KOLEKSI KAJIAN TINDAKAN PRAUNIVERSITI DAERAH BATU PAHAT

mereka tentang situasi sosial dan mampu membina kemahiran seperti kepimpinan,
ketrampilan diri dalam menyelesaikan sesuatu masalah.

Semasa melaksanakan kaedah main peranan, guru merasakan pelajar akan
menyimpan tugasan lain dan masing-masing tumpukan perhatian terhadap aktiviti yang
ingin dilakukan. Kaedah ini secara tidak langsung dapat menarik perhatian murid dan
melibatkan mereka dalam pengajaran yang dilaksanakan. Melalui mata pelajaran
Pengajian Am, kaedah main peranan merupakan satu lakonan yang spontan dan tidak
memerlukan skrip. Biasanya, lakonan secara spontan ini dilakukan berdasarkan kepada
masalah yang mungkin wujud akibat kelakukan manusia. Main peranan dapat
menggalakkan pelajar berlakon secara spontan dalam kumpulan maka ianya dapat
mencambah pemikiran murid dan berfikir mengenai masalah masa kini untuk dilakonkan.
Dengan adanya peranan masing-masing, pelajar dapat memberi pendapat dan cadangan
masing-masing mengenai perwatakan mereka berasakan tajuk yang diberikan.

Sebelum melakukan lakonan secara spontan, guru akan memastikan pelajar diberi
arahan terlebih dahulu. Bagi mengawal keadaan kelas, guru menerangkan secara teliti
objektif sebenar lakonan dan meminta pelajar menyatakan watak masing-masing terlebih
dahulu. Setelah selesai dengan lakonan spontan, pelajar dapat mengaitkan peranan yang
mereka mainkan dengan topik yang diajar oleh guru.

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BAB 4

HASIL KAJIAN

4.0 Pengenalan

Kajian ini adalah kajian deskriptif yang dikendalikan dengan menggunakan borang check list.
Kajian ini juga berbentuk kajian kes mengenai keberkesanan penggunaan kaedah pengejaran
yang sesuai digunakan oleh guru dalam meningkatkan proses pengajaran di dalam kelas.
Kaedah pengajarana jenis kaedah simulasi dan kaedah main peranan telah digunakan oleh
pelatih dalam pengajaran dan pembelajaran Tingkatan enam di SMK (P) Temenggong
Ibrahim, Batu Pahat.

4.1 Pelaksanaaan Perancangan Tindakan

Melalui kaedah pengajaran yang dipilih oleh guru ialah berdasarkan kepada dua kaedah
pengajaran iaitu kaedah simulasi dan kaedah main peranan. Kedua-dua kaedah ini dilihat
memberi tindak balas yang baik terhadap penglibatan pelajar untuk mengikuti pembelajaran
yang bakal diajar oleh guru di dalam kelas. Oleh itu, pelaksanaan tindakan dilakukan bagi
mendapatkan gambaran tentang hasil kajian yang dillakukan terhadap kajian tindakan ini.
Jadual dibawah merupakan senarai pelaksanaan tindakan yang dilakukan oleh guru
sepanjang melalukan kajian tindakan ini.

BIL AKTIVITI TARIKH
PELAKSANAAN
1 Mengenal pasti masalah dan pengumpulan data
2 8 Mei 2019
3 Menulis cadangan kajian tindakan 8 Mei 2019
4 9 Mei 2019
Merancang Tindakan
5 13 Mei 2019
6 Melaksanakan Tindakan -
1. Pengumpulan Maklumat
 Pemerhatian 23 Mei 2019
 Temu bual 11 Jun 2019
 Tindak balas dalam aktiviti bilik darjah 23 Jun 2019

Menganalisis data

Refleksi dan Penilaian

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4.1.1 Pelaksanaan kaedah pengajaran 1 (kaedah penerangan dan main peranan)

Kaedah pengajaran yang pelatih lakukan terhadap pengajaran pertama adalah kaedah
penerangan dan main peranan. Bagi menarik minat pelajar dalam pengajaran, set induksi
telah dijalankan untuk mengenal pasti tahap pengetahuan murid sebelum sesi pengajaran dan
pembelajaran berlangsung. Guru telah memlilih set induksi dengan menggunakan tayangan
video. Sub topik yang di ajar oleh guru ialah berkaitan tadbir urus negara. Berdasarkan kepada
tajuk berkenaan, guru telah memilih satu tayangan video pendek berkaiatan pengurusan di
pejabat yang kecoh dan tidak terkawal. Video tersebut di perolehi daraipada sumber youtube.
Selesai set induksi, guru telah memberikan penerangan berkenaan takrif dan ciri tadbir urus
negara yang baik. Sepanjang menyampaikan peneranagan, guru dapat mengesan perubahan
yang agak ketara dalam kalangan pelajar. Terdapat segelintir pelajar yang kelihatan mula
bosan , mengantuk dan sebagainya. Apabila guru mula bersoal jawab dengan pelajar
berkaitan penerangan yang diberikan sebentar tadi, guru dapati pelajar tidak berani untuk
menjawab soalan yang dikemukan malahan masing-masing menundukkan muka ke meja.
Tindakan dan kelakuan pelajar tersebut menyebabkan suasana dalam bilik darjah bertukar
menjadi pasif. Semasa memberi penerangan, pemerhatian yang pelatih perolehi daripada
pelajar adalah:

i. Pelajar mengambil peluang melakukan latihan lain semasa guru mengajar

ii. Tidak memberi sepenuhnya perhatian terhadap pengajaran yang dilaksanakan.

iii. Bersembang dengan rakan di sebelah berkenaan perkara lain

iv. Terdapat pelajar yang mengantuk di dalam kelas dan tidak memberi respon
semasa pelatih bertanya soalan.

