KONVENSYEN PENYELIDIKAN PENDIDIKAN KALI KE-10 (2019) BAHAGIAN 2

7.2. Infographics Templates
The students used infographics to summarize their information. The infographics templates used
to display various information make information easily readable and contextualized, as it caters
the students’ natural longing for visual stimuli. They were recommended to use Pictochart
Infographics Templets online (https://piktochart.com) to summarize and paraphrase the articles
searched online. There are plenty of free online infographic generators, but my personal favorite
is Piktochart because of its ease of use and flexibility of customization even in the free version.

7.3 Self-evaluation checklist
The students’ work were analyzed in frequency count to see their total contribution in the
collaboration writing. Before beginning the collaborative assessment, I prepared a set of
procedures through adapting the collaborative strategies proposed by Chishol (1990), Lunsford
(1991) and Smith & MacGregor (1992) to conduct the collaborative writing task. According to
Chishol (1990), a collaborative project involves several procedures: (a) how the task is planned
(b) distribution of the task (c) guide with instructions (d) monitor their updates (e) provide
opportunity for groups to collaborate (f) encourage participation and finally, (g) evaluate the
processes and products. Also, Smith & MacGregor (1992) stated that writing groups formulate
ideas, clarify their positions, test an argument or focus a thesis statement before committing it to
paper, exchange their written drafts of papers and get feedback on them either orally or in writing.
Similarly, Lunsford’s (1991) findings reported it is important for the group to stay on task and
consider every aspect of the project such as brainstorming, drafting, revise and edit the document
together. The procedures of collaborative writing of this current study is shown in Table 1:

Table 1: The evaluation criteria in the self-evaluation checklist

Evaluation Criteria Collaboration activities frequency Conversion to %

sign in google docs & 5%
theme selection
Read articles I join Google Docs group 2 2 X 0.125 0.25 %
Paraphrase, create Selected theme
infographics, I read articles online/ shared links 10 10 X 0.125 1.25 %
peer feedback I paraphrased articles 10 10 X 0.125 1.25 %
I shared summaries 4 4 X 0.125 0.5 %
I created infographics 4 4 X 0.125 0.5 %
I received feedback from peers 5 5 X 0.125 0.625 %
I gave feedback to peers 5 5 X 0.125 0.625 %
N= 40 5%
Grand Total

Each procedure was listed with its maximum frequency of times to be completed by the students
to score 5% for their collaboration (See Table 1). The evaluation criteria drawn for this task were
(i) sign in google docs & theme selection, (ii) read articles (iii) paraphrase, create infographics,
peer feedback. Hence, it gave the students an understanding of the strategies to follow to determine
their collaboration in this writing task.

7

8.0 RESEARCH PROCEDURES

This action research is carried out for a duration of 3 weeks from the 20th of February until the 7th
of March 2019.

8.1 Preliminary Stage
After having an open discussion and a coaching and mentoring session with the students of the
whole class, we came to a decision that we will carry out a collaborative writing task using CRR
Technique. It is our aim to involve all the students in a group to collaborate effectively and to
eradicate the issue concerning the lack of students’ participation in collaborative writing tasks. We
introduced the intervention CRR Technique in the month of February and carried it out until the
month of March 2019. When students knew that a shared Google Docs will be used for
collaborative writing task, the students were agreed because they want to embrace the 2.0
application as well as a new technique to do a collaborative writing.

8.2 Implementation of Intervention
This research is a classroom action research by Kemmis & McTaggart (1988) model which is
widely used among practitioners. This study took only one cycle as the duration of two weeks was
given to carry out the research. The cycle of Kemmis & McTaggart (1988) involve four stages:
Plan-Act-Observe-Reflect and we carried out our action research as below:

8.2.1 Plan

The usual teaching and learning processes that took place in the previous collaborative writing
techniques were:

 The instructions for the task were distributed
 Students grouped themselves and attempted the task (no framework provided)
 Lecturer checked their progress verbally and checked their drafts
 Students submitted their work
 Lecturer evaluated the students’ end product (assignment) and provided

comments

Unexpectedly, some students who collaborated ineffectively in the completion of the task walked
with comments too. Normal way of conducting collaborative writing defected the objectives set
for the task, (i) to develop critical thinking, analysis, writing and presentation skills, as well as
group teamwork skills and (ii) to provide scaffolding for student to take ownership of learning.
The ineffective collaborators were noticed to have uncommunicative, reticent, procrastinating and
standoffish behavior. So, the intervention tool CRR technique was used throughout this action
research to enhance the students’ collaboration in completing the given task.

Firstly, the students were divided into groups of 4 and 5. Each group nominated and selected a
leader who was proactive. The leader collected the Gmail ID from each of his group member and
they were demonstrated of the access to Google Drive as a group on a browser with Google
account. We reminded them that once the document was created, it would be saved automatically
every five seconds, so they did not need to worry about losing their work. The leader created an
online document with Google Docs and shared with the other group members and instructors. Id

8

prepared a writing task on their Google Docs. They drew lots to pick their theme for writing. The
themes suggested were social media, drugs, social problems and environment issues.

The teaching of MUET practices in their first semester, let the students to have enough exposure
and learning on skills such as skimming and scanning, identifying main and supporting points and
distinguish relevant from the irrelevant information, paraphrasing, synthesizing, summarizing,
arguing and extended writing. Hence, it saved a lot of time of us in the teaching of those skills
that required in the CRR Technique. To prepare the students for collaboration, we discussed with
the class the rationale for collaborative writing and assigned a short collaborative writing activity
based on the strategies designed for this study. We modeled the collaborative task with our
students so that they could watch the process of collaboration. At the same time, the students were
also exposed to collaborative checklist to evaluate themselves for their collaboration in this task.

8.2.2 Act

Each group selected appropriate articles online related to their theme and shared the links on their
group’s Google Docs. They skim and scanned their articles and identified main and supporting
points and distinguished relevant from the irrelevant information. The information collected for
their writing from online articles were to be transformed systematically into Pictochart Infographic
templates. Hence, I felt it is vital to spend some time looking at infographics and discussing their
components with the students before diving into the infographic-making tasks. I used to
Greenfield’s (2011) ‘A Few Rules for Making Homemade Infographics’ to get some exposure
about making infographics. Firstly, when I started infographics with students, they did an image
search of infographics and having students work in pairs to talk about and write down all of the
things they notice that infographics have or do is an introductory activity to infographics as a
whole. Some of the things highlighted while introducing infographics were the color
schemes/themes, icons images, charts and graphs, background, text color(s), font usage and layout.

Using a stimulus (Figure 1), I explained how these students were to organize each part of their
infographic. Each individual in a group had to find more than three online sources related to their
topic. Once the students had their sources and information, they were then able to work on
strategies for simplifying the original copied information into easier summaries in their own words.
Then to convey that simplification they select infographic templates with appropriate features. In
other words, students took their research and transformed it into an original and organized
infographic.

2–3 solutions to the problem three online sources listed (Author
(from your research) name, date, title, website)

Causes/Effects 3 things that we can easily do to
(from your reading reading) help this problem (from your
discussion)
2–3 facts about the problem Title
(from your reading) Your personal opinion about
the issue

9

Figure 1: Features of infographic template to present their information from various literature. Each
block on the template corresponds to a different block in the infographic.

8.2.3 Observe

Based on the observations that we carried out throughout the collaborative writing task, we can
conclude that the 9 students had collaborated effectively with their group members in the
completion of the task. Some obvious positive changes in them are:

8.2.3.1 Actively involved in the activity

Based on the report on Google Docs, each student had grouped himself and brainstormed for topics
that related to their theme. Each group member used Google engine as their main source of
information. They pasted the link of the selected articles on Google Docs for their group members’
knowledge. Each group approximately selected 10-15 articles to collect data for their writing. This
is one of their collaborative activities that needed to be highlighted. Both the groups were
successfully completed this collaborative stage.

8.2.3.2 Good participation in group activities and individual work

Next, the students were observed to increase their participation by having effective communication
with one another in the collaborative writing task. The students found to scan their group members
articles and commented on them on Google Docs. During their search for articles, some of them
found articles that could be helpful for the other group members. Without hesitation, these students
shared the links of those articles with other group members. This is also one of the notable
collaborative activity that indicated there was a good participation in group activities.

8.2.3.3 Able to have flipped and non-face-to-face learning with their peers and instructors

One of the main ideas of 21st century learning is flipped learning that prioritizing active learning.
Flipped learning was indirectly promoted in this CRR Technique. The students were observed to
learn more effectively by using class time for collaborative activities. The students created their
opportunities for an active engagement in this collaborative task. The collaborative task conducted
using CRR Technique allowed the students to work ahead with freedom. They interacted
effectively and engaged in discussions while writing drafts for their topics. Also, they helped one
another by giving feedback to improve their drafts. This way, they enthusiastically encouraging
one another to collaborate in the collaborative writing activity.

8.2.3.4 Promoted language skills among the students

The usage of Piktochart infographics promoted reading skills among the students such as
skimming, scanning, extensive reading and intensive reading. They skimmed to understand the
"gist" or main idea of the selected reading materials. They scanned to find specific information
from the texts. The extensive reading skills were found to be used by the students to do pleasure

10

reading or to get general understanding on certain topics and terms. Some were also found to read
intensively and discussed together certain crucial texts to have a detailed understanding on the
topic studied. The students’ creativity and paraphrasing skills applied in this collaborative writing
task, created infographics with information dynamic and interactive learning environment.
Students were found to interact with information in a far less intimidating way using infographics.
Students could guess and contextualize words and phrases. This indicated that they developed the
skills to grasp content of the articles and conveyed each part of the summary in the infographic
template properly. Thus, the observation results revealed that connecting linguistic and social ideas
to students’ own work within infographic makes the content more meaningful and personal, thus
retaining interest and promoting engagement in language skills. Moreover, Students’ infographics
were not only informative but attractive and eye-catching. The infographics created were mostly
promoted non-face-to-face and flipped learning among the students.

8.2.4 Reflect

Based on the findings of self-evaluation checklist (Table 2) determined each students’
collaboration activities. The students’ collaborative activities were ranging from 22 to 28. The
report produced using Shared Google Docs had supported the findings.

8.2.4.1 Results and findings of self-evaluation checklist

Table 2: Students’ self-evaluation on their collaborative activities

Evaluation Collaboration activities Group 1 Group 2
Criteria
12341 234 5
222 2
sign in google I join Google Docs group 22222
docs & theme Selected theme

selection

Read articles I read articles online/ shared links 7 7 7 7 7 8878
8878
Paraphrase I paraphrased articles 77777 2312
create I shared summaries 21211 4332
infographics I created infographics 32333 1223
Peer Feedback I received feedback from peers 22221 1233
26 28 25 28
I gave feedback to peers 31122

26 22 24 24 23

Grand Total

Based on the quantity of collaboration activities (Table 2), the students were scored using the
evaluation criteria in the self-evaluation checklist (Table 1). Scores were allocated for each student
based on their individual contribution to the task although, it was a collaborative task. This way,
every student in each group involved actively in collaboration activities to earn their own scores
for collaboration activities (Table 3a and 3b).

Table 3a: Collaboration scores for Group 1 Table 3b: Collaboration scores for Group 2

Students’ scores

11

Group 1 Collaboration Conversion Students’ scores
Activities (5%)
1 Group 2 Collaboration Conversion
2 26 3.25
3 22 2.75 1 Activities (5%)
4 2
24 3 3 23 2.9
24 3 4
5 26 3.25

28 3.5

25 3.13

28 3.5

The findings indicated that CRR Technique had effectively measured the student’s collaboration
in posttest compared to their pretest scores. Pre-test scores were based on their submitted final
written product whereas posttest scores were categorized clearly of the collaboration’ and written
product’s scores. Although, the written product was assessed as a group work but, their
collaboration activities were assessed individually based on the findings of self-evaluation
checklist and the report presented on the shared Google Docs (Table 4).

Table 4: Pretest (Normal Method) and Posttest (CRR Technique) scores

8.2.4.2 Results and findings of students’ feedback and our observation

The written and interview results suggested that the students’ feedback on the intervention can be
categorized into two areas:

 Motivation in the collaborative writing task
 Engagement in the collaborative writing task

Group Pretest Scores Posttest Scores
(15%)
Group Members (20% ) (5%) Writing (20%)
9 Total
Collaboration 9 12.25
9 11.75
11 16 3.25 9 12.00
12
2 14 2.75 12 12
12 14.9
3 14 3 12 15.25
12 15.5
4 17 3 15.13
15.5
21 15 2.9

2 17 3.25

3 16 3.5

4 16 3.13

5 15 3.5

8.2.4.2. 1 Motivation in the collaborative writing task

The written data gathered from the students revealed that the technique provide means of
motivation to the students as they found the collaborative writing task using Google Docs and
infographics was interesting and it prompted their interest to express their collaborative activities
to their groups using photographs, snapshots, links of the articles, online articles, infographics,
written drafts, comments, reflections and responses. The students also stated that the intervention

12

has ignited their interest in sending their latest updates of their collaborative activities as they
found it fun, and they are happy and excited to do postings on Google Docs.

