan I Boleh Pasti “A” iii. Pelajar dapat mengurangkan kecuaian semasa menulis idea lengkap iv. Melengkapkan soalan ABK Sem 3 dalam masa 40 mins (maks) FOKUS KAJIAN Soalan pada bahagian ABK sememangnya agak mencabar kerana bahagian ini memerlukan kemahiran mengira. Secara tidak langsung, perkara ini menjadi halangan kepada para pelajar yang lemah dalam aspek pengiraan. Tambahan pula, keputusan pelajar dalam mata pelajaran Matematik di peringkat Sijil Pelajaran Malaysia (SPM) agak kritikal. Malah, sebahagian besar pelajar di kelas ini terdiri daripada calon rayuan ke tingkatan enam. Oleh itu, sebagai pendidik, pengkaji berasa bertanggungjawab untuk mencari intervensi yang sesuai bagi membantu pelajar dalam mencapai keputusan yang cemerlang. Pengkaji telah mencipta suatu intervensi

187 yang dapat membantu pelajar untuk menjawab soalan ABK dengan baik yang diberi nama ‘SESIKU KULAT’ + I Boleh Pasti “A”. KUMPULAN SASARAN Pelajar Kelas K3 dan K9 SEM 3 2021 PELAKSANAAN KAJIAN TINJAUAN MASALAH Sebelum langkah intervensi diperkenalkan, tinjauan mendapati pelajar tidak dapat mengenal pasti kata tugas pola perubahan dan pola perbandingan mahupun pola umum. Tinjauan rawak mendapati pelajar secara individu gagal untuk menulis idea utama dengan lengkap walaupun memahami kehendak soalan dengan jelas. Justeru, guru lebih cenderung untuk menggunakan kaedah “spoon feeding” bagi memenuhi tuntutan menulis ABK dengan baik. Hasilnya, pelajar tidak dapat mejana kemahiran menulis idea pola dan seterusnya gagal mendapat markah yang baik dalam penilaian formatif dan sumatif. Oleh yang demikian, intervensi teknik SESIKU KULAT+ I Boleh Pasti “A” diharap akan dapat mengatasi masalah ini. ANALISIS TINJAUAN MASALAH Secara keseluruhannya, tidak ada seorang pelajar pun yang berjaya mendapat markah 08 dengan sempurna dalam tempoh masa 40 minit. Bagi pelajar yang berjaya menyiapkan tugasan juga tidak mampu menyatakan semua idea dengan lengkap kerana kegagalan menyatakan huraian secara tepat di bawah idea yang lengkap. Hasilnya, 90% pelajar mendapat 01 - 05 markah dalam latihan ABK yang diberikan. Hal ini juga dikategorikan sebagai jawapan lemah dan menyeleweng dan sekaligus mendapat gred F. Hal ini merunsingkan pengkaji lebih-lebih lagi markah wajaran bagi penulisan ABK menyokong markah yang paling banyak diperuntukan dalam setiap semester.

188 Jadual 1 Keputusan Pentaksiran Mata Pelajaran Pengajian Am K3 dan K5 / 2021 Markah (%) Ujian Pra (Orang) Ujian Pos 1 (Orang) Ujian Pos 2 (Orang) < 05 17 9 - 06 2 3 - 07 - 5 - 08 5 2 9 09 2 2 5 10 - 1 8 11 5 3 5 12 - 1 5 13 - 6 - 14 - 1 - 15 - - - Jumlah 32 32 32 Sumber: Unit Peperiksaan KTEDPG TINDAKAN MENGATASI MASALAH Guru menyediakan bahan edaran yang mengandungi soalan pelbagai kehendak sama ada pola perubahan sahaja, pola perbandingan sahaja atau kedua-duanya (soalan umum). Dalam aktiviti SESIKU KULAT + I Boleh Pasti “A”, pelajar akan dibahagikan kepada beberapa kumpulan (4-5 orang dalam satu kumpulan). Dalam setiap bahan edaran, kumpulan pelajar dikehendaki menganalisa kehendak soalan beberapa elemen penting iaitu I Boleh Pasti “A”. Seterusnya kumpulan pelajar ini perlu mencerakinkan kehendak jawapan satu demi satu sehingga dapat mengumpulkan semua bukti secara lengkap dan tepat. Selepas itu, kumpulan pelajar ini akan menulis perincian jawapan satu perenggan demi satu perenggan yang mengandungi idea dan huraian lengkap. Jawapan yang lengkap dan tepat mengikut skema akan dinilai oleh pensyarah.