Berdasarkan kepada kelakuan dan tindakan pelajar semasa guru meggunakan kaedah
penerangan di dalam kelas, guru dapat mengesan bahawa pelajar kelihatan bosan terhadap
penerangan tersebut. Oleh itu, guru telah menggunakan kaedah pengajaran yang berbeza
pada masa kedua semasa mengajar sub topik berkaitan tajuk tadbir urus negara. Sebelum
memulakan kaedah main peranan, guru menggunakan kaedah pencerapan dengan
mengaitkan nilai murni. Pelatih telah menggunakan bantuan video bagi menayangkan video
berkaiatan nilai murni tersebut kepada pelajar. Selesai menayangkan video tersebut, pelatih
telah meminta pelajar membahagikan kumpulan kepada 4 kumpulan. Kumpulan tersebut
mempunyai tugas tersendiri iaitu kumpulan 1 dan 2 perlu membincangkan mengenai ciri
pemimpin baik dalam menguruskan sebuah tadbir urus. Manakala kumpulan 3 dan 4 pula

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membincangakan tajuk berkaiatan cabaran melaksanakan tadbir urus. Pelajar diminta
berbincang dalam kumpulan masing-masing dan setiap wakil kumpulan perlu membentangkan
hasil pembincangan mereka di hadapan kelas. Pelatih menyediakan ABM seperti kertas
mahjung dan marker pen untuk setiap kumpulan.

Bagi melakukan kerja berkumpulan, setiap pelajar mempunyai peranannya masing-
masing. Kaedah pengajaran secara main peranan menyebabkan murid bersaing sesama
sendiri dalam menyelesaikan tugasan yang diberikan. Semasa proses perbincangan
berlangsung, suasana dalam kelas menjadi aktif dan masing-masing cuba mengeluarkan idea
yang bernas. Peruntukan masa yang diberikan kepada pelajar untuk menyiapkan tugasan
tersebut tidak mencukupi sehingga pelajar meminta pelatih memberikan masa tambahan
untuk mereka. Setelah selesai tugasan dilakukan, pelajar membentangkan hasil kerja mereka
di hadapan kelas. Sesi soal jawab telah dibuka dan setiap ahli kumpulan perlu menjawab
soalan yang diajukan oleh kumpulan lain.

Sepanjang pengajaran dilakukan, perubahan kaedah pengajaran menghasilkan suasana
pembelajaran yang berbeza. Di peringkat permulaan, teknik pengajaran melalui penggunaan
kaedah pengajaran main peranan dilihat dapat memberi galakan dan dorongan kepada pelajar
dalam memahami dan mempraktikkan sub topik berkaitan tajuk Tadbir Urus Negara dalam
kehidupan mereka. Pelaksanaan teknik pengajaran menunjukkan bahawa keberkesanan
pengajaran terhadap pelajar. Oleh itu, penambahbaikan dari segi pengajaran guru dari kaedah
pengajaran secara penerangan ke kaedah main peranan dapat membantu pelajar dalam
mewujudkan suasana pengajaran yang kondusif dan aktif.

4.1.2 Pelaksanaan Kaedah Pengajaran 2 (Kaedah Simulasi)

Bagi mempelbagaikan kaedah pengajaran yang dilakukan di dalam kelas, pelatih telah
mengambil inisiatif untuk menggunakan kaedah simulasi dalam mengajar sub topik bertajuk
Demokrasi dan Pilihan Raya. Sebelum memulakan pengajaran dan pembelajaran, pelatih
telah memulakan set induksi dengan menunjukkan kotak undi Pilihan Raya. Kotak undi
tersebut dibuat sendiri oleh pelatih iaitu dengan menggunakan kotak terpakai dan
mengubahnya menjadi sebuah kotak undi. Beberapa soalan telah ditanya kepada pelajar, dan
guru meminta pelajar meneka tajuk pembelajaran pada hari ini. Beberapa orang pelajar
menjawab soalan guru dan mereka meneka tajuk pembelajaran yang bakal di ajar oleh guru.
Setelah selesai pelajar menjawab soalan yang ditanya oleh guru, guru memperkenalakan tajuk
pemnbelajaran pada hari tersebut dan menceritakan serba sedikit mengenai Pilihan Raya
yang berlaku di Malaysia.

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Bagi memberikan gambaran sebenar mengenai proses perjalanan Pilihan Raya, pelatih
telah menggunakan kaedah simulasi. Melalui kaedah tersebut, guru telah meminta sepuluh
orang pelajar untuk melakukan kembali proses pengundian pilihan raya. Pelajar yang terlibat
adalah seperti berikut:

Pelajar pertama dan pelajar kedua Menjaga nama semakan pengundi.

Pelajar ketiga Menjaga tempat pembuangan undi.

Pelajar keempat Anggota polis.

Pelajar selebihnya Menjadi pengundi yang terdiri daripada golongan tua
dan golongan belia.

Setelah pembahagian watak diberikan selesai, guru telah memberi tunjuk ajar terlebih
dahulu sebelum pelajar memulakan sesi pembuangan undi. Tujuan guru memberi tunjuk ajar
tersebut bagi memudahkan pelajar memahami perjalanan pembuangan undi sebelum mereka
melakukannya. Selesai sesi tunjuk ajar diterangkan oleh guru, guru meminta pelajar yang
terlibat untuk melakukan simulasi tersebut. Bagi pelajar yang tidak terlibat pula, pelatih
meminta mereka untuk melihat lakonan semula yang dilakukan oleh pelajar yang terlibat.

Berdasarkan kaedah pengajaran simulasi yang dilakukan oleh pelajar, guru mendapati
pelajar dapat merasai pengalaman sebagai seorang pengundi yang menjalankan proses
pembuangan undi. Walaupun guru tidak menggunakan dakwat kekal seperti yang digunakan
oleh pihak Suruhanjaya Pilihan Raya (SPR), namun guru masih mengikuti prosedur yang
sama iaitu seperti yang ditetapkan oleh SPR ketika proses pembuangan undi dijalankan.
Melalui respon yang diberikan oleh pelajar setelah selesai pengajaran, pelajar menyatakan
bahawa mereka mudah untuk mengingati prosedur untuk proses pembuangan undi yang
terdapat didalam topik Demokrasi dan Pilihan Raya. Hal ini kerana, melalui kaedah simulasi,
pelajar tidak hanya membaca buku sahaja, tetapi mereka melakukan praktikal iaitu
melakonkan semula situasi sebenar. Keadaan inilah yang membantu pelajar untuk mengingati
prosedur pembuangan undi tersebut dengan mudah. Kaedah pengajaran itu juga menjadikan
kelas sentiasa aktif dan pelajar dapat member respon yang membina dalam pengajaran dan
pembelajaran.