From being demotivated during the previous collaborative activity, the students written responses
suggested that their mindset has changed. Students had a positive experience in this collaborative
writing task. Besides, students also revealed in the interviews that they were quite surprised that
their collaboration could be reported in such a manner that is by CRR Technique. Not only that,
they were also enthusiastically reading their peers’ posts such as written drafts and infographics
on Google Doc. At the same time they were also excited and motivated to read and reply whenever
there was a new post on their shared Google Docs.

8.2.4.2.2 Students‟ engagement in collaborative writing task using CRR Technique

Students’ engagement in the collaborative writing activity was observed from the beginning until
the end of the intervention by us. The observation revealed that interaction between student and
student had improved even in non-face-to-face mode. The students stated that their group members
were engaged effectively and encouraged one another in the completion of the task. During this
activity, I did not receive any complaints from the group members about any passive collaborator.
Hence. It was assumed that they were more collaborative and active in the collaborative writing
task using CRR Technique.

8.2.4.2.3 Instructor’s motivation to evaluate collaborative writing task using CRR Technique

The intervention that used Google Docs and infographics allowed students to complete the
collaborative writing task effectively. In the previous collaborative writing task, collaboration on
a document would involve passing a document back and forth between group members. Each
student would take a turn at improving the writing, often editing, or building on the writing of the
other group members. Even with the use of features that track changes, the process could be very
tedious and error-prone, opening the door to the loss of changes due to version-control issues,
formatting problems, and sometimes the loss of information about who made particular changes.
These issues were really affected our motivation in conducting and grading the collaborative
writing tasks.

Nonetheless with Google Docs and infographics, the students could work on the same document
in real time. Changes could be tracked and attributed, and the document can be shared with a group
of writers. The students were able to co-author—sometimes even simultaneously—a digital
document, creating opportunities on real-time peer editing and collaboration. The history of their
collaborative activity displayed on Google Docs helped us to keep track on their collaborative
activities. Moreover, the infographics measured the amount of reading made by the group. The
comments made onto the Google Docs at their peers’ work indicated the students’ involvement in
the collaborative writing activity. This aspects has led us to grade the collaborative writing projects
effectively. We were also motivated to do more collaborative tasks using CRR Technique as it
achieved the objectives drawn and engaged the students effectively in this writing activity.

On the other hand, in collaborative writing tasks using CRR Technique, the students were observed
to have active participation through their posts on Google Docs and infographics. Each student

13

became an active participant in their group to complete their collaborative writing tasks. None of
students complained of their group members for not contributing the task. Data collected from this
study had informed our that the learners attempted to work with others productively and prompt
each other to generate ideas, plan both content and structure effectively, engage in discussions of
ideas, and evaluate their choices at the word, structural, and idea levels.

By involving students to write together using CRR Technique make collaborative writing tasks a
positive learning experience for all students was achieved. Apart from that, when students posted
various comments such as feedback to their peers’ contributions, acknowledging one another’s
contributions and etc. When one of them posting or reporting of their collaboration activities, the
others started reporting too. Hence, CRR Technique had helped the group members to involve in
the collaboration activities effectively.

9.0 CONCLUSION

The collaborative writing assessments, because it occurs in groups, obscured individual
contributions, making it difficult to isolate individual student scores. Therefore, as every teacher
does, we too assign a single score to the groups based on completion of written product, and this
group score in turn is assigned each individual group member. When students express their
dissatisfaction, we felt very skeptical after awarding a single score for the group as we unable to
identify the individuals who completed their work on or before the schedule without any quality
issues. We regretted for students who were accountable, gave valuable suggestions or edited the
draft were not recognized specifically for their rigorous impact to the final product.

Therefore, the technology usage, particularly Google Docs application that being used in
conducting CRR Technique and as a tool to collect data played important role in making the
collaborative writing task a success. Students worked peacefully as it provided unlimited space to
insert their pictures, reports, comments, and infographics and to do their extended writing. It also
allowed the students to work simultaneously in writing, editing and discussing their content
through online mode using different technological tools such as desktop, laptop, notebook and
smartphones. Moreover, we were collaborated effectively too while monitoring and assisting their
collaborative activities using Google Docs. This emphasized that the collaborative writing task
using CRR Technique was easier. However, limited internet access in certain areas in Kolaj
Matrikulasi Kejuruteraan Kedah challenged the usage of Google Docs in the classroom. Hence,
the students were meticulous and diligent in buying and using their data packages for learning
purposes.

Upon completion of this study, we make recommendations of good collaborative writing activities
not only for the others but also prepare my own students to collaborate effectively. Firstly, we need
to be explicit with students about what strategies and behaviors work best because the practice of
collaboration is not common in schools. It seems to me we should give students a rationale for
writing together as it is worthwhile for personal and professional reasons. I should emphasize the
importance of mutual interactions and taking complementary roles as students plan, generate ideas,
provide alternative ideas as well as respond to others’ views. Besides contributing ideas, students
should be encouraged to learn to listen to others, so that they will be exposed to broader
perspectives and ways of thinking. When we made them understood the rationale behind it, they

14

entailed substantial engagement, active planning and composing and positive treatment of all
group members to enhance their writing and their learning.

However, there are several drawbacks to be highlighted in the conduct of collaborative writing
tasks using CRR Technique. Piktochart Infographics that being used in this study, helped the
students to organize their ideas creatively. Although, they attempted to rewrite or clarify meaning
of the linear texts in their own words and able shorten a longer statement but kept the main ideas
but we would not say that the students effectively produced their infographics because they were
still lacking in the skill of paraphrasing the information from the text. In several occasions, they
merely copy a large amount of information from the text to be placed on their infographics
template. Nevertheless, they showed effortful work in producing infographics to aid their
collaborative writing task. Much exposure and assistance needed for them to produce effective
infographics. That will be the next attempt to be taken to make collaborative writing task more
effective and meaningful.

Apart from that, collaboration marks awarded usually for the collaborative writing task was only
5 percent from the overall marks. 15% was allocated for the end product. This could be a reason
why most students escape themselves from being an effective member of a collaborative writing.
If the 5 percent marks are not given to them for not actively collaborating but still, they get 15
percent marks from the end product that being produced by their group members. Without
collaborating effectively, they still get good marks for their collaborative writing projects.
Therefore, I suggest here that collaboration marks should be incorporated with their end product.
With that we can evaluate the students effectively for their participation and contribution in the
collaborative writing tasks. CRR Technique that implemented in this study able to evaluate the
students’ incorporated collaboration and their end product because their contributions such as write
up, editing, peer feedback, drafts and collaborative reports on Google Docs display identity of the
group members. Thus using CRR Technique, evaluation for the whole process (collaboration and
end product) of collaborative writing task can be done effectively. Therefore, the strategies and
evaluation methods applied in this study can be an effective pedagogy for the teaching of
collaborative writing.

15

References

Baker, M.J. (2015). Collaboration and Collaborative Learning. Interaction Studies, 16, 451-473.
Retrieved Mac 2, 2019, from
https://www.researchgate.net/publication/288886296_Collaboration_in_collaborative_lea
rning

Chishol, R. M. (1990). Coping with the Problems of Collaborative Writing. Writing Across the
Curriculum, 91-108.

Dale, Halen. (April, 1993). Conflict and Engagement: Collaborative Writing in One Ninth-Grade
Classroom. Annual Conference of the American Educational Research Association (p.
58). Atlanta, GA: Institute of Education Statistics (ERIC).

Deni, Ann Rosnida & Zainal, Zainor. (2015, July). Let's Write on The Wall: Virtual
Collaborative Learning Using Padlet. TOJET: The Turkish Online Journal of Education
Tecnology(2). Retrieved Jun 10, 2018

Dewit, D., Alias, N. & Siraj, S. (27-29 May 2015). Collaborative Learning: Interactive Debates
using Padlet in a higher Education Institution. International Educational Technology
Conference (IETC 2015). Istanbul, Turkey. . Retrieved from
http://eprints.um.edu.my/13630/1/971662_Journal-Submission_WN.pdf

Fung, Y. M. (2010). Collaborative Writing Features. RELC Journal, 41(1), 18-30. doi:DOI:
10.1177/0033688210362610

Johnson, D. &. (1999). Making Cooperation Learning Work. Theory Into Practice, 38, 67-73.
doi:10.1080/00405849909543834

Kemmis, S., & McTaggart, R. (1988). The Action Research Planner (3rd ed.). Victoria: Deakin
University.

Lunsford, A. (1991). Collaboration, Control, and the Idea of a Writing Center. The Writing
Center Journal, 12(1), 3-10. Retrieved from
http://ucwbling.chicagolandwritingcenters.org/wp-content/uploads/2015/06/Andrea-
Lunsford-Collaboration-Control-and-the-Idea-of-a-Writing-Center.pdf

Ministry of Education . (Ministry of Education). Preliminary report: Malaysia Educational
Blueprint 2012-2025. Kuala Lumpur, Malaysia: Ministry of Education.

Misbah, N.H., Mohamad, M., Yunus,M. M. & Ya'acob, A. (2017). Identifying the Factors
Contributing to Students' Difficulties in the English Language Learning. Scientific
Research,, 8(13).

Siricharoen, W. V. (2015). How Infographic should be evaluated? he 7th International
Conference on Information Technology. doi:doi:10.15849/icit.2015.010

Smith, B.L. & MacGregor, J.T. (1992). “What is collaborative learning?”. USA: National
Center on Postsecondary Teaching, Learning, and Assessment, Pennsylvania State
University. Retrieved from
https://www.evergreen.edu/sites/default/files/facultydevelopment/docs/WhatisCollaborati
veLearning.pdf

Wiener, H. S. (1986). Collaborative Learning in the Classroom: A guide to evaluation. College
English, 48(1), 52-61. Retrieved 2 5, 2019, from
http://mjreiff.com/uploads/2/9/1/7/2917319/wiener.pdf

16

Appendix 1: Students do literature search, read and discussed the articles
17

Appendix 2: Students work in collecting articles that related to their individual topic
18

Appendix 3: Students exploring more about infographics
19

Appendix 4: Students work with infographics template and sharing with peers
20

Appendix 5: Students create infographics for the articles that they read
21

Appendix 6: Infographics created pasted on Google Docs
22

Appendix 7: Evidence of students’ collaborative writing (editing and giving peer feedback)
23

Appendix 8: Students completed their collaborative writing task
24

\
Appendix 9: Collaborative writing (Draft on Google Docs)

25

Appendix 10: Final draft on Google Docs
26

27

The Effects of Gamification on the Students’ Vocabulary Performance Through
Quizizz

¹Ainunazli Abdul Rahman, ²Rabihah Shahizan Roslan, ³Noorelsa Kamarudin, ⁴Maryana Yakub

Kolej Matrikulasi Pahang

ABSTRACT

This quasi-experimental study was based on Huang and Soman Conceptual Framework (2013), and used
the randomised control group pretest and posttest design. The study aimed to determine the effects of Quizizz
application on the students’ vocabulary performance in English. 66 one-year programme (PST) students
from four classes in Kolej Matrikulasi Pahang were chosen as samples with 33 students each in the
experimental and control groups, using Quasi-experimental randomised sampling technique. Students
answered Paper 3, Reading based on MUET November 2016 test questions during the pretest and posttest
slots. Unlike the control group, the experimental group was treated with Quizizz application for four weeks
(12 sessions). The data from the pretest and posttest were analysed using paired samples T Test. For the
experimental group, scores were significantly higher with post-test mean of 16.06, (SD=2.42). Results also
showed that there was a significant difference between male and female students in terms of the reading
scores based on the posttest results. The result of the t-test was 2.02 with mean for male of 4.40, (SD = 0.97)
and mean for female of 3.13, (SD = 1.87). There is evidence to indicate that the Quizizz application did have
positive effects on male and female students in terms of the vocabulary performance. The research findings
showed that the treatment of Quizizz application had positive effects on the students’ vocabulary
performance.