189 Gambar 1: Sebelum Inovasi Gambar 2: Teknik Sesiku Kulat I BOLEH PASTI “A” IDEA BUKTI PERATUS ALASAN Analisis I Boleh Pasti “A”

190 Pelaksanaan SESIKU KULAT + I Boleh Pasti “A”: 1 Setiap kumpulan diberikan bahan edaran soalan 2 Guru memberi arahan kepada kumpulan pelajar – analisis kehendak soalan 3 Setiap kumpulan menganalisa kehendak soalan menggunapakai SESIKU KULAT 4 Setiap kumpulan mencerakinkan soalan kepada idea dan huraian yang lengkap 5 Setiap pelajar menyediakan jadual analisis I Boleh Pasti “A” 6 Pelajar mula menulis idea dan bukti yang tepat 7 Setiap pelajar menulis idea dan huraian bukti – 20 minit 8 Pelajar membuat semakan silang dengan rakan sekumpulan dan sekelas 9 Pelajar membuat semakan berdasarkan skema /Rubrik jawapan yang disediakan 10 Guru akan menilai setiap hasil kerja pelajar 11 Pelajar menulis jawapan ABK yang lengkap DAPATAN REFLEKSI KAJIAN Tahap kepuasan pelajar semakin memuaskan dan bertambah baik dari aspek penilaian pentaksiran dan kaji selidik serta temu bual. Selain itu, pencapaian empirikal data membuktikan bahawa peningkatan markah dan sikap menulis dan melengkapkan ABK Sem 3 juga turut berubah. Akhirnya, pencapaian gred juga turut bertambah baik. REFLEKSI DARIPADA PEMERHATIAN Berdasarkan pengamatan awal selain daripada mencatatkan kejayaan dalam mengenalpasti idea dan huraian menulis ABK, pengkaji mendapati keinginan pelajar mengenalpasti pola perubahan dan pola perbandingan juga turut meningkat. Sikap tidak sabar pelajar untuk membuat tugasan esei dalam kelas berikutnya juga menunjukkan perkembangan yang sangat positif . Secara tidak langsung, hal ini menggambarkan pelajar tidak mudah berasa bosan dengan pedagogi ABK yang sebelumnya bersifat konvensional dan “spoon feed” sematamata. Malahan, pembelajaran mengguna pakai SESIKU KULAT + I Boleh Pasti “A” ini juga telah dapat menerapkan elemen 4C iaitu Collobortive, Creativity, Critical Thinking dan Communication berkesan selaras dengan pembelajaran abad ke 21 (PAK21). Paling penting dalam menjalankan aktiviti sebegini, pelajar turut mengamalkan nilai-nilai murni seperti menghormati pendapat orang lain, saling menghormati tanpa mengira agama, bangsa dan budaya.

191 REFLEKSI TERHADAP PERBANDINGAN HASIL PRA UJIAN DAN PASCA UJIAN Jadual 2 Keputusan Pentaksiran Mata Pelajaran Pengajian Am K3 dan K5 / 2021 mengikut individu Markah Ujian Pra (%) Ujian Pos 1 (%) Ujian Pos 2 (%) Pelajar 1 3 7 8 Pelajar 2 6 8 8 Pelajar 3 4.5 7 8 Pelajar 4 8.5 13 12 Pelajar 5 10.5 13 12 Pelajar 6 8 10 11 Pelajar 7 8 9 10 Pelajar 8 1 5 8 Pelajar 9 1 3 8 Pelajar 10 11 13 11 Pelajar 11 8 11 11 Pelajar 12 4.5 8 10 Pelajar 13 8 11 10 Pelajar 14 8 11 10 Pelajar 15 4 7 8 Pelajar 16 4.5 7 8 Pelajar 17 4 7 10 Pelajar 18 4 7 11 Pelajar 19 1 5 8 Pelajar 20 4.5 7 5 Pelajar 21 6 6 8 Pelajar 22 8 12 10 Pelajar 23 3 5 9 Pelajar 24 1 4 9 Pelajar 25 1 4 9 Pelajar 26 10.5 13 12 Pelajar 27 10.5 13 12 Pelajar 28 9 13 12 Pelajar 29 3 6 9 Pelajar 30 4.5 9 10