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4.1.3 Memantau dan Menilai Tindakan
Pemantauan dan penilaian terhadap kaedah pengajaran telah dilakukan oleh guru. Penilaian
daripada kaedah pengajaran yang dilakukan mendapati bahawa pelajar lebih berminat dalam
kaedah pengajaran secara simulasi dan main peranan. Temu bual terhadap pelajar mendapati
kaedah main peranan dan kaedah simulasi mampu menarik minat pelajar dalam pengajaran.
Kaedah ini juga dapat menggalakan pelajar untuk melibatkan diri secara keseluruhan dalam
pembelajaran. Jika sebelum ini guru banyak menggunakan kaedah penerangan di dalam
kelas, guru boleh melihat bahawa kesannya ialah pelajar didapati kurang meminati untuk
mengikuti kelas yang diajar oleh guru. Tumpuan pelajar juga dilihat kurang kerana terdapat
segelintir dalam kalangan mereka yang melakukan kerja sendiri dan bersembang semasa
guru memberikan penerangan di hadapan kelas. Dalam senarai check list yang dilakukan,
pelajar pasif semasa kaedah tersebut dijalankan. Selain itu, pelajar juga menunjukkan kurang
berminat dalam kaedah pengajaran penerangan kerana mereka dilihat bersembang dengan
rakan, membuat tugasan lain dan mengantuk di dalam kelas.

Berdasarkan kepada kelemahan kaedah pengajaran yang dilakukan oleh guru,
penambahbaikan perlu dilakukan. Oleh itu penggunaan kaedah pengajaran simulasi dan main
peranan dilihat sebagai salah satu cara yang baik untuk digunakan oleh pengkaji membaiki
kaedah pengajaran di dalam kelas. Pemerhatian yang dilakukan terhadap kaedah secara
simulasi dan main peranan dilihat mampu untuk membantu murid memberikan perhatian di
dalam kelas. Keberkesanan terhadap penggunaan kaedah simulasi dan main peranan ini
dapat dilihat apabila pelatih menerima pandangan yang memberangsangkan daripada guru
pembimbing. Hal ini kerana, apabila guru pembimbing melakukan penyeliaan, beliau telah
memberikan komen yang positif dan membina dalam buku penyelian. Beliau menyatakan
bahawa kaedah pengajaran yang digunakan oleh pelatih Berjaya melibatkan murid secara
keseluruhan dalam bilik darjah. Suasana di dalam bilik darjah juga menunjukkan pelajar aktif
dalam pengajaran.

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BAB 5

KESIMPULAN

5.1 Refleksi Profesional

Sepanjang mengajar mata pelajaran Pengajian Am di SMK (P) Temenggong Ibrahim, guru
memperolehi pelbagai ilmu dan kepelbagaian pengalaman dalam pengurusan kelas. Bermula
dengan kaedah penerangan dalam kelas, guru telah mendapati bahawa kaedah tersebut
kurang sesuai untuk digunakan dalam setiap rancangan pengajaran harian (RPH). Hal ini
kerana, semasa guru menggunakan kaedah pengajaran menggunakan kaedah penerangan,
guru mendapati pelajar kelihatan mengantuk, membuat kerja lain dan bersembang apabila
guru mengajar di hadapan kelas. Keadaan ini menyebabkan guru merasa terdapat kelemahan
dalam sesi pengajaran. Perkara ini dilihat berterusan apabila guru mendapati masalah yang
sama apabila pelatih mengajar di dalam kelas yang lain. Oleh itu, guru telah bersedia untuk
mengubah kaedah pengajaran dalam bilik darjah untuk meningkatkan minat pelajar dalam
pengajaran dan pembelajaran.

Pemerhatian terus dilakukan terhadap pelajar dan pelatih telah menggunakan kaedah
pengajaran yang berlainan dalam pengajaran. Tindakan pelajar dalam bilik darjah berbeza
apabila pelatih menggunakan kaedah yang berlainan. Perkembangan tersebut merupakan titik
permulaan kepada peltih untuk melaksanakan kaedah secara simulasi dalam kelas agar
pelajar dapat terlibat secara langsung daalm bilik darjah. Penggunaan kaedah pengajaran
simulasi ini bukan sahaja dapat memberi pengalaaman kepada pelajar untuk merasai keadaan
sebenar, malah pelajar juga dapat terlibat secara langsung dalam bilik darjah. Kaedah main
peranan juga memerlukan kretiviti ddan usaha guru dalam merangsang pengajaran. Beberapa
sub topik yang terdapat didalam sukatan pelajaran Pengajian Am boleh membantu pelatih
untuk memilih topik-topik yang sesuai untuk digunakan dalam kaedah pengajaran main
peranan. Kaedah main peranan yang digunakan dalam kelas juga boleh membantu pelajar
untuk memberikan perhatian semasa guru mengajar di samping menambahkan keseronokan
kepada pelajar untuk mengikuti proses pengajaran dan pembelajaran yang disampaikan oleh
guru.

Setelah menjalankan kajian terhadap permasalah kaedah pengajaran, guru telah
mengubah kaedah pengajaran dan berjaya menarik minat pelajar dalam pembelajaran. Malah
pelajar juga didapati bersemangat untuk belajar dan boleh mengikuti kelas yang diajar oleh
guru dengan perasaan yang seronok. Semasa menggunakan kaedah pengajaran yang

57

pelbagai, guru sangat berpuas hati apabila pelajar memberikan kerjasama yang sangat baik
kepada guru. Perkembangan dari segi kaedah pengajaran secara penerangan ke kaedah
secara simulasi menunjukkan terdapat peningkatan pemahaman yang diperolehi oleh murid
terhdapa sub topik yang diajar. Penambahbaikan terhadap kaedah pengajaran berjaya untuk
mewujudkan suasana pengajaran yang pasif kepada aktif. Walau bagaimanapun, kaedah
main peranan yang dilaksanakan dalam pengajaran juga mendapat perhatian daripada
pelajar. Melalui kaedah yang bersesuaian dengan topik yang bakal dipelajari, telah
mewujudkan kesediaan belajar dalam kalangan pelajar untuk menuntut ilmu dalam kelas.