Key Word: Matriculation students, MUET, Quizizz application, vocabulary performance

1.0 INTRODUCTION

The aim of Matriculation division was to produce brilliant students in all aspects. However, the quality of
performance among matriculation students in English subject were quite low as some of them were unable to show
their understanding in answering Reading Comprehension in MUET results in the previous years.
In this level, they might be excellent in their core subjects but they have been identified of having problems in
reading skill in English Language. Some of them had lack of interest in the language and it affected the way they
acquire the reading skills in the learning process. Students claimed that it was hard to acquire the skills in
conventional ways. The explosion of growth can be the answer to their desire in learning the language in enjoyable
and fun ways. It is the time for them to reveal their true potential of mastering the language with the help of the
technology.

During the observation in MUET, majority of matriculation students scored low marks in reading
comprehension part. This is probably due to poor reading skills and limited vocabulary enrichment. Some of the
students often struggle with reading comprehension because they do not possess the oral vocabulary that is
prerequisite to their understanding and retention of the content of the text. Limited vocabulary is believed to give
negative effects to the students ‘comprehension skills. In order to help them comprehend well, a specified approach
should be integrated in English lesson. It is vital to plan an interesting lesson so it can attract students’ interest in
exploring the language itself. Although many countries have done institutional efforts to modernise their
equipment, spent large amounts in technology, proved the positive effects of integrating computers in language

1

learning (Tsou, Wang & Tzeng, 2006) and many educators still miss the appropriate interest, strong will to learn
and a challenging attitude towards teaching with technology especially in vocabulary lessons.

In today digital generation, gamification has become a popular technique to encourage specific behavior
and increase motivation among the students. Gamification in learning involves incorporating game to motivate
learners. In this context, gamification hopefully canease the problems of improving their vocabulary by motivating
the students to get involved in the learning process in conducive environment. It is believed that gamified learning
interventions have a positive impact on students learning. It gives impact on gamified interventions on students’
participation varies depends on whether the students are motivated intrinsically or extrinsically (Buckley & Doyle,
2014). They need to get themselves involve without realizing that they gain something from it. Gamification is
significant to stimulate enjoyment in completing the task and it offers relaxation and positive vibes on the subject.
Students often are more comfortable in gaming atmosphere. Thus, it can be a platform for them to improve
themselves rather than what they get in conventional classroom. This technique has been applied in different areas
effectively and it might be the right time to be implemented in education field.

One way of implementing gamification in the classroom can be done through Quizizz application. It is
online quiz platform that allow the users to use their own devices to answer multiple choice questions. This
application can help to engage students to the task and offer a less stress platform to gain knowledge. They will
feel free to answer the worksheet without thinking of judgment from others. They can practice the quizzes several
times and have the chance to get the correct answers at the end of the task. It also provides instant feedback from
the educator so they will be able to get the positive response and will definitely give their self-satisfaction of their
performance. It also will help them to show their effort to get a better result in the task provided. By introducing
the application, the students are likely expose to the active learning process that canhelp them to realize that English
is not a hard subject to be mastered.

1.2 Problem Statement
In Malaysian University English Test (MUET), reading paper comprises more marks compared to the speaking
and listening questions. On the other hand, students have problems to reinforce their reading performance (Kaur,
Rajaretnam, Ratnam & Richards, 2006). It is difficult to teach reading because it is an art whose mastery depends
on disciplined practice and Malaysian society has little regard for practice and less for discipline. Students get low
scores and band in reading test due to the problems in inferencing, skimming and scanning, recognising and
interpreting writer’s views, attitudes or intentions and many more.

2

1.3 Research Objective
This study is to determine the effects of gamification on the students’ vocabulary performance through Quizizz
application.

1.4 Research Questions
The research questions to be answered in this study are as follows:
1. Does Quizizz application improve students’ vocabulary performance?
2. Do the scores for reading test differ between male and female students?

1.5 Hypotheses

Ha₁ – There are significant differences in students’ vocabulary performance treated with Quizizz application.
Ha₂ – There are significant differences on the students’ reading test scores between male and female students.

1.6 Research Framework

Independent Variables Dependent Variable
Quizizz Application
Students’ Gender (Vocabulary
Performance)

1.7 Limitation of the Study
This research was conducted in Pahang Matriculation College and it involved a small number of students. The
findings are only unique to this situation and a generalization is inapplicable to others. The study should employ
longer time duration for the treatment as a sole data gathering strategy.

2.0 LITERATURE REVIEW
Educators’ guidance is very important in order to make sure the students get the process of reading correctly
(Higgins & Mosley, 2001). Maddison & Phelps (2008) explained that majority of lecturers could articulate
advantages and potential for ICT integration, particularly related to student engagement and motivation. Educators
must apply active learning in an integrated fashion to have maximum impact on students’ learning (Magliaro &
Neal, 2006).

3

2.1 Conceptual Framework Defining Structuring
Learning the
Understanding
Audience and Objectives Experience

Context

Identifying Applying
Resources Gamification

Huang and Soman (2013).

Based on Huang and Soman (2013) conceptual framework, it is essential to constructing the conceptual
framework by describing in clear detail the foundation of gamification and provides an informative five steps
process on applying gamification in the classroom which are understanding audience and context, defining learning
objectives, structuring the experience, identifying resources and applying gamification. In relation to the above
theory, Quizizz application is perceived as a suitable tool to aid students in enhancing their reading performance.
Students were very active to answer the questions which provided by learners and more concentrated on the lesson
taught (Suo, Suo & Zalika, 2018). They displayed the position attitude for Quizizz as an online teaching and
assessment tool during the language class.

Hence, reading is nothing without the ideas being presented and developed. It depends on the students’
level of proficiency and practices given. Eventhough computers are pervasive in our society, there is a great need
for people, young and old to become computer literate and active learners by enhancing their capability in reading
skills. In spite, active learning can be defined as an investment of a significant amount of mental energy and a high
level of psychological involvement in the learning process. Active learning occurs when students are given the
opportunity to interact with the subject matter of a course. It is anything that students do in the classroom other
than passively listening to a lecture.

Many students are resistant to academics especially in language because they do not believe they have the
ability to succeed no matter how much effort they exert. Self-efficacy is the belief in one’s capabilities to organize
and execute the courses of action required to manage prospective situations (Hinton, L., Simpson, G. & Smith, D.,
2008). In other words, self- efficacy is a person’s belief in his or her resistance to academics may be decreased.
Then, it is clearly explained that self-perception has identified self-efficacy as a significant self-perception across
a wide range of English context.

4

3.0 METHODOLOGY
This is a quantitative study that utilized the quasi-experimental design. To gather relevant data and to answer the
research questions, the researcher used randomised control group, pre-test-post-test design (Noraini, 2010). The
design of this research is presented in Table 3.1. The independent variables of the study are Quizziz application
and students’ gender, and the dependent variable is the vocabulary performance.

Table 1: Randomised control group pre-test-post-test design

Group Pre-test Treatment Post-test
O2
Experimental O1 X1 O4

Control O3 ___

(Noraini, 2010)

3.1 Population and Sample
The researcher selected 4 classes she taught in Semester 2 of the 2018/2019 session. Sixty-six students were
selected from 4 classes using quasi-experimental randomized sampling technique. Group A acted as the
experimental group and was treated with the Quizizz application while Group B as the control group went through
the conventional lessons without the Quizizz treatment.

3.2 Research Instrument
The research instrument was the Malaysian University English Test (MUET) Paper 3 Reading, November 2016.
The Assessment Guide for MUET Reading was used to test students’ comprehension of the information given in
various text types. The students were required to answer 35 questions in 55 minutes.

3.3 Reliability and Validity
The instrument used in this research was the Malaysian University English Test (MUET) Paper 3 Reading,
November 2016. The examination has been validated by the Panel of Malaysian Examinations Council (MEC) in
order to retain the validity and reliability of the test instrument. The answers were marked based on the original
key answers from MEC and the results for each student were recorded to ensure the validity and reliability of the
marks obtained by students. This reading test was used in both pre and posttests.

3.4 Pilot Study
A pilot study was conducted in Kolej Matrikulasi Pahang, Gambang, Pahang. 66 students from other class were
selected as the respondents. Furthermore, 33 students were treated with Quizizz application and the remaining 33
students acted as control group. The data from the pretest and posttest were analysed using paired samples T Test.
For the experimental group, scores were significantly higher with post-test mean of 16.33, (SD=3.01). Results also
showed that there was a significant difference between male and female students in terms of the reading scores

5

based on the posttest results. The result of the t-test was 5.24 with mean for male of 5.90, (SD = 2.64) and mean
for female of 2.22, (SD = 1.41). There is evidence to indicate that the Quizizz application did have positive effects
on male and female students in terms of the vocabulary performance. The research findings showed that the
treatment of Quizizz application had positive effects on the students’ vocabulary performance.

3.5 Data Collection Procedure
The data was collected in three phases: pretest, experimental treatment and posttest.

Pretest
The pretest evaluated students’ reading and put them into six levels namely excellent, very good, good, average,
poor or very poor reader. The pretest for both the experimental and control groups were carried out in their
classrooms and the students were informed that the test had nothing to do with their grades yet it was important to
gauge their vocabulary performance.

In the pretest, both control and experimental groups answered 35 reading questions in 55 minutes. Those
questions were based from the Malaysian University English Test (MUET) Paper 3 Reading, November 2016. The
answers were marked and the results for each student were recorded.

Experimental Treatment
During the treatment, both groups were taught to answer reading questions based on vocabulary performance for
four weeks. To examine the impact of Quizizz application, the experimental group answered 35 questions in 55
minutes in during English lessons. According to Reichelt (2015), gamification of education is a concept that is of
high interest around the world and students expect from interactive products, their mindsets and how to create an
engaging experience that will make it worth their while.

Other than that, Quizizz is also an ongoing process that harvests the most engaging game components and
applies them to increase motivation and engagement among the learners (Alsawaier, 2017). The researcher taught
the students to use Quizizz application. Each week, there were three contact hours in which the students were given
the treatment. Therefore, the students had 12 hours to use Quizizz application during lessons. On the other hand,
the control group which also went through similar schedule received the usual English lessons based on the
Matriculation syllabus without the Quizizz treatment.

Posttest
At the end of the 4th week, both control and experimental groups took the posttest. The students participated in the
55-minute test session. The experimental group sat for the reading test. Both groups were given the same question,
The Malaysian University English Test (MUET) Paper 3 Reading, November 2016. The students were required to
answer 35 questions in 55 minutes. The answers were marked and the results for each student were recorded.

6

All data on the students’ essay scores in the Pre-test and Post-test were analysed using Statistical Package
for Social Sciences (SPSS). For Research Question 1, paired samples T Test was used to determine the differences
between the scores of the pre-test and the post-test for both groups. For Research Question 2, the independent
samples T Test was used to analyse the difference in reading scores between male and female students that were
treated with Quizizz application.

3.6 Analysis of Data
All data on the marks of the students’ reading scores in the Pretest and Posttest that were treated using Quizizz
application were analyzed using software that is called a Statistical Package for Science Social (SPSS) using Paired
Samples T-test. Then, Independent Samples T-test was used to analyse the difference in essay scores between male
and female students that were treated with Quizizz application.

4.0 FINDINGS AND DISCUSSION
The detail test scores for the experimental group presented. The detail test scores for reading test is presented in
Table 4.1.1 and Table 4.1.2

Table 4.1.1
Detail reading test scores for the experimental group in the pre and posttest

Pre te st Total Pos ttest
35 Total
Candidate 11 35
8 16
E1 10 13
E2 15 14
E3 13 19
E4 14 18
E5 12 18
E6 11 17
E7 15 13
E8 15 20
E9 12 18
E10 13
E11 14 14
E12 10 16
E13 17 14
E14 10 13
E15 15 19
E16 13 14
E17 16 19
E18 11 16
E19 13 16
E20 13
E21 16

7

E22 9 12
E23 10 15
E24 13 18
E25 19 20
E26 13 15
E27 13 15
E28 14 17
E29 13 19
E30 9 13
E31 13 18
E32 11 13
E33 11 19

Table 4.1.2
Detail of the differences between male and female students in terms of the reading test scores

Candidate Ge nde r Difference Post-Pretest
E1 Male 5
E2 Male 5
E3 Male 4
E4 Male 4
E5 5
E6 Male 4
E7 Male 5
E8 Male 2
E9 Male 5
E10 3
E11 Male 2
E12 Male 3
E13 Female 0
E14 Female 3
E15 Female 2
E16 Female 4
E17 Female 4
E18 Female 3
E19 Female 0
E20 Female 2
E21 Female 3
E22 Female 3
E23 Female 5
E24 Female 5
E25 Female 1
E26 Female 2
E27 Female 2
E28 Female 3
E29 Female 6
E30 Female 4
E31 Female 5
Female
Female 8

E32 Female 2
E33 Female 8

4.1 Reading Test Scores by Group
To answer the question “Does Quizizz application improve students’ vocabulary performance?” the paired samples
T-test was used. Results of the test as shown in Table 4.1 showed that there was a significant difference between
the pre-test and post-test for the experimental groups in terms of task fulfilment. The result of the t-test was t (32)
= -11.57 with pretest mean of 12.61, (SD=2.44) and post-test mean of 16.06, (SD=2.42). This indicates that there
was evidence that the Quizizz application did have positive effects on task fulfilment. Thus, the alternative
hypothesis of the study is accepted.