192 Pelajar 31 11 14 11 Pelajar 32 4.5 6 10 JUMLAH 32 32 32 Jadual 3 Keputusan Pentaksiran Masa yang diambil Mata Pelajaran Pengajian Am K3 dan K5 / 2021 Masa (Minit) Ujian Pra (orang) Ujian Pos 1 (orang) Ujian Pos 2 (orang) < 40 - 2 5 45 - 6 10 50 - 4 5 55 4 6 6 60 5 4 4 65 6 3 - 70 17 7 - 75 - - - 80 - - - 85 - - - 90 - - - Jumlah 32 32 32 Sumber: Unit Peperiksaan KTEDG SANDAKAN REFLEKSI TERHADAP TEMU BUAL Majoriti pelajar yang menggunakan SESIKU KULAT + I BOLEH PASTI “A” gembira dan berpuas hati dengan kaedah ini. Maklum balas daripada pelajar yang menggunakan kaedah ini menyatakan bahawa kaedah sesiku kulat dapat meningkatkan kefahaman mereka terhadap kaedah menganalisis data dalam soalan ABK semester 3. Hasilnya, 90% pelajar mampu menjawab soalan ABK semester 3 dengan baik. Guru berpendapat bahawa intervensi ini dapat membantu pelajar yang kurang fokus dan mempunyai analisis mengaoperasi asas kira-kira yang agak serius dalam menjawab soalan ABK. Malah guru juga melihat internvensi ini dapat membimbing pelajar untuk memberi tumpuan yang jitu pada bahagian tertentu dan seterusnya mampu menjawab soalan ABK dengan mudah.

193 SESIKU KULAT + I BOLEH PASTI “A” ini juga telah diapungkan dan dikongsi kepada rakanrakan guru yang mempunyai masalah pelajar yang sama. Hasil perkongsian ini telah membawa satu dimensi PdPc yang baharu memandangkan pembelajaran pada peringkat tingkatan enam jarang atau kurang menekankan pendekatan bahan bantu mengajar. Oleh hal yang demikian, besarlah harapan saya agar SESIKU KULAT + I BOLEH PASTI “A” mampu membantu pelajar yang kurang fokus dalam permasalahan ini dan seterusnya berjaya menjawab soalan ABK SEM 3 dengan baik. RUMUSAN TERHADAP REFLEKSI KAJIAN Berdasarkan pemerhatian sepanjang kajian dijalankan, pengkaji mendapati terdapat sebilangan pelajar masih keliru dengan kaedah kurung dan bulat (SESIKU KULAT). Oleh sebab itu, pengkaji mencadangkan agar pendekatan mengurung dan membulatkan data itu perlu menggunakan pendekatan berdasarkan warna pen yang berbeza dan terang. Keadaan ini boleh menjelaskan kepada calon bahawa kurungan warna yang berbeza merupakan satu kumpulan yang sama dan boleh dianalisis mengikut pola perubahan atau pola perbandingan. Selain itu peranan warna amat memberikan signifikan yang positif terutama kepada sebilangan pelajar yang masih lagi keliru kepada keadaan mengurung dan membulat data dalam petikan ABK. Oleh itu, perbezaan warna sewajarnya dapat membezakan secara nyata pendekatan membanding dan membuat pola perubahan. Semua data yang diperoleh daripada pemerhatian data dalam jadual kemudiannya dipindahkan ke dalam analisis jadual I Boleh Pasti “A”. dapatan menunjukkan para pelajar dapat menganalisis Idea, Bukti yang merangkumi data mentah, selisih, dan peratus perubahan. Hal ini secara tidak langsung dapat mengelakkan kecuaian dan kesilapan pelajar semasa menganalsis data dalam jadual ABK Sem 3. Atas keberhasilan SESIKU KULAT + I BOLEH PASTI “A” ini, pengkaji telah membuat beberapa siri penjelajahan ke beberapa daerah dan dikongsi secara bersama. Alhamdulilah pendekatan ini serba sedikit dapat memberikan impak positif kepada pelajar terbabit dan secara tidak langsung membantu meningkatkan pencapaian keputusan semester 3. CADANGAN KAJIAN SETERUSNYA Saya mencadangkan agar pada masa hadapan kajian ini dapat diteruskan dan diperbaiki segala kekurangan yang wujud. Penggunaan bahan konkrit atau bahan sebenar yang boleh disentuh dan dipegang merupakan alat bantu mengajar yang mampu membantu memudahkan objektif pengajaran sampai kepada pelajar. Oleh sebab itu, pada kajian yang