PENUTUP

Kajian yang telah dilakukan terhadap kaedah pengajaran membawa perubahan dalam
pengajaran guru. Melalui kajian yang dilakukan, pelatih berpeluan untuk mempelajari suatu
ilmu pengetahuan dan pengalaman yang baru. Penambahbaikan dari segi kaedah pengajaran
bukan sahaja memberi manfaat kepada guru tetapi turut kepada pelajar. Melalui kajian ini,
pelatih dapat membentuk pelaksanaan pengajaran dan pembelajaran yang lebih sistematik
dan menarik melalui permasalahan yang di hadapi dalam bilik darjah. Pelbagai alternatif telah
digunakan oleh pelatih untuk melaksanakan pengajaran dan pembelajaran dengan lebih
berkesan.

Terbukti bahawa kaedah pengajaran yang sistematik dan bersesuaian mampu menarik
minat pelajar dalam pengajaran. Malahan, kaedah pengajaran mempunyai pengaruh yang
besar untuk membantu pelajar dalam memahami sub topik yang dipelajari. Misalnya, kaedah
simulasi yang dilakukan oleh pelajar member peluang dan pengalaman kepada pelajar untuk
merasai sendiri keadaan sebenar sesuatu situasi itu berlaku dan dapat memudahkan mereka
untuk mempraktikkan dalam kehidupan mereka.

Melalui kajian tindakan ini, pelatih berharap dapat dijadikan panduan pada masa
hadapan dalam meningkatkan kretiviti pelaksanaan pengajaran dan pembelajaran seseorang
guru. Selain itu, pelatih juga berharap agar kajian ini dapat membimbing para guru dalam
menjalankan kaedah pengajaran yang sesuai dalam mata pelajaran Pengajian Am. Kajian
yang selesai dilaksanakan dijadikan kayu ukur kepada pelatih mengenal pasti kelemahan dari
segi kaedah pengajaran dan berusaha melakukan penambahbaikan dari segi segi kaedah
pengajaran dalam bilik darjah agar menjadi lebih kreatif.

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Rujukan :
Khalid Ismail (2006). Guru dan Pengajaran Efektif. Kuala Lumpur:
Dewan Bahasa dan Pustaka.
Teknik Mahir Komsas dorong Pelajar Minat Belajar. Kuala Lumpur:
Dewan Bahasa dan Pustaka.
Shahabuddin Hashim,Rohizani Yaakub dan Mohd Zohir Ahmad (2007). Pedagogi
Strategi dan Teknik Mengajar dengan Berkesan. Kuala Lumpur: PTS Profesional Publishing
Sdn.Bhd.
Suppiah Nachiappan, Kamarulzaman Kamaruddin, Abd. Azizi Abd Shukor etl (2009).
Pembelajaran dan Perkembangan Pelajar. Selangor: Oxford Fajar Sdn. Bhd.
Suppiah Nachiappan, Ramlah Jantan dan Abd. Aziz Abd Shukor (2007). Psikologi
Pendidikan. Selangor: Oxford Fajar Sdn. Bhd.

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Abstrak

Kebolehan menerbitkan formula adalah penting bidang ilmu fizik dan ia memerlukan
kefahaman konsep asas dan keupayaan menghubungkaitkan konsep-konsep ini. Sikap
pelajar yang tidak menunjukkan minat dan kesungguhan dalam menerbitkan formula fizik
telah mencetuskan idea pengkaji untuk membantu pelajar dengan menggunakan carta alir
berkonsep. Penggunaan carta alir berkonsep telah dilaksanakan dalam tiga peringkat untuk
menilai keberkesanannya dalam membantu 19 orang pelajar 6A Mawar menerbitkan formula
fizik yang melibatkan kekonduksian elektrik. Hasil tinjauan menunjukkan perubahan sikap
pelajar di mana mereka menunjukkan kesungguhan untuk melengkapkan carta yang diberi
dan mengambil inisiatif untuk membuat ulangkaji. Sungguhpun ada di antara pelajar masih
mengambil masa yang panjang dalam penerbitan formula, mereka mampu melengkapkan
tugasan yang diberi. Pengkaji percaya bahawa selagi pelajar-pelajar ini sanggup berlatih
berulang-kali menggunakan carta yang diberi, mereka akan mampu menyelesaikan tugas
dalam masa yang diperuntukan. Maka, diharap penggunaan carta alir berkonsep ini dapat
mendorong minat pelajar yang lain supaya mereka dapat belajar dengan lebih yakin di masa
akan datang.

1.0 Tajuk

Menerbitkan formula fizik menggunakan carta alir berkonsep

2.0 Pengenalan

Kebolehan menerbitkan formula fizik berdasarkan kefahaman konsep asas fizik dan
keupayaan menghubungkaitkan konsep-konsep menjadi asas utama kepada bidang ilmu ini.
Penguasaan kemahiran ini membolehkan pelajar memahami ilmu yang dipelajari dan
seterusnya membantu mereka menguasai kemahiran menyelesaikan masalah. Bagi
memastikan pelajar dapat menguasai kemahiran menerbitkan formula fizik, adalah amat
mustahak bagi guru untuk mendorong minat mereka supaya pelajar dapat belajar dengan
lebih yakin di masa akan datang.

3.0 Demografi / Profil sekolah dan murid
SMK Dato’ Bentara Luar merupakan salah sebuah sekolah yang menawarkan mata pelajaran
Fizik Tingkatan 6 di daerah Batu Pahat. Hanya seorang guru Fizik Tingkatan 6 yang
diamanahkan untuk mengajarkan subjek tersebut memandangkan hanya dibuka satu kelas
sahaja untuk matapelajaran berkenaan. Walaupun pelajar yang ditawarkan mata pelajaran
ini mempunyai keputusan yang amat baik dalam SPM, sebahagian besar antara mereka tidak
mempunyai tahap kefahaman yang tinggi kerana majoriti lebih suka menghafal daripada

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memahami sesuatu konsep yang dipelajari. Maka, adalah merupakan satu cabaran untuk
guru matapelajaran supaya dapat mengubah cara pembelajaran pelajar supaya mereka
memahami apa yang dipelajari dan seterusnya dapat mengaplikasikannya dalam kehidupan
harian.