Table 4.1

T-test results on the reading test scores between pre-test and post-test

Student Group N Mean SD t value Df
Experimental Group 32
Pretest 33 12.61 2.44
33 16.06 -11.57*
Posttest
2.42

Control Group 33 14.21 2.85
Pretest
0.38 32
Posttest
33 14.06 2.49

P>.05

4.2 Reading Test Scores by Gender

The detail test scores for the control and experimental groups presented. The detail of the differences between male
and female students for the control group in the pre and posttest are presented in Table 4.2.1 and Table 4.2.2

Table 4.2.1
Detail of the differences between male and female students for the control group in the pre and posttest

Candidate Gender Difference Post-Pretest
C1 Male +5
C2 Male -1
C3 Male 0
C4 Male -3

9

C5 Male 0
C6 Male 2
C7 Male 2
C8 Male -2
1
C9 Male -3
C10 Male -3
C11 Female -2
C12 Female 0
C13 Female 0
C14 Female -2
C15 Female 2
C16 Female 0
C17 Female -2
C18 Female 0
C19 Female 0
C20 Female 1
C21 Female 1
C22 Female -2
C23 Female -1
C24 Female 1
C25 Female -6
C26 Female -2
C27 Female -2
C28 Female 4
C29 Female 1
C30 Female -1
C31 Female 5
C32 Female -1
C33 Female

To answer the question “Do the scores for reading test differ between male and female students?” the
Independent Samples T-test was used. Only posttest scores for the experimental group were analysed. Results of
the test as shown in Table 4.2 showed that there was a significant difference between male and female in terms of
reading scores based on the posttest results. The result of the t-test was t (10) = 2.02 with mean for male of 4.40,
(SD = 0.97) and mean for female of 3.13, (SD = 1.87). There is evidence to indicate that the Quizizz application
did have positive effects on male and female students in terms of the vocabulary performance. Thus, the alternative
hypothesis of the study is accepted.

Table 4.2.2
Detail of the differences between male and female students for the experimental group in the pre and posttest

Candidate Gender Difference Post-Pretest
E1 Male +5

10

E2 Male +5
E3 Male +4
E4 Male +4
E5 Male +5
E6 Male +4
E7 Male +5
E8 Male +2
+5
E9 Male +3
E10 Male +2
E11 Female +3
E12 Female 0
E13 Female +3
E14 Female +2
E15 Female +4
E16 Female +4
E17 Female +3
E18 Female 0
E19 Female +2
E20 Female +3
E21 Female +3
E22 Female +5
E23 Female +5
E24 Female +1
E25 Female +2
E26 Female +2
E27 Female +3
E28 Female +6
E29 Female +4
E30 Female +5
E31 Female +2
E32 Female +8
E33 Female

Table 4.2.3
T-test Results on the Difference in Reading Test Scores between Male and Female in Experimental Group

Ge nde r N M e an SD t value Df
Male 10 4.40 0.97 2.14* 31.00

Female 23 3.13 1.87 2.57 29.80
P<.05

This showed that the treatment of gamification like Quizizz application for the experimental group has some effects
on the students’ reading test scores. Erenli (2013) reported that gamification can be used to enhance students’

11

reading performance. Interactive digital media allows users to move through information at their own pace.
According to Flower and Hays (1981), planning before teaching has been described as the important step of the
reading process because it supports students in their reading skills.

5.0 CONCLUSION
In a conventional learning environment, the motivation for students to learn effectively can be hindered by many
factors. One of the ways to overcome this problem is by providing possible ways that could accommodate the
21st Century learning concept. The mundane everyday learning tasks can be made interesting with the help of
gamification techniques. Students’ will find it addictive as it is far more exciting than what they normally do in
the classroom. According to Dicheva, Dichev, Agre and Angelova (2015), effective classroom adoption of
gamification requires both appropriate technological infrastructure and suitable instructional framework to ensure
the learning objective can be achieved as desired by the educators.

While the underlying objective in the application of gamification in an everyday classroom is to encourage
certain behavioural changes in the students, many educators specifically trying to tackle the issue of the lacking in
students’ motivation and engagement towards the learning process. Acha (2009) revealed that when educators
were able to choose the presentation mode according to their own preference and interest, it can gain
students’ attention in teaching and learning process especially in vocabulary performance.

For the students, gamification serves the purpose of minimising the negative emotions that they usually
have in a conventional classroom. Not only that, they will also learn new knowledge and also skills by using the
learn-by-failure concept which is well-known in the game-like environment. The usage of Quizziz application in
the language classroom for example, will trigger the students’ engagement by providing the necessary interaction
with the application.

Quizziz application serves its purpose as students can answer questions and get the answers immediately
without having to wait. It can be seen through the marks achieved by the control group, where most of them
manage to get more marks in the reading test after a series of exercises in the Quizizz application. The application
which supports the gamification theory, enables the students to make errors and learn their mistakes by not having
to face embarrassment which the conventional classroom failed to give. Educators on the other hand can benefit
the features of the application by having the means to track the students’ achievement and give feedback on their
students, performance.

Gamification certainly have a future in education as most educators are dealing with technology savvy
generation. This generation do not want to be bound with carrying loads of books on their backs and they are also
equipped with up-to-date mechanisms to achieve what they want. Though it is not easy to implement gamification
in the current education environment, a mindful approach will increase the possibility of creating a conducive
environment for learning through the implementation of effective education gamification strategy. It is also
recommended that educators realize that gamifying education requires a long period of fine-tuning and should not

12

replace the value of human educators. Gamification is certainly a powerful strategywhen it is properly implemented
as it can enhance the quality of conventional education and also helps the educator achieve the learning objective
by creating behavioural changes in the students’ perception towards learning.

13

REFERENCES

Acha, J. (2009). The effectiveness of multimedia programmes in children’s vocabulary learning. British Journal of
Educational Technology, Vol. 40, No. 1, pp. 23-31.

Alsawaier, R. (2017). The effect of gamification on motivation and engagement. International Journal of
Information and Learning Technology. Retrieved from
https://www.researchgate.net/publication/321063416

Ary, D., Jacobs, L. C. & Ravavieh, A. (1996). Introduction to Research in education. New York: Harcourt Brace
College Publisher.

Dicheva, D., Dichev, C., Agre, G. & Angelova, G. (2015). Gamification in education: A systematic mapping
study. Educational Technology & Society. Retrieved from
https://www.researchgate.net/publication/270273830_Gamif ication_ in_Education_A_Systematic_Mappi
ng_Study

Erenli, Kai (2013). The impact of gamification: Recommending education scenarios. International Journal of
Emerging Technologies in Learning. Retrieved from https://online-journals.org/index.php/ i-
jet/article/view/2320

Flower, L. & Hayes. J. R. (1981). A cognitive process theory of writing. College Composition and
Communication, 32:4, pp. 365-387. Retrieved from
https://www.researchgate.net/publication/239552089_A_Cognitive_Process_Theory_of_Writing

Gunter, S. (2010). Teachers Discovering Computers Integrating Technology and Digital Media in the Classroom.
Boston, USA: Course Technology Cengage Learning.

Huang, W. H. & Soman, D. (2013). Gamification of education. Research Report Series Behavioural
Economics in Action Retrieved from
https://inside.rotman.utoronto.ca/behaviouraleconomicsinaction/files/2013/09/GuideGamificatio
nEducationDec2013.pdf

Kerr,M. & Nelson, C. (2006). Strategies for Addressing Behavior Problems in the Classroom. 5thed. Upper Saddle
River, NJ: Pearson Education Inc.

Ministry of Education. (1991). Ministry of Education Committee for the planning and coordination of English
language programmes in schools. Compendium : A Handbook for ELT Teachers, Vol. 1, 2 & 3. Kuala
Lumpur: National Education Department.

Myles, J. (2002). Second Language Writing and Research: The Writing Process and Error Analysis in Student
Texts. ESL-EJ, 6:2, 20 pp.

Reichelt, A. L. (2015). Effects of gamification: Analysing student achievement, mastery and motivation in
Science classroom. Retrieved from
https://scholarworks.montana.edu/xmlui/bitstream/handle/1/10160/ReicheltA0815.pdf?sequence=1

Suo, Y. M., Suo, Y.J. & Zalika Adam. (2018). Implementing Quizizz as game based learning in the Arabic
classroom. European Journal of Social Sciences Education and Research. Retrieved from
https://www.researchgate.net/publication/324034896

14

Penggunaan Google Drive Dalam Membantu Penghasilan Tugasan
Penulisan Ilmiah Yang Berformat

Faziah binti Abdullah
Mohd Nazly bin Mokhtar

Unit Pendidikan Islam dan Moral, Kolej Matrikulasi Kejuruteraan Kedah
[email protected]

ABSTRAK

Kajian ini adalah kajian tindakan penggunaan Google Drive dalam membantu pelajar menguasai format
penulisan semasa proses menyiapkan tugasan penulisan ilmiah untuk Penilaian Berterusan (PB)
Pendidikan Islam di Kolej Matrikulasi Kejuruteraan Kedah. Pemerhatian dokumen dan analisis
pematuhan format digunakan sebagai instrumen kajian. Tinjauan awal telah dilaksanakan terhadap
dokumen penulisan pelajar menggunakan aplikasi Google Drive. Hasil pemerhatian terhadap pelajar
Pendidikan Islam di Kolej Matrikulasi Kejuruteraan Kedah didapati sebanyak 51.78% penulisan ilmiah
pelajar patuh format umum penulisan manakala 48.21% lagi tidak mematuhi format penulisan yang telah
ditetapkan. Kajian ini juga mengambil kira pengaruh penggunaan Google Drive dalam proses
menghasilkan penulisan ilmiah. Peserta kajian terdiri daripada lapan pelajar pendidikan Islam Kolej
matrikulasi Kejuruteraan Kedah yang terdiri daripada empat lelaki dan empat perempuan.. Data telah
dianalisis dan dipaparkan dalam bentuk analisis diskriptif (peratus). Refleksi terhadap amalan,
menunjukkan bahawa masalah dalam penghasilan penulisan ilmiah tidak berformat ini berpunca kaedah
yang digunakan kurang berkesan dan difahami oleh pelajar. Penggunaan Google Drive semasa
menghasilkan penulisan ilmiah di kalangan pelajar telah membolehkan pelajar mendapat semakan dan
maklum balas dari pensyarah dan membuat tindakan pembetulan terhadap penulisan mereka dengan lebih
afektif. Analisa terhadap senarai semak pematuhan penulisan ilmiah sebelum dan dibandingkan dengan
analisa pematuhan penulisan selepas penggunaan Google Drive kajian mendapati penulisan ilmiah
peserta kajian yang menggunakan Google Drive semasa proses penulisan lebih mematuhi format
penulisan umum yang telah ditetapkan bertambah sebanyak 27.68%.

Kata Kunci: Google Drive, penulisan ilmiah

1.0 Pendahuluan

Pendidikan Islam merupakan kursus wajib bagi pelajar-pelajar Program Matrikulasi Malaysia.
Kursus ini ditawarkan bagi membolehkan pelajar mendapat kefahaman tentang ilmu Islam,
menghayati dan mengamalkannya dalam kehidupan seharian. Strategi pembelajaran dan
pentaksiran yang dilaksanakan untuk mencapai matlamat ini adalah dengan melaksanakan
pembentangan secara individu, forum dan penulisan ilmiah (Bahagian Matrikulasi, 2018). Oleh
yang demikian, penulisan ilmiah merupakan salah satu elemen untuk pentaksiran Penilaian
Berterusan bagi kursus Pendidikan Islam. Tugasan penulisan ilmiah ini dilaksanakan adalah
untuk mencapai hasil pembelajaraan kursus (CLO) Pendidikan Islam di Program Matrikulasi
yang mensasarkan pelajar boleh menghasilkan penulisan ilmiah bagi menerapkan salah satu
eleman kemahiran insaniah iaitu kemahiran pengurusan maklumat dan pembelajaran sepanjang
hayat. Objektif pentaksiran penulisan ilmiah ini adalah membolehkan pelajar mengaplikasikan
kemahiran mencari, mengumpul serta mengolah maklumat dari sumber rujukan yang relevan.