194 seterusnya, pengkaji berharap wujudnya penggunaan bahan-bahan maujud yang lebih signifikan dengan SESIKU KULAT + I BOLEH PASTI “A” agar matlamat untuk membantuk meningkatkan kefahaman pelajar dalam menjawab soalan ABK semester 3 tercapai. Dalam masa yang sama, saya telah berjaya mempatenkan intervensi ini dalam MyIPO. Hal ini bagi melindungi hak cipta dan harta intelek hasil inovasi pengkaji dalam dunia pendidikan. Di samping itu, pada masa hadapan dengan penambahbaikan yang dilakukan membolehkan intervensi ini digunapakai dalam peperiksaan STPM Semester 3. RUJUKAN Azizul Rahman Abd Rahman, Mohammad Saleeh Ramahad. (2011). Pengajaran Dan Pembelajaran Berkesan. Johor : MGCM. Azizul Rahman Abdul Rahman, Mohammad Saleeh Rahamad. (2012). Inovasi Dan Kreativiti Menjana Transformasi Pendidikan. Johor: MGCM. Chua Yan Piaw. (2006). Asas Statistik Penyelidikan. Kuala Lumpur : Mc Graw Hill Education. Chua Yan Piaw. (2012). Asas Statistik Penyelidikan. Kuala Lumpur : Mc Graw Hill Education. Harry K. Wong, Rosemary T. Wong. (2009). The First Day At School. Kuala Lumpur : Nusamas. John W. Cresswell. (2008). Educational Research. United States : Pearson International Edition. Mastura Mohamad Amin. (2011). Pengaplikasian Teknik Latih Tubi Menggunakan Cermin Dalam Mengatasi Masalah Kekeliruan Abjad Dalam Kalangan Disleksia. Kajian Tindakan IPG Kampus Kota Bharu Mohd Majid Konting. (2000). Kaedah Penyelidikan Pendidikan. Kuala Lumpur: Dewan Bahasa Dan Pustaka (DBP). Neuman W. Lawrence. (2011). Social Research Methods. United States : Pearson. Norhailmi Abdul Mutalib. (2017). Pembelajaran Abad 21. Perlis: Percetakan Perlis Sdn. Bhd. Nor Zanina Bt Mohamed Zaki. (2011). Meningkatkan Penguasaan Murid Bermasalah Pembelajaran Dalam Aktiviti Penambahan Melalui Kaedah membilang Menggunakan Bahan Maujud. Kajian Tindakan IPG Perempuan Melayu Melaka Othman Talib. (2014). Research And Thesis. Selangor : MPWS Publications. Ting Len Siong, Ahmad Shabry,Ting Hun yeong (2013). Penyelidikan Tindakan Dalam Pendidikan. Kuala Lumpur. Freemind Horizons Sdn. Bhd. Vincent Pang. (2005). Curriculum Evaluation. Sabah : Universiti Malaysia Sabah. Laporan Peperiksaan MPM (2017). Selangor: Sasbadi Sdn. Bhd. Laporan Peperiksaan MPM (2018). Selangor: Sasbadi Sdn. Bhd. Laporan Peperiksaan Dalaman Sekolah (2019). KTEDPG

195 LAMPIRAN 1 Carta Gant pelaksanaan SESIKU KULAT + I BOLEH PASTI “A” Bil Aktiviti JAN FEB MAC APRIL 1 Mengenalpasti masalah dan pengumpulan data awal. / 2 Menulis proposal kajian. / 3 Melaksanakan tindakan 1 / 4 Membincangkan masalah yang timbul dalam tindakan 1 / 5 Melaksanakan tindakan 2 / 6 Membincangkan masalah yang timbul dalam tindakan 2 / 7 Melaksanakan tindakan 3 / 8 Membincangkan masalah yang timbul dalam tindakan 3 / 9 Melaksanakan tindakan 4 / 10 Membincangkan masalah yang timbul dalam tindakan 4 / 11 Ujian untuk mengesan pencapaian pelajar / / / / 12 Refleksi kajian / / / 13 Menulis laporan kajian / 14 Pembentangan dapatan kajian tindakan /