4.0 Pelaksanaan Kajian Tindakan

4.1 Pemerhatian isu dalam bilik darjah

Saya telah diamanahkan untuk mengajar mata pelajaran Fizik Tingkatan 6 sejak 2015.

Berdasarkan dapatan peperiksaan bagi tahun-tahun sebelumnya, didapat majoriti pelajar
tidak berkeyakinan dalam menjawab soalan yang melibatkan penerbitan formula fizik. Hal ini
perlu dititikberatkan kerana kemahiran menerbitkan formula merupakan salah satu aras
pemikiran yang perlu bagi seorang pelajar Fizik Tingkatan 6. Menerusi penerbitan formula,
pelajar akan lebih memahami konsep fizik yang dipelajari, dan bukan sekadar menghafal
formula tanpa kefahaman.

Berdasarkan pemerhatian yang dibuat pada peringkat awal, didapati penguasaan
konsep asas di kalangan pelajar yang lemah amat menyedihkan kerana mereka tidak mampu
mengimbas kembali konsep asas yang dipelajari, Bagi pelajar yang sederhana pula, mereka
tidak mampu menghubungkaitkan kesemua konsep asas yang dipelajari. Dalam kalangan
pelajar yang pencapaian tinggi pula, mereka mengambil masa yang panjang dalam
memikirkan langkah penyelesaian. Hal ini berlaku kerana pelajar tidak pernah didedahkan
teknik yang boleh membantu mereka mengatasi kelemahan masing-masing. Bagi guru pula,
kesuntukan masa dalam menerangkan semula satu demi satu konsep asas fizik yang
dipelajari menjadi kekangan dalam membantu pelajar.

4.2 Refleksi terhadap pemerhatian

Daripada pemerhatian dan refleksi yang dibuat, suatu strategi yang mampu memberi impak
yang besar ke atas sikap dan motivasi pelajar-pelajar harus dirancang demi pencapaian
akademik pelajar. Strategi yang lebih berkesan ini juga perlu mampu memberi keseronokan
kepada pelajar-pelajar demi mewujudkan suasana pembelajaran yang memberangsangkan.
Maka, adalah perlu untuk saya memikirkan satu kaedah yang bukan sahaja mampu
membantu pelajar mengenalpasti kelemahan pada diri, bahkan juga membantu guru dalam
membimbing pelajar-pelajar yang pelbagai tahap pencapaian.

4.3 Perancangan objektif dan metodologi

Secara umumnya, kajian ini bertujuan untuk meningkatkan pencapaian pelajar 6A Mawar
dalam mata pelajaran Fizik dan seterusnya meningkatkan pencapaian GPMP dalam
peperiksaan STPM. Objektif khusus kajian ini adalah untuk:

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i. mengukuhkan konsep asas fizik yang diperlukan dalam penerbitan formula
yang melibatkan kekonduksian elektrik.

ii. memastikan 19 pelajar dapat menerbitkan formula yang melibatkan
kekonduksian elektrik.

Dalam kajian, penggunaan kaedah carta alir berkonsep akan diperkenalkan dalam
menerbitkan formula fizik. Kajian ini melibatkan 19 orang pelajar 6A Mawar yang terdiri
daripada 10 orang pelajar lelaki dan 9 orang pelajar perempuan. Pelajar-pelajar ini
mempunyai kelemahan pembelajaran yang berbeza. Terdapat tiga peringkat pelaksanaan
kajian, iaitu

i. Ujian bertulis menerbitkan formula fizik yang telah dipelajari tanpa bantuan

ii. Ujian bertulis menerbitkan formula fizik yang sama dengan bantuan carta alir
berkonsep

iii. Ujian bertulis menerbitkan formula fizik yang sama tanpa bantuan

Keberkesanan kaedah carta alir berkonsep akan ditinjau setelah ketiga-tiga peringkat kajian
dilaksanakan.

4.4 Pelaksanaan intervensi

Pada permulaan kajian, pengkaji telah menguji kebolehan pelajar dalam menerbitkan
formula fizik, = , yang telah dipelajari seminggu sebelumnya tanpa sebarang bantuan.



Ujian ini dijalankan secara bertulis dan pelajar tidak diberitahu akan ujian yang dibuat.
Daripada dapatan ujian, pelajar telah dikategorikan mengikut tahap pembelajaran seperti
yang ditunjukkan dalam Jadual 4.1.

Jadual 4.1: Kategori tahap pembelajaran pelajar 6A Mawar

Tahap Pembelajaran

Baik Sederhana Lemah

John Gan Atas Bawah Ee Jun Feng
Kerk Wei Song Liang Jia Qian
Lew Hong Yao Chew Jing Ming Akash Kumar Quok Zi Yi
Youn Tee Jong
Daphne Chua Chng Yin

Lim Yu Si Dorothy Hong Min

Ngoh Yun Xian Lim Seng Chen

Tan Ying Tat Tey Sin Ying

Yu Jian Xuan Yap Li Shan

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Dalam ujian peringkat pertama, tiada seorang pun pelajar yang mampu menerbitkan formula
berkenaan dengan betul. Maka, pelajar-pelajar telah dimotivasikan dan pengkaji telah
menjalankan ujian semula dengan penggunaan carta alir berkonsep seperti dalam Rajah 4.1.

(b)
(a)

Rajah 4.1 Carta Alir Berkonsep
Berpandukan carta alir berkonsep, pelajar-pelajar yang pada permulaannya tidak
menunjukkan kesungguhan menjawab telah cuba untuk melengkapkan bahagian yang
mampu. Mereka juga mula menunjukkan inisiatif untuk membuat ulangkaji berpandukan carta
yang diberi.
Setelah diperkenalkan penggunaan carta alir berkonsep, ujian bertulis tanpa bantuan
telah dibuat semula pada peringkat ketiga kajian untuk melihat perkembangan pelajar supaya
keberkesanan penggunaan carta alir berkonsep dapat ditinjau.
4.5 Pemerhatian selepas tindakan dilaksanakan
Pada peringkat awal kajian, kebanyakan pelajar berada pada tahap pembelajaran
sederhana. Pencapaian terbaik menunjukkan pelajar hanya mampu menyenaraikan
beberapa konsep asas yang diperlukan dalam penerbitan formula fizik berkenaan. Hal ini
kerana pelajar tidak ada minat untuk mengambil inisiatif membuat ulangkaji setelah suatu
pembelajaran. Selain itu, mereka tidak mengambil berat terhadap kemahiran menerbitkan
formula.