Penulisan kertas kerja akademik tidak semestinya untuk pembentangan kertas kerja di
seminar kebangsaan dan antarabangsa, dan bab dalam buku. Penulisan boleh dihasilkan
walaupun pembentangan hanya dilakukan untuk sesuatu seminar fakulti (Jasmi, 2015).
Penting bagi pelajar di semua peringkat pengajian menghasilkan penulisan akademik bagi
setiap kursus yang mereka ambil. Oleh yang demikian penulisan akademik merupakan eleman
penting untuk dibiasakan dan dihasilkan supaya bakat penulisan pelajar diasah dari awal bagi
menghasilkan hasil akademik dalam bidang yang mereka ceburi. Menurut kajian Jaafar, Azmi,

1

& Ibrahim (2017) 95% respondan tidak memahami format penulisan laporan akhir. Oleh itu
kajian ini diadakan untuk mengatasi masalah pelajar menulis penulisan ilmiah yang tidak
mengikut format penulisan yang telah ditetapkan.

Kami dapati beberapa faktor yang menyebabkan masalah ini berlaku adalah tiada
pengetahuan pelajar tentang format penulisan umum yang selaras dan kekangan masa untuk
pelajar bersemuka dengan pensyarah bagi mendapatkan bimbingan terhadap hasil kerja
masing-masing. Masalah ini menjadi faktor kepada penulisan yang dihasilkan tidak mencapai
format yang sepatutnya. Walaupun panduan tugasan penulisan dan format penulisan telah
diberikan secara bertulis dan lisan namun pelajar masih kurang memahami ketetapan tersebut.
Penulisan Ilmiah ini merupakan satu aktiviti atau tugasan dalam PdP yang sering dianjurkan
oleh pendidik terutama dalam pendidikan tinggi. Dalam matlamat bidang pendidikan,
penulisan ilmiah diterapkan untuk membangunkan modal insan yang memiliki kemahiran
pengurusan maklumat dan pembelajaran sepanjang hayat. Kemahiran ini merupakan salah satu
elemen kemahiran insaniah. Di Malaysia, pembangunan kemahiran insaniah dalam kalangan
pelajar institusi pengajian tinggi (IPT) telah diwajibkan oleh Kementerian Pengajian Tinggi
(KPT) bermula tahun 2006. Daripada kerangka pembangunan kemahiran insaniah pelajar salah
satu pendekatan kemahiran insaniah iaitu berasaskan pengajaran dan pembelajaran (Maharoff,
2014). Maka adalah penting untuk pelajar dapat menghasilkan penulisan ilmiah yang mencapai
format penulisan ilmiah yang ditetapkan.

Google Drive merupakan satu aplikasi perisian yang menyediakan ruang dan peluang untuk
membuat dokumen, memuatnaik dokumen dan membolehkan dokumen itu diakses melalui
jaringan enternet menggunakan pelbagai peranti teknologi maklumat yang digunakan masa
kini seperti computer, computer riba dan telefon pintar. Google dengan aplikasi perisian
Google Drive mempunyai kemudahan fungsi penggunanya untuk berkolaborasi, membuat,
menyimpan dan berkongsi dokumen dengan pengguna lainnya (Khikmawati, 2014). Fungsi
dan kemudahan Google Drive memberikan kemudahan sokongan untuk proses pembelajaran.
Google Drive memberikan kemudahan penggunanya untuk melakukan pembelajaran yang
kreatif, kolaboratif, eksploratif, dan mengoptimakan kemajuan teknologi maklumat.

Masa bersemuka pelajar dengan pensyarah sangat terhad dan menjadi cabaran kepada
pelajar mengadakan pertemuan atau temujanji dengan pensyarah untuk memperolehi
pemantauan, maklumbalas dan perhatian khusus terhadap penulisan yang sedang dilaksanakan.
Oleh yang demikian, penggunaan Google Drive diandaikan dapat membantu proses
penghasilan penulisan ilmiah pelajar melalui perkongsian dokumen penulisan ilmiah yang
boleh diakses oleh pelajar dan pensyarah bagi memastikan ia mematuhi format yang telah
ditetapkan. Maka dengan penggunaan ini Google Drive ini pendidikan boleh terlaksana secara
maya. Menurut Dharmawan, et al. (2015), Google Docs dapat memberikan kemudahan semua
keperluan pendidik dalam proses PdP. Google Drive adalah perisian pada Google yang
menggantikan Google Docs (Cahyono,2013)

Kajian ini menggunakan model kajian tindakan Kemmis & Mc Taggart (1988) kerana ia
didapati sesuai dengan penyelidik. Pendekatan model ini menggunakan pendekatan
pemeringkatan empat fasa iaitu merancang, bertindak, memerhati dan mereflek merupakan
empat proses yang dilaksanakan oleh penyelidik.

2.0 Refleksi Pengajaran Dan Pembelajaran Yang Lalu
Setelah melihat kepada gaya penulisan pelajar yang lalu dan didapati permasalahan yang sama
berlaku kepada penulisan pelajar, maka keadaan ini menjentik pertanyaan dan persoalan dalam
pemikiran pensyarah. Pensyarah telah menilai tugasan bertulis pelajar semester pertama dan

2

mendapati bahawa terdapat hasil penulisan pelajar tidak menepati format penulisan yang telah
ditetapkan. Oleh itu apabila pelajar semester dua memulakan pengajaran dan pembelajaran
(PdP) Spesifikasi tugasan penulisan ilmiah mula didedahkan kepada pelajar sebagai makluman
tentang tugasan penulisan yang akan dilaksanakan oleh mereka. Seterusnya garis panduan
penulisan ilmiah diedarkan kepada pelajar untuk memaklumkan kepada pelajar format
penulisan yang perlu dirujuk semasa melaksanakan tugas tersebut. Seterusnya taklimat dan
penerangan diberikan kepada pelajar untuk memberikan pengetahuan dan kefahaman lebih
lanjut tentang format penulisan. Diikuti penerangan oleh pensyarah meliputi rubrik
pentaksiran, contoh format penulisan muka hadapan, gaya penulisan isi kandungan seterusnya
cara penulisan rujukan telah diberikan dengan terperinci. Walaupun demikian, semasa proses
penulisan pelajar, apabila dirujuk kepada pensyarah didapati penulisan tidak mematuhi format
ditetapkan, struktur penulisan juga tidak tepat, begitu juga penulisan rujukan tidak mengikut
format American Psychology Association (APA).

Hal ini telah dibuktikan daripada pemerhatian draf penulisan pelajar dan semakan ke atas
penulisan tersebut. Berikut adalah analisis antara kesilapan yang dapat dikesan semasa pelajar
menghasilkan tugasan bertulis pelajar iaitu semua pelajar didapati ada melakukan kesalahan
lebih separuh daripada 14 item format yang telah ditetapkan. Antara format yang semua pelajar
tidak patuhi dari segi penulisan iaitu format penulisan rujukan akhir. 100% pelajar tidak
menulis rujukan akhir berasaskan format APA yang telah ditetapkan. Begitu juga format
struktur kandungan penulisan didapati dalam penulisan pelajar tiada kesimpulan dan senarai
rujukan tidak mencukupi.

Keadaan ini menunjukkan pelajar kurang memahami kemahiran dalam penulisan ilmiah dan
hasil tugasan pelajar tidak mencapai objektif dari segi format tugasan. Masalah ini merisaukan
kami sebagai pensyarah kerana ketidakpatuhan ini menjejaskan kualiti dan mutu penulisan juga
menggambarkan sifat ambil mudah terhadap nilai sesuatu penulisan. Menurut Jasmi. K.A.
(2014) penghasilan kertas kerja akademik yang baik perlu kepada gabungan penstrukturan
yang sistematik dan kreatif. Langkah-langkah berikut perlu diambil kira, iaitu format penulisan
kertas kerja, pembentukan isi, kesinambungan wacana dan rujukan esei dan rujukan akhir yang
mantap. Kami merasakan kaedah pengolahan dan penulisan tugasan menggunakan dokumen
word tanpa penglibatan pensyarah semasa penulisan yang digunakan untuk pelaksanaan
penulisan ilmiah sebelum ini adalah kurang berkesan. Oleh itu, kami telah membuat keputusan
untuk melaksanakan kaedah yang lebih membantu pelajar, lebih mudah dan afektif digunakan
pelajar dalam proses penulisan ilmiah iaitu bukan sahaja untuk format penulisan bahkan juga
format rujukan mengikut APA. Amalan sebelum ini pelajar menulis, mencetak dan
mengemukakan kepada pensyarah untuk disemak terlebih dahulu sebelum mereka menghantar
untuk pemarkahan. Cara ini memerlukan pelajar cetak dan mencari peluang untuk bersemuka
atau membuat temujanji untuk berjumpa dengan pensyarah. Jika berlaku kesalahan berulang
maka proses di atas perlu diulangi. Penghantaran melalui media sosial seperti WhatsApp dan
telegram juga kurang afektif kerana pemberitahuan tentang kesilapan tidak tertera pada helaian
atau muka surat penulisan. Keadaan ini menyukarkan dan menyulitkan pelajar dan pensyarah.
Sebahagian pelajar mengambil jalan mudah dengan menulis dan menghantar terus untuk
pemarkahan tanpa semakan oleh pensyarah. Ini menyebabkan proses penambahbaikan dan
pembetulan tidak berlaku. Tiada semakan berkala dan perkembangan aktiviti penulisan tidak
boleh dipantau oleh pensyarah. Pelajar dan pensyarah hanya mendapat markah akhir dan proses
penambahbaikan tidak berlaku sedangkan terdapat kesalahan dan kesilapan yang perlu
diperbaiki.

Setelah berbincang pensyarah memutuskan untuk menggunakan salah satu alat kemajuan
teknologi maklumat untuk membantu memberikan panduan kepada pelajar semasa mereka
sedang melaksanakan proses penulisan agar kehendak dan garis panduan format dan struktur
penulisan yang baik dapat dilaksanakan terus dalam hasil kerja mereka kerana kemajuan

3

teknologi maklumat yang ada sekarang mudah dicapai di mana sahaja berada dan pada bila-
bila masa. Tambahan lagi pelajar alaf 21 ini adalah generasi yang celik IT. Pensyarah
mengambil tindakan menggunakan aplikasi perisian yang disediakan oleh Google iaitu Google
Drive untuk membantu pelajar menghasilkan penulisan yang mematuhi format yang telah
digariskan. Menurut Erawan, (2017) Google Drive sesuai digunakan oleh pelajar kerana
terdapat fungsi yang memudahkan pelajar untuk memberikan dokumen yang dibuat di Google
Drive kepada pengguna Google Drive yang lain dengan adanya pilihan aksesibiliti, read only
atau editable selain daripada membolehkan pengguna melaksanakan penulisan dokumen
bersama pengguna lain. Penggunaan Google Drive juga dapat menyelesaikan masalah
kekangan masa pertemuan bersemuka, membolehkan maklum balas dan semakan berkala
dilakukan secara bertulis. Dengan kelebihan ini pelajar dapat panduan untuk tindakan
pembetulan dengan lebih mudah, cepat dan jelas serta kekal peringatan tersebut sehingga
dipadamkan. Maka pelajar boleh merujuk pada bila-bila masa kerana ia sentiasa tertera di
halaman berkenaan.

3.0 Fokus Kajian

Fokus kajian ini adalah untuk menyelidik penggunaan Google Drive dalam membantu proses
penulisan ilmiah dan memberi maklumbalas berkenaan struktur penghasilan penulisan ilmiah
peserta kajian supaya mematuhi format penulisan, di kalangan pelajar K3t13a dan K5T22b
yang masing-masing terdiri daripada dua lelaki dan dua perempuan, merupakan pelajar
Semester Dua, kursus Pendidikan Islam, Kolej Matrikulasi Kejururteraan Kedah. Antara
kesalahan format penulisan pelajar adalah tidak menggunakan font dan saiz yang telah
ditetapkan, penggunaan font tidak seragam, jarak langkau antara baris tidak 1.5 dan penulisan
rujukan tidak mengikut format APA.