196 PENGHASILAN PRODUK MENGGUNAKAN E-POSTER QR DESIGN NORSYIDAH BINTI ABDULLAH Sekolah Sultan Alam Shah, Wilayah Persekutuan Putrajaya [email protected] ABSTRAK Kajian ini dijalankan untuk mengatasi masalah yang dihadapi oleh murid semasa sesi pembelajaran secara PdPR dalam tempoh PKP berikutan pandemik Covid-19. Kajian yang melibatkan 10 orang murid Tingkatan 3 Usaha memfokuskan kepada kesan penggunaan “ePoster QR Design” dalam sesi pembelajaran bagi topik Penghasilan Produk. “e-Poster QR Design” merupakan poster secara digital dengan grafik menarik bagi menyampaikan maklumat proses penghasilan produk secara mudah dan berkesan yang boleh diakses menerusi QR Code. Tinjauan awal menunjukkan bahawa murid menghadapi masalah capaian internet lemah, gangguan bunyi bising dan berkongsi komputer sehingga menjejaskan tumpuan semasa sesi pembelajaran secara PdPR. Keadaan ini menyebabkan murid tidak dapat menerima dan mengikuti arahan dengan baik menyebabkan proses penghasilan produk tidak dibuat secara sistematik dan produk yang dihasilkan tidak memenuhi spesifikasi yang dikehendaki. Pengukuran pencapaian murid ini dibuat menerusi kaedah mix method di mana data dianalisis menggunakan kaedah pengujian secara kualitatif dan kuantitatif. Kualitatif dalam menafsir maklumat temu bual dan kaedah pemerhatian manakala kuantitatif dalam menafsir satu set soal selidik sebagai instrument kajian. Dapatan kajian menunjukkan perubahan ketara di mana murid berjaya menghasilkan produk dengan lebih sistematik dan berinovasi mengikut proses dan penerangan yang tersedia dalam “e-Poster QR Design”. Sebelum penggunaannya, hanya 40% murid dapat mengikuti proses sebenar dan kemudiannya 100% murid berjaya menghasilkan produk melalui proses yang betul. Dapatan ini telah disemak oleh dua orang guru pakar subjek Reka Bentuk dan Teknologi (RBT). Sehubungan itu, diharap kajian ini dapat menyumbang ilmu dan berkongsi pengalaman amalan PdPR semasa PKP serta boleh digunakan dalam topik dan subjek lain yang bersesuaian. Kata kunci: e-Poster, QR Code, Sistematik, Proses Penghasilan Produk, RBT PENGENALAN Mengenalpasti masalah Saya berpengalaman mengajar selama 11 tahun, dan sebelum ini saya mengajar subjek Kemahiran Hidup. Saya baru mengajar subjek RBT selama 5 tahun. Saya menjadi guru cemerlang pada tahun 2018 iaitu pada tahun kedua saya mengajar subjek Reka Bentuk dan Teknologi. Saya sentiasa berusaha membuat dan mengumpul bahan BBM bagi memperbaiki PdP saya. Saya juga mempunyai sedikit kemahiran mereka bentuk poster, di sekolah saya memang sentiasa ditugaskan untuk menghasilkan poster, buku program dan sebagainya yang melibatkan reka bentuk grafik. Saya menghadapi masalah pengajaran dan pembelajaran sewaktu Covid-19 melanda negara kerana saya tidak dapat bertemu anak murid saya secara bersemuka. Saya mengakui