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Dalam ujian bertulis berpandu yang menggunakan carta alir berkonsep, didapati
pelajar yang asalanya lemah mula menunjukkan sikap bersungguh-sungguh untuk menulis
seberapa banyak konsep asas yang mampu mereka kuasai. Bagi pelajar yang pencapaian
baik, mereka juga mampu menghubungkaitkan kesemua konsep asas yang diperlukan dan
mampu menerbitkan formula fizik tersebut pada akhirnya.

Setelah penggunaan carta alir berkonsep, semua pelajar 6A Mawar mampu
menerbitkan formula berkenaan tanpa panduan dalam ujian bertulis peringkat akhir.
Sungguhpun demikian, masih ada ruang penambahan di kalangan pelajar lemah di mana
mereka sepatutnya dilatih lagi supaya dapat menerbitkan formula tanpa mengambil masa
yang panjang. Perkara ini boleh berlaku dengan usaha kendiri berpandukan carta alir
berkonsep yang dibekalkan. Carta ini dapat memberi suatu gambaran untuk membantu
pelajar mengenali konsep-konsep asas yang perlu diketahui.

4.6 Refleksi sama ada objektif tercapai
Dalam mengukuhkan penguasaan pemahaman konsep fizik dalam menerbitkan

formula fizik yang melibatkan kekonduksian elektrik, didapati penggunaan carta alir berkonsep
telah membolehkan objektif khusus kajian dicapai.

Hasil tinjauan mendapati bahawa pelajar yang pada permulaannya tidak berkeyakinan
telah memberikan respon yang memberangsangkan serta menyeluruh pada akhir kajian.
Pelajar telah mampu mengatasi kelemahan diri dan bersungguh-sungguh dalam
menyelesaikan masalah yang melibatkan penerbitan formula fizik.

Bagi pelajar lemah yang pada asalnya tidak dapat menjawab langsung, mereka telah
mampu mengimbas kembali konsep asas yang dipelajari menggunakan carta alir berkonsep.
Berpandukan huraian tingkas dalam carta alir berkonsep, ia juga membantu mengatasi
masalah kekangan masa untuk guru menerangkan semula satu demi satu konsep asas fizik
yang dipelajari.

Bagi pelajar yang sederhana dan baik pula, mereka telah mampu menyenaraikan
dengan lengkap kesemua konsep asas yang diperlukan. Dengan ini, mereka mampu
mengembangkan kemahiran seterusnya, iaitu menghubungkaitkan kesemua konsep yang
tersenarai dan seterusnya menerbitkan formula fizik tersebut.

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5.0 Kesimpulan
Kajian yang melibatkan penggunaan carta alir berkonsep ini telah membantu menarik

minat pelajar terhadap proses pengajaran dan pembelajaran fizik serta mengukuhkan
kemahiran pelajar dalam penerbitan formula fizik. Hasil dapatan awal menunjukkan majoriti
pelajar tidak berminat dalam menjawab soalan menerbitkan formula dan pelajar juga tidak
terlibat secara aktif semasa pelaksanaan PdPc.

Dengan adanya carta alir berkonsep, ia menggalakkan penglibatan secara aktif pelajar
dan kesungguhan pelajar dalam melengkapkan carta dapat diperhatikan semasa aktiviti
dijalankan. Hasil tinjauan juga menunjukkan kesan yang memberangsangkan. Maka,
penggunaan carta alir berkonsep boleh digunakan untuk penerbitan formula fizik yang lain
demi menarik minat pelajar kerana ia penting untuk membantu pelajar memahami asal usul
suatu formula fizik dan bukan setakat menghafal.

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1. Action Research Title

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

Abstract

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

2. Introduction

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

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

3. School Demography

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

4. Reflection of Past Teaching and Learning Process

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

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

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

5. Research Focus

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

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

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

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

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6. Research Objectives

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

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

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

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

8. Research Implementation
8.1 Preliminary Problem Statement
Students tend to only listing the points with minimal elaboration in Part 1 and only contributing
to the discussion when prompted in Part 2. Hence, making their scores for Parts 1 and 2 as
low, ranging from B1 to B2 levels. Therefore, the pre-test was carried out to identify students’
weakness in elaboration in Part 1 and their problems in contributing confidently in Part 2.
Through my observation, it was noted that the lack of elaboration was due to students’ limited
knowledge and vocabulary on the topics given in the Speaking exercises. As for the lack of

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confidence, it was due to the limited number of guided practice that they had for the group
discussion. The limited number of guided practice was due to the teacher could focus on one
to two groups only per lesson as each MUET lesson is just for 1 hour.

8.2 Analysis of the problem

8.2.1 Analysis of the Pre-test
A pre-test of 2 parts was set. Part 1 consists of a situation with 4 tasks (one task for each
candidate) and each student need to present his point individually and Part 2 consists of
a situation and 5 options for the 4 candidates to discuss and choose the best option.
Students were given the pre-test questions before the JOMS and PS methods were
introduced. Students had to attempt the pre-test within the time allotted; 2 minutes per
person for Part 1 (Individual Presentation) and 12 minutes for Part 2 (Group discussion).
Below are the results for the pre-test:

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

Score Level Number of students Percentage
C2 (%)
18 C1 0 0
17 B2 0
16 B1 0 0
15 A2 0
14 A1 0 43.7
13 0
12 0 56.3
11 2
10 5 0
9 4
8 4 0
7 1
6 0
5 0
4 0
3 0
2 0
1 0