Penyelidik memilih menggunakan Google Drive untuk membantu proses penulisan ilmiah
sebagai tindakan kajian ini adalah kerana ia merupakan bahan bantu yang fleksibel
penggunaannnya sama ada dari segi masa dan tempat. Ia boleh diakses oleh pelajar dan
pensyarah dengan menggunakan jaringan enternet melalui smartphone dan komputer riba pada
bila-bila masa dan tempat. Tambahan lagi dokumen yang dimuatnaik menggunakan Google
Drive boleh dikongsikan bersama, dibuat teguran, ulasan dan pandangan, dan diberi
maklumbalas oleh pensyarah secara bertulis untuk diperbetulkan secara berulang-ulang, maka
ini menjadikan penggunaan Google Drive mempunyai nilai tambah terhadap kepentingan
pengajaran dan pembelajaran interaksi dua hala yang afektif dan penjimatan cetakan kertas
disebabkan kesalahan penulisan. Kajian ini juga berfokuskan aspek format yang tidak dipatuhi
dalam penulisan dikalangan peserta kajian. Hal ini penting bagi memastikan setiap tugasan
bertulis yang dilaksanakan memberi kesan kepada pelajar dan pensyarah dalam menerapkan
kemahiran komunikasi bertulis sebagai nilai tambah kualiti diri pelajar.

4.0 Objektif Kajian
Selepas kajian ini dijalankan, pelajar-pelajar diharap mencapai objektif berikut :

i. Objektif umum
Mengatasi masalah penghasilan penulisan ilmiah yang tidak mematuhi format.

ii. Objektif Khusus
Objektif khusus kajian ini adalah :

4

1. Mengenal pasti kesalahan pelajar dari aspek format penulisan ilmiah melalui
penggunaan Google Drive oleh pelajar.

2. Membolehkan pelajar membuat pemurnian dan tindakan pembetulan menggunakan
Google Drive semasa penulisan ilmiah

3. Menggalakkan pelajar memilih penggunaan Google Drive semasa melaksanakan
penulisan ilmiah.

4. Membolehkan pensyarah memantau tugasan penulisan ilmiah pelajar dan
menggunakan kemudahan teknologi maklumat sebagai amalan dalam pelaksanaan
pentaksiran penilaian tugasan bertulis.

5.0 Kumpulan Sasaran
Kumpulan sasaran kajian ini terdiri daripada 4 orang pelajar yang terdiri daripada 2 lelaki dan
2 perempuan daripada tutoran K3T13a dan juga 4 orang pelajar yang terdiri daripada 2 lelaki
dan 2 perempuan K5T22a, Semester Dua, Pendidikan Islam Kolej Matrikulasi Kejuruteraan
Kedah. Pelajar yang dilibatkan ke dalam kajian ini adalah dipilih daripada kalangan pelajar
yang telah menunjukkan ciri penulisan yang tidak mematuhi format penulisan melebihi 50%
dan memiliki akaun gmail dan berjaya memuatnaik draf penulisan mereka menggunakan
perisian Google Drive dalam telefon pintar mereka.

6.0 Perancangan Dan Pelaksanaan
6.1 Tinjauan Masalah

Kelemahan penulisan ilmiah telah dikesan berlaku di kalangan pelajar apabila pemerhatian di
buat ke atas dokumen penulisan pelajar. Refleksi terhadap tugasan penulisan pelajar semester
pertama semasa pelajar melaksanakan penulisan ilmiah dan hasil penulisan pelajar didapati
tidak mematuhi format yang telah ditetapkan. Masalah penulisan ilmiah tidak mematuhi format
ini dikesan sering berlaku pada setiap semester setiap sesi pengajian. Pemerhatian dokumen
juga menunjukkan wujudnya ciri ciri tindakan salin dan tampal tanpa dilaksanakan pengeditan.
Pemerhatian juga mendapati penulisan rujukan akhir tidak diberi perhatian sewajarnya oleh
pelajar. Pensyarah mendapati masalah ini perlu diambil tindakan bagi mengurangkan
kesalahan dari segi format dan bagi mendidik pelajar menghasilkan penulisan ilmiah yang lebih
baik. Pensyarah mendapati setiap pelajar sekurang-kurang melakukan lebih 50% kesalahan
dari segi aspek format penulisan. Tinjauan awal terhadap dokumen tugasan penulisan ini,
mendapati pelajar menghasilkan penulisan ilmiah yang format penulisannya tidak berstruktur,
format muka depan tidak lengkap dan tersusun, jenis tulisan bercampur-campur, kandungan
tidak menepati format, tidak ada kesimpulan dan rujukan serta rujukan ditulis tidak mengikut
format APA.

Maklumbalas temubual tidak formal apabila diajukan soalan tentang penulisan ilmiah juga,
mendapati pelajar tidak mengingati format yang diberi secara penerangan dan pelajar juga tidak
merujuk dan menggunakan garis panduan yang telah diberikan untuk melaksanakan tugasan
penulisan ilmiah tersebut. Pemerhatian khusus dibuat terhadap rujukan yang disenaraikan
dalam dokumen penulisan pelajar juga tidak mencukupi dan semua pelajar menulis tanpa
mematuhi format APA. Kajian ini menggunakan kaedah campuran iaitu kajian yang
menggabungkan kaedah kuantitatif dan kaedah kualitatif. Kaedah kuantitatif diperolehi melalui
proses pengumpulan data soalselidik manakala kaedah kualitatif melalui pemerhatian yang
dibuat ke atas dokumen penulisan dan dokumen akhir yang dihantar oleh peserta kajian untuk
dinilai dan diberi markah tugasan tersebut.

Tambahan lagi sesi pembelajaran pelajar Pendidikan Islam yang menjalani kursus ini
hanya satu semester iaitu lebih kurang 18 minggu yang bermakna 18 jam sahaja waktu

5

bersemuka dengan pelajar yang perlu dijalankan PdP berkaitan kandungan sukatan pelajaran
program matrikulasi. Penulisan ilmiah ini adalah salah satu elemen pentaksiran penilaian
berterusan dan merupakan sesi pembelajaran tanpa bersemuka dan mengambil masa selama
tiga minggu merupakan suatu tempoh masa yang sangat pendek dan sukar bagi melaksanakan
proses penulisan yang baik. Kami mendapati langkah pencegahan dan tindakan perlu
dilaksanakan ke atas pelajar untuk mengatasi permasalahan ini dengan menggunakan kaedah
PdP tanpa bersemuka. Penggunaan media sosial seperti telegram dan WhatsApp merupakan
media perhubungan alternatif tetapi mempunyai beberapa batasan dan kekangan untuk
dilaksanakan sebagai media PdP tanpa bersemuka kerana media ini hanya membenarkan kita
berkongsi dokumen sahaja.

6.2 Pelaksanaan Tindakan Dan Pemerhatian Penilaian.

6.2.1. Tindakan yang dijalankan
Kajian tindakan ini telah dijalankan dalam tempoh 4 minggu. Langkah pendaftaran akaun
Google Drive dan pembukaan akaun dijalankan oleh pensyarah dan pelajar bagi
menghubungkan antara keduanya melalui Google Drive. Kajian ini dilaksanakan mulai minggu
keempat semester dua hingga minggu ketujuh semester dua sesi 2018/2019.
Dalam tinjauan awal kami telah mendapati pelajar tidak mengetahui format penulisan ilmiah
dan format rujukan berdasarkan APA. Soalan tugasan penulisan telah diedarkan pada minggu
pertama melalui Borang PB/JST 2 Justifikasi Spesifikasi Tugasan untuk pelajar menghasilkan
penulisan ilmiah. Pelajar telah diberitahu supaya mencari bahan dan membuat bacaan
seterusnya mengolah dan mengarang berdasarkan kemahiran masing-masing. Apabila ditinjau
melalui temubual pelajar pelaksanaannya didapati pelajar masih tertanya-tanya tentang cara
dan format penulisan tersebut. Ini menunjukkan seolah-olah pelajar tidak mengetahui cara
untuk menulis dan menyempurnakan tugasan tersebut seperti yang telah disampaikan melalui
tinjauan awal.

Oleh yang demikian, sebagai langkah awal untuk mengatasi masalah ini kami telah
mengambil tindakan menyediakan satu senarai semakan mengandungi format penulisan yang
telah dinyatakan di dalam edaran garis panduan yang diedarkan sebelum tindakan dijalankan.
Senarai semakan format tugasan yang merangkumi format penulisan, format kandungan,
format penulisan rujukan berdasarkan APA dan format muka hadapan sesebuah penulisan.
Untuk memberi lebih penjelasan dan kefahaman kepada pelajar kami juga turut melaksanakan
PdP yang memfokuskan memberi pendedahan dan penerangan tentang kesilapan yang telah
dilakukan dan format yang perlu dipatuhi disamping memberi peluang untuk bersoaljawab
tentang tugasan penulisan ilmiah. Seterusnya kami telah menunjukkan contoh-contoh
penulisan ilmiah yang baik. Pada minggu tersebut pelajar melaksanakan proses penulisan
ilmiah. Pemerhatian kami terhadap hasil kerja pelajar mendapati ramai pelajar masih tidak
mengetahui format penulisan terutamanya Format APA.

Kemudian kami memikirkan satu tindakan bagi memudahkan pelajar dan pensyarah
mengenal pasti penulisan yang tidak mematuhi format dan mudah dibuat pembetulan tanpa
berulangkali dicetak dan masa untuk pelaksanaan tindakan tersebut tidak terhad hanya waktu
berada di pejabat maka kami mengambil tindakan untuk menggunakan kemudahan
penyimpanan secara Cloud Storage sebagai kaedah penyelesaiaannya. Penyimpanan Cloud
Storage yang mudah untuk kami akses ialah Google Drive. Maka kami mengambil langkah
menggunakan Google Drive untuk mengatasi masalah penulisan ilmiah pelajar tidak mematuhi
format.

6.2.2. Persediaan Penggunaan Google Drive

6

Bagi membolehkan penggunaan Google Drive dalam proses penulisan ilmiah, pensyarah
terlebih dahulu telah mendaftar dengan menggunakan alamat gmail untuk mendapatkan fungsi
Google Drive. Seterusnya pensyarah memberi pendedahan dan penerangan tentang
penggunaan Google Drive untuk penulisan ilmiah bermula daripada mewujudkan akaun
sehingga kepada kongsikan kepada pensyarah dan membuat pembetulan. Pelajar melaksanakan
pendaftaran Google Drive masing.masing menggunakan telefon pintar melalui Google play
Store dan melaksanakan penulisan ilmiah dengan menggunakan platform yang disediakan pada
Google Drive, seterusnya pelajar berkongsi penulisan tersebut dengan pensyarah.

Google Drive ini dapat diakses untuk mengedit, mengubah dan membuka dokumen dengan
kemudahan laptop yang kita miliki maupun dengan telefon pintar (handset) yang bersistem
operasi Android. Folder tersebut tersinkronisasi dengan aplikasi Google Drive. Setiap
perubahan yang dilakukan akan direfleksikan di interface Web, begitu juga sebaliknya. Dengan
demikian, ketika file ditambah ke folder Google Drive, secara langsung file tersebut dimuatnaik
ke drive Web kita sekiranya hubungan enternet diaktifkan (Cohyono, 2013).

Langkah 1
Pelajar mengarang dan mengolah penulisan ilmiah berdasarkan garis panduan yang telah
disediakan oleh pensyarah. Pelajar melaksanakan penulisan ini menggunakan platform Google
Docs atau Microsoft Word dan dimuatnaik ke dalam Google Drive mengikut pilihan dan
ketentuan mereka sendiri. Apabila tugasan penulisan ini selesai dilaksanakan pelajar membuat
ketetapan kongsi (share) kepada pensyarah. Pelajar mengaktifkan pada arahan share penyataan
comment. Selepas tindakan tersebut pensyarah telah mendapat soft copy hasil penulisan secara
maya (cloud) untuk disemak dan diperakukan format penulisannya. Pada peringkat awal
semakan dengan menggunakan senarai semakan kami dapati 48.51% daripada format yang
ditetapkan tidak di patuhi. Ini menunjukkan tahap kepatuhan penulisan ilmiah adalah rendah.