197 kelemahan saya yang begitu selesa menggunakan kaedah secara bersemuka sahaja sebelum ini kerana tidak menghadapi masalah yang kritikal menggunakan kaedah itu dan pelajar saya dapat mengikuti PdPc dengan baik kerana saya berada di hadapan pelajar tersebut membantu dan tiada keperluan bagi saya menghasilkan bahan pengujian secara online kerana objektif saya telah tercapai melalui pengajaran di dalam kelas dan secara bersemuka sahaja, lagipun saya ada website PdPc. Apabila PKP, saya menghadapi masalah PdPc yang kritikal yang bermula apabila sekolah ditutup dan saya kurang bersedia dalam pengajaran secara online bersama anak murid saya. Pada awalnya saya berasa seperti kejutan budaya di dalam PdPc saya apabila tidak ke sekolah untuk mengajar. Saya ingin membuat kelas secara online bersama murid saya, namun murid saya menghadapi masalah untuk melihat mengikuti sesi pembelajaran secara online kerana ia yang menggunakan data yang banyak dan mereka tidak mempunyai peranti yang sesuai pada awal PKP. Majoriti pelajar terkesan dengan masalah tiada data yang banyak jika saya membuat sebuah video untuk mengajar mereka, mereka tiada data, maka saya memilih medium yang mudah diakses oleh anak murid saya. Mereka juga menghadapi masalah untuk mengakses ke kelas zoom serta google meet kerana mereka tidak mempunyai talian internet yang tidak mencukupi untuk mendapatkan data serta peranti yang sesuai. Ini bertepatan dengan kenyataan yang dinyatakan oleh Mohd Azizee, 2020 dalam berita harian yang menyatakan bahawa tidak semua pelajar boleh menerima cara pembelajaran dalam talian, masih ada lagi pelajar yang perlu bimbingan secara konvensional untuk mereka lebih mudah memahami. Yang penting kita hendak memastikan pelajar itu tidak hilang semangat untuk menimba ilmu, begitu juga guru tidak hilang semangat untuk menyampaikan ilmu. (Mohd Azizee, 2020). Perkara ini berlaku pada anak murid saya di mana mereka memerlukan bimbingan kerana masih baru dengan penggunaan teknologi di dalam PdPc. Menentukan punca masalah Saya telah diamanahkan untuk mengajar mata pelajaran Reka Bentuk dan Teknologi (RBT) kelas 3 Usaha. Sepanjang pemerhatian semasa proses pengajaran dan pembelajaran dijalankan, saya dapati murid sukar untuk menghasilkan produk mengikut langkah-langkah yang sebenar bagi setiap standard kandungan yang dipelajari. Ini menyebabkan hasil kerja mereka tidak sempurna. Apabila saya meminta murid untuk membuat perbentangan hasil produk, ramai di antara mereka mengeluh. Terdengar rungutan dari beberapa orang murid…tak faham lah cikgu…macam mana nak gabungkan aplikasi dalam produk kami ini ….saya tak pandai nak buat, boleh saya gabung aplikasi elektrik dan pembuatan ?..Ada juga murid menanyakan saya, cikgu ada tak contoh borang projek brief, cikgu aplikasi pembuatan macam mana? Saya pula dengan mudah menjawab “Apalah awak ni, nak buat produk tu pun tak tahu..kan dah belajar sebelum ini.” Saya juga mendapati murid-murid terlalu bergantung

198 kepada guru dan hanya mengharapkan guru memberikan contoh dan menyelesaikan masalah untuk ditiru oleh mereka. Saya rasa satu kegagalan bagi saya jika murid hanya meniru contoh produk yang saya beri tanpa berusaha menyelesaikan masalah dengan menggunakan kaedah yang sebenar serta langkah-langkah yang betul. Dalam sukatan pelajaran Reka Bentuk dan Teknologi tingkatan 3, ‘penghasilan produk’ adalah salah satu topik yang seringkali menjadi keutamaan semua pelajar tingkatan 3, yang mana 30 peratus adalah penghasilan produk dari setiap individu murid untuk markah Pentaksiran Tingkatan 3 (PT3). Namun, ramai murid yang tidak dapat menghasilkan produk mengikut masa yang diberikan serta tidak mengikut proses yang sebenar penghasilan produk. Ketika saya cuba memikirkan apakah kaedah yang paling sesuai untuk digunakan oleh para murid dalam mengatasi masalah ini, saya teringat sewaktu saya menghasilkan buku program kejohanan bola keranjang peringkat kebangsaan, saya digitalkan buku program tersebut dan mengedarkan hanya kongsi QR code sahaja, tidak perlu dicetak bagi elakkan pembaziran tetapi maklumat yang diperlukan lengkap, tersusun baik dan mudah dicapai dan boleh digunakan bila-bila masa sahaja. Satu perkara lagi kenapa saya rasa kaedah ini sesuai digunakan kerana kaedah ini tidak memerlukan murid sepanjang masa mengharapkan guru dan murid mudah untuk dapatkan maklumat dari poster yang diberikan serta murid yang bermasalah tentang penggunaan data internet juga boleh digunakan kepada murid yang berkongsi peranti dengan adik beradik yang lain semasa sesi PdP dijalankan. Jadi muridmurid boleh imbas QR code dengan mudah. Antara masalah yang sering dihadapi murid dalam topik ini ialah: i. Murid susah untuk mendapatkan borang kajian pelanggan dan borang projek ii. brief, kerana setiap kali diberikan oleh guru tidak pernah cukup, ada sahaja yang pelanggan hilangkan, tersalah isi borang dan pelbagai alasan. Sedangkan tidak disimpan dengan baik borang yang diberikan. iii. Tidak ingat kaedah menyelesaikan masalah yang diberikan iv. Murid – murid tidak mempunyai banyak idea untuk menginovasikan sesuatu produk v. Murid-murid tidak ingat membuat lakaran idea dengan kaedah yang betul vi. Murid-murid tidak ingat membuat lakaran bermaklumat dengan kaedah yang betul vii. Murid juga mengambil masa yang lama untuk menghasilkan produk kerana viii. masalah data internet, situasi di rumah yang bising dan tidak dapat focus ix. apabila guru memberi penerangan serta masalah berkongsi gajet atau peranti x. dengan adik beradik yang lain