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

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

B2 & B1: Independent

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

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

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

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

Interactive Ability Criteria

AB C D

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

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

Contribute well Contribute Contribute minimally Contribute with

and can discuss satisfactorily and and try to discuss difficulties and do
friends’ points friends’ points not discuss friends’
can discuss
effectively friends’ points points

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

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

A: Good C: Weak

B: Satisfactory D: Very weak

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

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

8.3 Plan in Action

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

Table 3: JOMS Method Activities

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

(JOMS) Engage and Apply
Activity 2: Students contributing views, opinions,

materials in the class Telegram group

Table 4: PS Method Activities

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

‘Useful Expressions’ for a group discussion Engage and Apply

Activity 4: Students carrying out PS discussion

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8.3.2 Materials used

i) Roulette of Names application

(For selecting the student who is to present the speech before every MUET

lesson)

ii) Random Picker application

(For selecting the theme for the speech)

iii) Telegram application

(For posting views, opinions and related materials on the topic given in the

speech)

iii) Tables on Useful Expressions for a group discussion

8.3.3 Classroom Management

Individual work - Mastery learning approach of the self-

i) (JOMS) esteem level

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

8.4 Implementation and Observation / Evaluation of The Activities

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

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

Step 1 :
Teacher explained how JOMS is going to be carried out. Students’ names were saved in
the Roulette of Names apps. 10 themes were saved in the Random Picker apps.
The selection of student and the theme will be selected by both apps.

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

but following the theme which was selected by the Random Picker applications.

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

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

Students presenting Just One-minute Speech (JOMS)

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Step 3 :
In class, other students copied the points presented.
Students’ Notes in class

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

ii) Reflection :
It was interesting to see that students started to have more confidence and were able to
share their opinions or facts on a given theme. Maybe this was due to the teacher made
the exercise as less threatening by making it less formal. Formal evaluation was not made.
Marks were not given. Teacher only noted each student’s strengths and weaknesses. The
teacher gave the feedback with suggestions to improve each student’s performance
personally.
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8.4.2 Activity 2 : (Engage and Apply) Students contributing views,
opinions, materials in the class Telegram group

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

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

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

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

Views, opinions, materials posted in the class Telegram group

Comments Comments & Photos
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Views, opinions, materials posted in the class Telegram group

Sharing of points Sharing of video links

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

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

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most number and the best materials on the topic. This activity managed to encourage students
to do a lot of reading.

By doing a lot of reading, students could increase their general knowledge and widen their
vocabulary which they were lacking for Speaking exercise. JOMS acted like a springboard.
Although it was just for one minute, it triggered students interest in finding information and
discussing them. This activity encouraged cooperative learning as they shared all kinds of
information in their class Telegram application. Even the introvert students participated. I
realized that now the class has adopted sharing of knowledge and information as the class

culture. They would share and post any news or articles which they taught as worthy of
sharing. I also realized that I should not underestimate their ability in obtaining information
especially from the digital media. Students just needed a nudge to kindle their love to read
and explore knowledge.

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

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

Tools for PS
GUIDED ORAL

Basic Outline (for a systematic presentation)
Part 2 - Group Discussion
Initiating
Maintaining
Closing

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Useful Expressions to Initiate a Discussion

Function Expression
To start a discussion
To ask for an opinion We are here to discuss…
Today we are going to discuss…
To give an opinion
What do you think about…?
To express agreement What is your opinion?
Do you agree…?

I think…
I feel…
In my opinion…

I agree.
That’s right.

To express I disagree.
disagreement I don’t see it that way.

Useful Expressions to Maintain a Discussion

Function Expression

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

To make a suggestion I would suggest that…
I think we should…
I propose that…

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Function Expression

To ask for a suggestion What is your suggestion?
What is your opinion?
To present solutions Would you like to comment on this?
To justify choices
To contrast choices One possibility is…
One way is to…

One advantage is…
The best solution is… because…

If we choose…, we have to encounter the
problem of…

To accept Excellent!
ideas/opinions/suggestions That’s a good idea.
I support your suggestion.

To reject I appreciate your point but…
ideas/opinions/suggestions I am sorry I can’t agree with you.

To ask for clarification I am afraid that I don’t quite understand you.
Can you please explain further on…?
May I know why…?

To persuade Don’t you think…
Maybe you should consider…

To interrupt Excuse me, may I say something?
May I add something here?
Excuse me, could I ask you a quick question?

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Useful Expressions to Close a Discussion

Function Expression
In short…
To summarise main To sum up…
points

To conclude In conclusion…
To conclude…

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

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

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

Thank you very much for your attention and
participation.

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

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

i) Observation :

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

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ii) Reflection :
The Useful Expressions acted as a guide for students to steer
their discussion. However, at initial state, the teacher had to
guide their discussion before slowly letting them carried out the
discussion on their own.
8.4.4 Activity 4 : (Engage and Apply) Students carrying out PS discussion
Step 1 :
i) Students carried out the group discussion as in MUET Speaking Part 2
format, using the Useful Expressions that they had learned. However, in PS, they
had to discuss in a larger group of 16 students. The time given was added from 12
minutes to 48 minutes.

Parliamentary-style Speaking (PS)

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Parliamentary-style Speaking (PS)

ii) Teacher guided students’ discussion
i) Observation :
Students could discuss the task in Part 2 (Group discussion) in a
more structured and orderly manner. They learned how to start,
maintain and end a discussion in a formal manner. Even students in C
and D grades started to use the correct and formal way of discussing a
task given after looking at how the other better students executed the
discussion.
ii) Reflection :
PS which involved all 16 students gave many samples on how to use
the useful expressions. This helped the students to observe how the
expressions were used in a discussion. They also could obtain more points
and justifications given by a bigger number of members as compared to only
4 in a standard MUET Speaking Test.
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8.4.5 Post-test and Post-observations
Students were given a post-test for Part 1 to gauge the students’
ability to give points and develop them using appropriate
vocabulary and a post-observation for Part 2 to gauge students’
abilities to discuss using correct register and techniques.
The post tests were conducted with two examiners as the invigilators.
Post-Test for Part 1 (Individual Presentation)

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

*

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

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

Score Level Number of students Percentage

(%)