Jadual 1: Analisa pematuhan penulisan ilmiah pelajar

Bil Format Patuh Peratus Tidak Patuh Peratus

1 Font Times New Roman 3 37.5 5 62.5

2 Font kandungan 12 5 62.5 3 37.5

3 Font tajuk 14 7 87.5 1 12.5

4 Justify 2 25 6 75

5 Indent 7 87.5 1 12.5

6 Line spacing 1.5 4 50 4 50

7 Perenggan 7 87.5 1 12.5

8 Halaman tajuk 00 8 100

9 Penghargaan 8 100 0 0

10 Halaman Kandungan 2 25 6 75

7

11 Struktur kandungan 2 25 6 75

12 Kesimpulan 7 87.5 1 12.5

13 Bilangan rujukan 4 50 4 50

14 Rujukan (Format APA) 0 100 8 100

Jumlah 58 51.78 54 48.51

Berdasarkan jadual ini kami mendapati teknik memberi garis panduan dan membebaskan
pelajar menulis tanpa pemeriksaan dari semasa ke semasa kurang menghasilkan penulisan
ilmiah yang patuh format asas penulisan. Maka selanjutnya kami menggunakan platform
Google Drive ini untuk tindakan selanjutnya iaitu kami memberi maklum balas, teguran,
saranan dan arahan tindakan yang perlu dilakukan oleh pelajar pada ruangan komentar.

Pemerhatian
Pensyarah dapati arahan lisan pelajar menulis mengikut kebiasaan penulisan dan kurang peka
terhadap format.

Refleksi
Daripada kaedah ini didapati penulisan peserta kajian tidak mematuhi separuh daripada format
yang ditetapkan. Ini menunjukkan pengetahuan dan kefahaman mereka tentang penulisan
ilmiah rendah. Begitu juga kesedaran tentang kepentingan patuh terhadap format juga adalah
rendah.

Langkah 2.
Penggunaan Google Drive ini pensyarah fokuskan untuk meningkatkant pematuhan format
penulisan kerana ia adalah asas kepada penghasilan penulisan yang baik. Pensyarah membuat
penyemakan dan mencatatkan teguran dan saranan pada ruangan komentar setentang dengan
wujudnya kesilapan dan kesalahan. Oleh itu pelajar dapat terus mengetahui saranan dan teguran
terkini dari semasa ke semasa dan saranan arahan yang ditambah pensyarah apabila pelajar
membuka dokumen penulisan tersebut melalui telefon pintar walau pun di mana sahaja mereka
berada.

Tindakan pelajar berikutnya mengambil maklum dan membuat tindakan membetulkan
kesilapan tersebut dengan tepat. Pelajar memperbetulkan dan membuat penulisan berpandukan
komen dan arahan lanjut pensyarah. Semua perubahan yang dibuat oleh pelajar secara
automatik akan disimpan oleh Google Drive. Pelajar dan pensyarah dapat melihat tindakan
pembetulan tersebut tanpa keadaan bersemuka. Sepanjang tempoh ini pelajar boleh membuat
seberapa banyak pembetulan, perubahan dan penambahbaikan, begitu juga pensyarah
membuat beberapa kali semakan dan teguran, cadangan penambahbaikan dan arahan kepada
pelajar. Setelah proses ini berlaku barulah pelajar menghantar penulisan ilmiah tersebut untuk
proses penilaian akhir tugasan bertulis mereka secara atas talian dan mereka membuat salinan
bercetak untuk dihantar kepada penilai tugasan mereka. Salinan bercetak ini dikemukakan oleh
pelajar kepada pensyarah untuk dinilai berdasarkan rubrik yang telah ditetapkan.

Pemerhatian
Proses tindakan pembetulan menunjukkan perubahan sikap dan pengetahuan pelajar semasa
melaksanakan penulisan ilmiah. Pelajar mengambil perhatian terhadap teguran dan mengikuti

8

Peratusancontoh yang telah ditunjukkan melalui komen dan maklumbalas pensyarah dengan membuat
pembetulan segera. Maklum balas bertulis yang diberikan pensyarah menjadikan pelajar lebih
terdorong melaksanakan pembetulan kerana merasakan tugasan mereka sentiasa diperhatikan
dan ditinjau oleh pensyarah. Tambahan lagi setiap perubahan sentiasa dikemaskini untuk
makluman peserta kajian dan pensyarah.

Refleksi
Daripada langkah ini dikesan adanya tindak balas yang baik daripada pelajar terhadap
maklumbalas pensyarah kerana selepas pensyarah memberi komen didapati pelajar membuat
pembetulan kepada perkara-perkara yang telah dibuat teguran. Komen bertulis ini boleh dilihat
dan kekal tercatat disebelah kanan penulisan dan kekal untuk diteliti. Memudahkan pensyarah
dan pelajar merujuk kembali. Berbeza dengan maklumbalas lisan yang bergantung kepada
daya ingatan.

Langkah 3
Kami telah menyediakan borang soal selidik untuk mengenal pasti penggunaan Google Drive
terhadap lapan pelajar semasa proses pelaksanaan tugas bertulis pelajar bagi melihat
sejauhmana pelajar bersetuju penggunaan Google Drive membantu proses penulisan ilmiah
mereka dan manfaat yang diperolehi mereka. Soalselidik ini bertujuan mendapatkan
pandangan atau persepsi pelajar terhadap penggunaan Google Drive dalam menghasilkan
penulisan ilmiah yang berformat dan manfaat lain yang diperolehi melalui penggunaanya.

Analisis data daripada soal selidik yang telah dijalankan mendapati bahawa penggunaan
Google Drive dalam penulisan ilmiah pelajar adalah seperti rajah di bawah.

Penggunaan Google Drive Dalam Proses Penulisan Ilmiah

120

100

80

60

40 ya
tidak

20

0
1 2 3 4 5 6 7 8 9 10 11

Penyataan

Rajah 1: Penggunaan Google Drive Penulisan Ilmiah Pelajar

Berdasarkan Jadual 2 di bawah iaitu penggunaan Google Drive oleh lapan pelajar dalam
proses penulisan ilmiah mendapati peratusan intreprestasi perangkaan yang menunjukkan
sejumlah 11 item bersetuju (P1=100, P2=100, P3=100, P4=100, P5=100, P6=100, P7=100,

9

P8=25, P9=100, P10=100, P11=100) peratus dan 11 item tidak bersetuju ( P1=0, P2=0, P3=0,
P4=0, P5=0, P6=0, P7=0, P8=75,P9=0, P10=0, P11=0) peratus.

Berdasarkan analisa tindakan yang dijalankan didapati pelajar semua bersetuju penggunaan
Google Drive telah memberikan pengaruh manfaat kepada pelajar dalam proses penghasilan
penulisan ilmiah yang berformat. Kelebihan yang ada pada aplikasi dan fungsi yang ada pada
Google Drive didapati pelajar telah boleh menghasilkan penulisan ilmiah yang lebih berformat
berbanding sebelum tindakan. Namun terdapat kekangan penggunaan Google Drive oleh
pelajar berdasarkan penyataan lapan yang menunjukkan 25% pelajar menyatakan bermasalah
semasa proses menghantar penulisan ke Google Drive.

Jadual 2: Analisa persetujuan penggunaan Google Drive membantu proses penulisan
ilmiah pelajar

Bil Penyataan Ya Peratus Tidak Peratus

1 Saya seronok menggunakan Google Drive 8 100 0 0
100 0 0
untuk mendapatkan maklumbalas pensyarah 100 0 0
100 0 0
terhadap tugasan saya 100 0 0
100 0 0
2 Hasil penulisan ilmiah saya lebih teratur dan 8 100 0 0
25 6 75
kemas dengan penggunaan Google Drive 100 0 0
100 0 0
3 Saya lebih mudah menyiapkan tugasan 8 100 0 0

penulisan yang mematuhi format yang

ditetapkan

4 Saya tahu format penulisan tugasan saya 8

melalui maklumbalas pensyarah dengan

menggunakan Google Drive

5 Saya mendapat maklumbalas pensyarah 8

terhadap penulisan lebih cepat melalui

penggunaan Google Drive

6 Saya rasa lebih selesa menggunakan Google 8

Drive untuk semakan bersama dengan

pensyarah kerana masanya yang lebih fleksibel

7 Saya dapat mengatasi masalah tiada masa 8

berjumpa pensyarah melalui penggunaan

Google Drive

8 Saya bermasalah menggunakan Google Drive 2

untuk menghantar tugasan penulisan saya

9 Saya dapat menghasilkan tugasan yang 8

menepati format dengan menggunakan

Google Drive

10 Saya tahu menulis rujukan berdasarkan 8

format APA setelah mendapat maklumbalas

pensyarah melalui Google Drive

11 Saya merujuk edaran garis panduan penulisan 8

ilmiah yang diberikan oleh pensyarah untuk

membuat tugasan tersebut.

10

7.0 Pemerhatian
Hasil daripada soal selidik dan pemerhatian ke atas dokumen yang dijalankan dapatlah
disimpulkan bahawa penggunaan Google Drive merupakan satu amalan dan kaedah yang baik
untuk membantu proses penulisan ilmiah di kalangan pelajar. Manfaat aplikasi dan fungsi yang
disediakan oleh Google Drive membantu pelajar berkongsi dengan pensyarah penulisan
mereka untuk mendapatkan maklumbalas, semakan dan arahan tindakan pembetulan dengan
cepat dan fleksibel tanpa tertakluk kepada masa, tempat dan pertemuan bersemuka dengan
pensyarah. Penggunaan Google Drive memberi peluang yang lebih terbuka untuk komunikasi
dua hala antara pelajar pensyarah keran ia boleh berlaku secara maya. Penggunaan Google
Drive didapati telah meningkatkan tahap kepatuhan terhadap format penulisan ilmiah walau
pun tidak ada seorang pelajar pun yang mematuhi semua format umum yang telah tetapkan.
Namun peningkatan ini adalah satu usaha bagi membiasakan pelajar dengan penulisan ilmiah
yang berkualiti. Perubahan dan peningkatan tahap kepatuhan selepas tindakan ini dapat dilihat
melalui semakan selepas tindakan pengunaan Google Drive dilaksanakan. Analisa
perbandingan kepatuhan penulisan ilmiah pelajar adalah seperti jadual dibawah.

Jadual 3: Perbandingan sebelum tindakan dan selepas tindakan

Sebelum tindakan Selepas Tindakan Beza

Bil Format Patuh % Patuh % %

1 Font Times New Roman 3 37.5 8 100 62.5

2 Font kandungan 12 5 62.5 8 100 37.5

3 Font tajuk 14 7 87.5 7 87.5 0

4 Justify 2 25 6 75 50

5 Indent 7 87.5 8 100 12.5

6 Line spacing 1.5 4 50 8 100 50

7 Perenggan 7 87.5 7 87.5 0

8 Halaman tajuk 00 5 62.5 62.5

9 Penghargaan 8 100 8 100 0

10 Halaman Kandungan 2 25 4 50 25

11 Struktur kandungan 2 25 5 62.5 25

12 Kesimpulan 7 87.5 7 87.5 0

13 Bilangan rujukan 4 50 8 100 50

14 Rujukan (Format APA) 0 0 0 00

Jumlah 58 51.78 89 79.46 27.68

11

8.0 Refleksi Kajian
Selepas empat minggu menggunakan Google Drive dalam proses penulisan ilmiah yang
melibatkan peserta kajian mendapat maklum balas, teguran, arahan tindakan pembetulan dan
semakan yang jelas pada dokumen penulisan ilmiah sebagai langkah memastikan mereka tidak
melakukan kesilapan terhadap format umum, didapati prestasi penulisan peserta kajian telah
lebih berkualiti. Peserta kajian juga berjaya melengkapkan keperluan jumlah bilangan rujukan
yang diformatkan. Oleh yang demikian markah yang dicapai oleh peserta bagi item senarai
rujukan yang terdapat dalam rubrik pentaksiran penulisan ilmiah adalah telah memenuhi
kehendak peruntukkan markah tersebut. Terdapat sebanyak 27.68 peratus peningkatan tahap
pematuhan secara keseluruhan format umum yang ditetapkan dan berlaku pengurangan
kesilapan format yang dilakukan secara individu. Pelajar telah menulis dengan format muka
hadapan yang betul, format struktur kandungan yang kemas dan tersusun dan bilangan rujukan
yang mencukupi. Namun didapati penguasaan dan tindakan pembetulan format rujukan akhir
penulisan berasaskan format APA (American Physological Association) tidak tercapai melalui
tindakan ini. Format penulisan rujukan buku menunjukkan terdapat perubahan kepada lebih
patuh format APA berbanding rujukan lain-lain. Ini berkemungkinan kerana format penulisan
rujukan daripada jenis rujukan yang berlainan dengan cara yang berbeza adalah sukar untuk
diterjemahkan ke dalam penulisan dan kesukaran mengingatinya yang menyebabkan pelajar
kurang berminat untuk memperbaiki kesilapan tersebut. Menurut kajian Jaafar, Azmi, &
Ibrahim (2017) 95% respondan tidak memahami format penulisan laporan akhir. Menurut
kajian Jaafar, et. al (2017) lagi 88% pelajar tidak ada pengetahuan format penulisan dan format
penulisan rujukan dan pemahaman tentang format di kalangan pelajar adalah rendah iaitu
sebanyak 94% tidak memahaminya.