199 Menentukan projek Saya harus melakukan sesuatu untuk menilai tahap pencapaian anak murid saya. Oleh kerana itu, saya membuat kajian tindakan ini bagi mendokumentasi PdPc yang telah saya lakukan di waktu PKP, namun di dalam kajian ini, saya memfokuskan topik Penghasilan Produk. Selepas murid ke sekolah, saya dapat lihat hasil kerja murid. Rajah di bawah menunjukkan anilisa soal selidik yang saya lakukan kepada murid kelas 3 Usaha. Rajah 1: Analisa Soal selidik kelas 3 Usaha Berdasarkan data google form yang dianalisa, murid saya masih tidak menguasai sepenuhnya Subjek Reka Bentuk dan Teknologi (RBT) dalam topik Penghasilan Produk. Ini kerana murid keliru mengenai proses sebenar dalam menghasilkan produk. Selain itu, Produk yang dihasilkan tidak memenuhi syarat dan tidak mengikut proses yang betul. Kajian tindakan yang dilaksanakan ini adalah merupakan tindakan terhadap proses Pengajaran dan Pemudahcaraan (PdPc). Tindakan PdPc dilakukan kepada mata pelajaran Reka bentuk dan Teknologi Tingkatan 3 di bawah tajuk Penghasilan Produk. Dalam Penghasilan Produk, murid akan menghasilkan satu produk dengan mengikut proses yang telah ditetapkan.Hal ini yang demikian, fokus utama kajian tindakan ini dilakukan adalah untuk memastikan murid dapat menghasilkan produk yang berinovasi dan mengikut proses yang sebenar. OBJEKTIF Objektif Umum ialah meningkatkan menghasilkan produk mengikut proses yang betul dan cepat menggunakan e-Poster QR Design. Objektif Khusus ialah meningkatkan kemahiran 10 orang murid kelas dari kelas 3 Usaha dalam menggunakan e-Poster QR Design untuk menghasilkan produk dan dokumentasi yang baik mengikut masa yang diberikan.

200 STRATEGI PELAKSANAAN Kajian ini menggunakan reka bentuk kajian tindakan berdasarkan kepada Model Kajian Tindakan Kemmis & Mc Taggart (1988). Model ini mengandungi empat peringkat yang perlu dilalui, iaitu peringkat merancang, bertindak, memerhati dan refleksi. Rajah dibawah adalah model Kajian Tindakan Kemmis dan Mc Taggart (1988). Rajah 2 : Model Kemmis dan Mc Taggart Proses perancangan kajian dilakukan berdasarkan kepada refleksi pengajaran dan pembelajaran yang lalu. Seterusnya guru melakukan proses tindakan berdasarkan intervensi yang telah dirangka dalam kajian tindakan. Selepas itu proses pemerhatian dijalankan sebelum melakukan refleksi terhadap kajian yang dijalankan ini. PERANCANGAN TINDAKAN Tinjauan Masalah Dalam pelaksanaan kajian ini, tinjauan masalah dibuat berdasarkan pemerhatian, semakan kerja murid, soal selidik dan temu bual. Pemerhatian Saya telah membuat pemerhatian ke atas tingkah laku murid semasa proses pengajaran dan pembelajaran dijalankan sebelum dan selepas kajian. Saya memerhatikan perubahan tingkah laku pelajar, dari segi kehadiran mereka dalam sesi google meet semasa proses pengajaran dan pembelajaran berlangsung sebelum dan selepas kajian dijalankan. Sebelum kajian dijalankan, murid kurang memberikan perhatian. Murid-murid yang lain saya dapati ada yang sudah mula membuka laman web yang tiada kena mengena dengan mencari idea untuk hasilkan produk, ada yang download game, ada yang balas-balas masej rakan-rakan dan