18 0

17 C2 0 0

16 0

15 0

14 C1 0 0

13 0

12 2

11 B2 2 50.0

10 4

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8 B1 4 50.0

70

60

5 A2 0 0

40

30

2 A1 0 0

10
For the purpose of analyzing the data, levels are used to anticipate students’ score.

C2 & C1: Proficient A2 & A1: Basic

B2 & B1: Independent

*C2 is the highest level and A1 is the lowest level
Based on the pots-test, the following observations were deducted:

i) No students (0%) were in C1 and C2 levels (Proficient level)

ii) 8 students (50.0%) were in B2 level (High Independent level)

iii) 8 students (50.0%) were in B1 level (Low Independent level)

iv) No students (0%) were in A1 and A2 level (Basic level)

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

Interactive Ability Criteria

AB C D

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

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

Contribute well Contribute Contribute minimally Contribute with

and can discuss satisfactorily and and try to discuss difficulties and do
friends’ points friends’ points not discuss friends’
can discuss
effectively friends’ points points

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

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

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

Based on the pre-test, the following observations were deducted:

i) 2 students (12.5%) were graded A (Good)

i) 6 students (37.5%) were graded B (Satisfactory)

ii) 8 students (50.0%) were graded C (Weak)

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

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8.5 Reflection of the Research

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

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

Score Level Number of students Increment by
Pre-test Post-test Percentage

(%)

18 0 0

17 C2 0 0 0%

16 0 0

15 0 0

14 C1 0 0 0%

13 0 0

12 0 2

11 B2 2 2 +6.3%

10 5 4

9 44

8 B1 4 4 -6.3%

7 10

6 00

5 A2 0 0 0%

4 00

3 00

2 A1 0 0 0%

1 00
For the purpose of analyzing the data, levels are used to anticipate students’ score.

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

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

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

Interactive Ability Criteria

A BCD

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

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

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

points points points

Pre-test Post-test Pre-test Post- Pre-test Post- Pre- Post-test
test test test
1/16 0/16
0/16 2/16 7/16 6/16 8/16 8/16 6.3% 0%

0% 12.5% 43.7% 37.5% 50.0% 50.0%

Increment by Percentage

+12.5% -6.2% 0% -6.3%

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

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

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An analysis on the results of pre-test and post-test for Part 1 (Individual Presentation) showed
a moderate improvement on students’ achievements. Looking at the post-test scores, it can
be deduced that students’ scores improved moderately after JOMS method was introduced.
In B2 level, 2 students managed to climb to high B2. In B1 level, no student was put in low B1
level. As for Part 2 (Group discussion), an analysis on the results of pre-observation and post-
observation showed a moderate improvement. 2 students managed to climb to grade A.
Nobody was put in very weak (Grade D) category after PS method was introduced.

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

COMPARISON IN TERMS OF NUMBER OF STUDENTS

9 8 9
8 7 8
7
NUMBER OF STUDENTS 6
5
4 00 B2 B1 00 00
3 C1 LEVELS A2 A1
2
1 00
0

C2

Pre-Test Post-Test

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

COMPARISON IN TERMS OF GRADES
PERCENTAGE

100

PERCENTAGE 80

60 43.7 37.5 50 50

40 12.5 6.3 0
20 0

0
ABCD

GRADES

Pre-Test Post-Test

8.5.2 Overall Reflection
The action research was carried out with the intention to enhance

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

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

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

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

Though the improvements were moderate, I believe given longer duration, these 2 methods
could further improve students’ ability to speak well in MUET Speaking Test. I have also
benefited from this research. The research has helped me raised awareness on the
effectiveness of cooperative learning and active involvement of students in any activity. In
JOMS method, students participated actively using the digital media and this active
participation managed to pool varieties of general knowledge at a shorter time. In PS method,
students helped one another in a discussion. This research has convinced me that students
learned best when they were actively involved and were given responsibilities to ensure the
success of their group or class discussion. Cooperative and mastery learning approach should
be applied in most of the lessons taught especially when the students are more matured like
the sixth formers. It is indeed encouraging to see the moderate improvements made by my
students. Personally, I have become more motivated to coach students to improve their
speaking performance in MUET Speaking Test. I am looking forward to come out with new
techniques to teach speaking skills in the future.

9. Suggestions for Further Research

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

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

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

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

Bibliography
Choo Wan Yat, Stanley Nyanaprakasan, Yee Sook Fen, Yeoh Wei Tzee (2020). Ace Ahead
MUET Text: Oxford Fajar Sdn. Bhd.
Dr. Hooi Carol, Roslina Abdul Latiff (2021). Success in MUET: Penerbitan Pelangi Sdn. Bhd
Harmony Ho, Koh Soo Ling, Patricia Wong C.K. (2021). Notes and Practices MUET:
Penerbit Ilmu Bakti Sdn. Bhd.

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Appendix A

Just One-minute Speech (JOMS)
Question

Pre-Test (Part 1: Individual Presentation)

Part 1: Individual Presentation (2 minutes)

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

m

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

Candidate B You have to give a presentation to your class. Talk about help in doing
research.
mccmmmmmm

Candidate C You have to give a presentation to your class. Talk about a way to
communicate.

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

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

Post-Test (Part 1: Individual Presentation)

Part 1: Individual Presentation (2 minutes)

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

m teenagers.

Candidate A You have to give a presentation to your class. Talk about how it affects
social skills.

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

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

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

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

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Appendix B1

Parliamentary-Style Speech (PS)
Question

Pre-Observation (Part 2: Group Discussion)

Part 2: Group Discussion (8-12 minutes)

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

Not enough
sleep

Health problems Mood changes

Negative effects of
Internet addiction

Social isolation Breakdown of
(Less sociable) communication

At the end of the discussion, try to decide the main negative effect of Internet addiction.
(Source: Dr. Hooi Carol, Roslina Abdul Latiff (2021). Success in MUET: Penerbitan Pelangi
Sdn. Bhd.)

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Appendix B2

Parliamentary-Style Speech (PS)
Question

Post-Observation (Part 2: Group Discussion)

Part 2: Group Discussion (8-12 minutes)

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

participate in
outdoor activities

do volunteer work go travelling

How can teenagers
improve their social

skills?

join a sports team

join drama class

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

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

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