Pelajar yang telah mempunyai kebiasaan menghasilkan penulisan ilmiah mematuhi
format akan mampu menghasilkan pelbagai penulisan yang bermutu dan tinggi nilai kualitinya
kerana ia adalah asas penulisan (Jasmi, 2015). Usaha untuk menghasilkan pelajar yang mampu
melaksanakan penulisan ilmiah yang berkualiti perlu diberikan perhatian demi mencapai
matlamat pendidikan yang berasaskan Outcomes Base Learning (OBE) untuk melahirkan
modal insan yang memiliki ciri kemahiran insaniah iaitu mempunyai kemahiran komunikasi
lisan dan bertulis, kemahiran pengurusan maklumat dan pembelajaran sepanjang hayat.
Tindakan ini diharap dapat meningkatkan kualiti pelajar dari segi kemahiran insaniah bagi
membantu misi program matrikulasi melahirkan modal insan yang berkemahiran ke dalam
pasaran industri dan kerjaya di masa hadapan. Institusi pendidikan memainkan peranan untuk
menghasilkan modal insan yang memiliki kemahiran insaniah yang kelak akan membangunkan
Malaysia (Ibrahim, 2012)

Namun keberkesanan tindakan ini dalam beberapa aspek masih rendah kerana tidak
berlaku perubahan pada kebolehan menulis rujukan format APA dan kemahiran penggunaan
fungsi yang disediakan oleh Google Drive oleh pelajar dan pensyarah masih banyak perlu
dipelajari. Akan tetapi penggunaan Google Drive ini menampakkan peningkatan yang baik
dalam membantu proses penulisan ilmiah pelajar. Maka penggunaan ini perlu diperluaskan lagi
bagi memberikan kefahaman terhadap manfaatnya kepada pendidikan pelajar.

Sebagai lanjutan daripada kajian ini, kami bercadang untuk menjalankan kajian yang
seterusnya iaitu:
1. Kajian terhadap penggunaan Google Drive terhadap keaslian penulisan ilmiah oleh pelajar.
2. Kajian terhadap penggunaan Google Drive dalam meningkatkan kemahiran menulis rujukan

akhir di kalangan pelajar.
3. Kajian tentang penggunaan Google Drive sebagai strategi penulisan ilmiah dan pengaruhnya

terhadap kemahiran pengurusan maklumat.

12

Rujukan

Batubara, H. H. (2016) Penggunaan Google Form Sebagai Alat Penilaian Kinerja Dosen
Di Prodi Pgmi Uniska Muhammad Arsyad Al Banjari Al-Bidayah: Jurnal
Pendidikan Dasar Islam Volume 8, Nombor 1, Jun 2016; ISSN : 2085-0034

Cahyono G.H. (2013) - Menggunakan Google Drive, Forum Teknologi Vol.
03 No 1 p. 43-48

Ibrahim, M.Z. (2012)Tahap penguasaan Kemahiran Insaniah Dalam Kalangan Pelajar
Tahun Akhir Di Kolej Antarabangsa IKIP, Universiti Tun Hussin Onn Malaysia

Isam H., Ahmad F. &Abd Mutalib,M.(2014) Wajaran Penggunaan Data Korpus Dalam
Penulisan Ilmiah: Dimensi Baharu Sukatan Pelajaran Bahasa Melayu Sijil Tinggi
Pelajaran Malaysia (Stpm). Jurnal Pendidikan Bahasa Melayu – JPBM (Malay

Jaafar,N.A., Azmi,A.A.& Ibrahim,N.A.(2017)Pematuhan Format Penulisan Laporan Akhir
Projek Pelajar Dalam Kalangan Pelajar JTMK, PSMZA. Politeknik & Kolej Komuniti
Journal of Social Sciences and Humanities, Special Issues on MaTRiX
Language Education Journal – MyLEJ.67 ISSN: Vol. 4, Bil. 2 (Nov. 2014): 67-77

Jabatan Pengajian Politeknik Kementerian Pendidikan Tinggi. (2008). Buku manual kajian
tindakan (Edisi Ketiga). Putrajaya; Bahagian Perancangan dan Penyelidikan Dasar
Pendidikan Kementerian Pelajaran Malaysia.

Jasmi, K. A. (2015). Mahasiswa dan Penulisan Kertas Kerja Akademik in Mahasiswa dan
Kehidupan Menurut Perspektif Islam: Pengurusan Efektif untuk Berjaya Jilid II.
Skudai, Johor:Penerbit UTM Press, p. 25-41. ISBN: 978-983-52-1041-9.

Jasmi, K. A. (2014). Kaedah Penulisan Kertas Kerja Skudai, Johor:Penerbit UTM
Kementerian Pelajaran Malaysia (2008).Buku Manual Kajian Tindakan Edisi Ketiga
Bahagian Perancangan Dan Penyelidikan Dasar Pendidikan. Kementerian Pelajaran
Malaysia

Khikmawati, M.N (2014), Google Drive Untuk Pendidikan, Pusat Pemgembangan dan
pemberdayaan Pendidik dan Tenaga Kependidikan Matematika

Krish, K. Osman,K., Subahan T. & Iksan,Z.(2014) Persepsi Pelajar Prasiswazah Program
Pengajian Bahasa Inggeris Mengenai Kecekapan Kendiri Dalam Kemahiran
Kebolehgajian Dalam Sektor Pekerjaan Kajian Malaysia, Vol. 32, (No. 2)p. 93–112

Maharoff, M. (2014) Penerapan Kemahiran Insaniah Dalam Kursus Wajib Institusi
Pendidikan Guru Di Malaysia. Universiti Putra Malaysia.

Mohd Noh M.A., Mohd Pisol M.I.,Ilias M.F., Sulaiman M.S. &Mohd Fauzi M.S.H, (2018)
Pelaksanaan Strategi Pelajar Sebelum Mempraktikkan Kemahiran Menulis Tugasan
Akademik. Journal of Social Science and Humanities . Vol. 15. (No5) p.181-188.ISSN:
1823-884x

Primawati, A. (2015). Analisis Pemanfaatan Groupware Google Drive Untuk Penyelesaian
Tugas Kelompok Siswa Seminar Nasional Inovasi dan Tren (SNIT) 2015 Prosiding SNIT
2015 : p.A-96-A-102

Shaharuddin, Khalid,S.F(2014) Aplikasi Perisian Google Drive Sebagai Alternatif Kepada
Sistem Atas Talian (OPAC) Perpustakaan Sekolah The 4th International Conference on
Learner Diversity (ICELD 2014). p.378-383

Y Erawan, R Pambudi (2017). Analisis Penerimaan Dan Penggunaan Teknologi Google Drive
Secara Berkelanjutan Pada Mahasiswa Fakultas Ekonomi Dan Bisnis Unika Atma Jaya
Jakarta Jurnal Akuntansi, 2 (April),191-205.

13

Konvensyen Penyelidikan Pendidikan Program Matrikulasi Tahun 2019

PENTAKSIRAN UNTUK PEMBELAJARAN DENGAN
PROGRAM SHARING IS CARING (SIC) MENINGKATKAN
KEMAHIRAN PENYEDIAAN JURNAL, LEJAR DAN PENYATA

KEWANGAN BAGI PELAJAR KURSUS
PERAKAUNAN

ASMAZATUL YUSFIZIATI BINTI MOHD YUSOF C.A.(M)
H’NG MOOI KHIM

KOLEJ MATRIKULASI NEGERI SEMBILAN

Konvensyen Penyelidikan Pendidikan Program Matrikulasi Tahun 2019

PENTAKSIRAN UNTUK PEMBELAJARAN DENGAN PROGRAM
SHARING IS CARING (SIC) MENINGKATKAN KEMAHIRAN
PENYEDIAAN JURNAL, LEJAR DAN PENYATA
KEWANGAN BAGI PELAJAR KURSUS
PERAKAUNAN

¹Asmazatul Yusfiziati Mohd. Yusof, ²H’ng Mooi Khim

¹Unit Perakaunan, Kolej Matrikulasi Negeri Sembilan
¹[email protected]

ABSTRAK

Kajian ini adalah untuk mengatasi kelemahan pelajar perakaunan dalam menyediakan Jurnal yang
bersesuaian, Lejar dan Penyata Kewangan yang termasuk dalam Penilaian Berterusan. Kajian ini
menggunakan Penilaian Berterusan sebagai alat Pentaksiran Untuk Pembelajaran. Kajian ini
merupakan kajian tindakan yang dijalankan pada Semester 1 Sesi 2018/2019 kepada 6 orang pelajar
jurusan Perakaunan kelas A1T4 yang tidak mempunyai asas pengetahuan Prinsip Perakaunan.
Perancangan tindakan difokuskan kepada penguasaan pelajar dalam menyediakan jurnal, lejar dan
penyata kewangan melalui Program ‘Sharing Is Caring’ (SIC). Program ini adalah strategi
pembelajaran yang berpusatkan pelajar di mana tugasan diselesaikan secara perbincangan secara
aktif dengan setiap ahli kumpulan. Walaubagaimanapun, apabila ‘Enrichment Test’ 1 dijalankan,
terdapat seorang pelajar yang tidak mendapat A iaitu penanda aras pengkaji. Oleh itu, pengkaji telah
membuat adaptasi Program SIC dengan melantik seorang pelajar yang mempunyi asas pengetahuan
Prinsip Perakaunan yang bertindak sebagai fasilitator untuk membantu ahli kumpulan lain dalam
pembelajaran. Rentakan daripada adaptasi program ini, ‘Enrichment Test’ 2 telah diadakan dan
didapati pencapaian pelajar telah meningkat di mana semua pelajar mendapat A. Data dikumpulkan
dan dianalisis secara kuantitatif dan dapatan kajian menunjukkan program ini telah banyak membantu
pelajar dalam topik ini dan mendapat markah yang baik dalam Penilaian Berterusan.

Kata Kunci: Pentaksiran sebagai pembelajaran, Program Sharing Is Caring (SIC), pembelajaran
berpusatkan pelajar, kemahiran penyediaan jurnal, lejar, penyata kewangan dan
komunikasi

1.0 Pendahuluan
Penilaian Berterusan merupakan penilaian yang dijalankan oleh pensyarah dari semasa ke semasa
ke atas pencapaian pelajar. Ini bertujuan untuk menilai kemajuan pelajar ke arah pencapaian hasil
pembelajaran yang disasarkan. Penilaian berterusan bersifat formatif. Oleh itu ia mementingkan
kemajuan pelajar dari satu peringkat ke peringkat yang lain. Penilaian berterusan boleh menjadi
alat pentaksiran dan juga alat pembelajaran apabila dijalankan secara serentak dan berterusan
(Lembaga Peperiksaan Malaysia 2000). Penilaian berterusan dapat membantu pelajar
mempertingkatkan usaha mereka dalam memperolehi keputusan yang lebih cemerlang (Rosni &
Ahmad Saiful Redza 2010). Ini menjadikan pelajar akan sentiasa melibatkan diri secara aktif
dalam proses pengajaran dan pembelajaran (PdP).

Kajian ini melibatkan Penilaian Berterusan sebagai alat Pentaksiran Untuk Pembelajaran.
Melalui Pentaksiran Untuk Pembelajaran ini, pelajar memahami apa yang dipelajari dan akan
menerima maklum balas bagi mempertingkatkan lagi pembelajaran mereka. Guru pula akan dapat
tahu kaedah dan cara kebiasaan pembelajaran pelajar. Pentaksiran Untuk Pembelajaran ini perlu
dilakukan supaya guru dapat membantu pelajar dalam pembelajaran (Noraini 2008). Guru juga
menggunakan Pentaksiran Untuk Pembelajaran untuk meningkatkan motivasi dan komitmen
pelajar terhadap pembelajaran untuk mencapai kejayaan pelajar (Earl 2006).

Salah satu topik yang dinilai dalam Penilaian Berterusan di Matrikulasi untuk Semester 1
adalah topik 3 mengikut Spesifikasi Kurikulum Accounting 1 (AA015) Matrikulasi Kementerian
Pelajaran Malaysia iaitu topik Kitaran Perakaunan. Penyediaan jurnal, lejar dan penyata kewangan

PAGE \* MERGEFORMAT
12