KONVENSYEN PENYELIDIKAN PENDIDIKAN KALI KE-9 (2017) PRMBENTANGAN LISAN

'l(onvensyen Penye[Ufiftrzn PenaUfiftrzn Program :Matri~Casi <Tafiun 2017

3. Arrange the following species in ascending order of stability of carbocation.
Explain your answer.

A8 c D

'l(onvensyen <PenyefUfik.g.n <Pemfidik,an <Program :M.atri/{µCasi 'Iahun. 2017
LAMPIRANH

INTERVENSI GELUNG KEDUA

Pengkaji rnerninta pelajar menerangkan semula hubungkait konsep analogi dan
konsep kirnia.

Pelajar menyusun dan rnenerangkan kesan induktifkumpulanalkil terhadap
kestabilanspesies perantaraan tindak balas secara individu.

1(pnvensyen Penyefidik,sin Pemfi.dilifm Pro9ram :Matrik._,ufasi 'Iahun 2017
LAMPIRANI

CONTOH JAWAPAN PELAJAR DALAM UJIAN POS GELUNG KEDUA

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Semua pelajar yang terlibat dalam intervensi gelung kedua berjaya mendapat markah 100%.

'l(onvensyen <Penye{Ufik.gn <PenaUfik.gn <Program 5'Ylatrik,_,ufasi <Tafiun 2017

LAMPIRAN J

Borang Soal Selidik

Kajian Penggunaan Analogi 'Meal Board' Untuk Meningkatkan Kefahaman
Tentang Kestabilan Reaktif Perantaraan Dalam Kimia Organik Bagi Pelajar

Program Matrikulasi

Assalamualaikum/Salam sejahtera,

i. Soal selidik ini dibentuk untuk mendapatkan maklumbalas tentang penggunaan 'Meal

Board' untuk meningkatkan kefahaman mengenai kestabilan reaktif perantaraan dalam
kimia organik. Diharapkan anda menjawab semua soalan dengan ikhlas bagi membantu
penyelidik untuk mendapat data kajian.
ii. Segala maklumbalas yang diberikan akan diRAHSIAKAN.

iii. Kerjasama anda melengkapkan soal selidik ini adalah amat dihargai.

Borang kajian ini terbahagi kepada EMPAT (4) bahagian iaitu Sahagian A, B, dan C.
Sila tandakan (X) bagi soalan Sahagian A, pilih skala yang sesuai bagi soalan bahagian
B, dan lengkapkan Sahagian C sekiranya terdapat cadangan penambahbaikan.
BAHAGIAN A : MAKLUMAT PELAJAR

Sila tandakan (X) bagi pilihan jawapan anda.

1. Jantina I Gender

D Lelaki I Male

D Perempuan I Female

2. Bangsa I Race D Bumiputra Lain I Other Bumiputra
D Lain - Lain Bangsa I Other Races
D Melayu I Malay

D Cina I Chinese

D India I Indian

3. Jurusan di Matrikulasi I Course in Matriculation

D Modul 1
D Modul 2
D Modul 3

4. Keputusan PSPM I / Results of PSPM I

D 4.0 D 2.5-2.9
D 3.5-3.9 D 2.5 ke bawah

D 3.0-3.49

'l(onvensyen (penyefidilign (pemfUfif<gn <Proaram :Matri/(,ufasi. <Tanun 2017
BAHAGIAN B : PENDAPAT PELAJAR

Sila tandakan ( J ) pada nilai pencerapan anda berdasarkan skala di bawah :

Tahap 1 : Sangat Lemah (SL) Tahap 4 : Baik (B)

Tahap 2: Lemah (L) Tahap 5 : Sangat Baik (SB)

Tahap 3: Sederhana (S)

BIL PERKARA SKALA

1. Penggunaan analogi dalam teknik 'Meal Board' dapat 1 2 3 4 5
membantu proses pembelajaran saya bagi subtopik

ini.

2. Melalui teknik 'Meal Board', saya dapat 1 2 34 5
mengenalpasti karakter karbokation, karbanion dan

radikal bebas.

3. Saya dapat memahami fungsi kumpulan alkil. 1 2345

4. Saya dapat menyusun kestabilan karbokation, 1 234 5
karbanion dan radikal bebas dengan betul.

5. Saya dapat memberi penerangan yang tepat 1 2 345

mengenai kesan induktif kumpulan alkil terhadap

kestabilan karbokation, karbanion dan radikal bebas.

6. Teknik 'Meal Board' ini relevan dengan subtopik 1 2 345
kestabilan relatif karbokation, karbanion dan radikal

bebas.

7. Kandungan teknik 'Meal Board' ini menarik dan tidak 1 2 3 4 5
membosankan.

8. Saiz dan warna 'Meal Board' sesuai digunakan di 1 2 345
dalam kelas.

9. Saya seronok mempelajari topik ini melalui teknik 1 2 345
'Meal Board'.

10. Saya memahami keseluruhan maklumat yang 1 2 34 5
disampaikan dalam teknik 'Meal Board'.

11. Teknik 'Meal Board' menggalakkan interaksi dua hala 1 2 3 4 5
di antara pensyarah dan pelajar.

12. Saya ingin berkongsi teknik 'Meal Board' dengan 1 2345
rakan-rakan yang lain.

1(pnvensyen <Penye(Ufif.g,n <Penditfif.g,n tProaram 9datriR...,ufasi 'Iahun 2017
BAHAGIAN C : CADANGAN PELAJAR
Sila berikan pandangan anda berdasarkan soalan di bawah.
1. Nyatakan kelebihan penggunaan teknik 'Meal Board' dalam subtopik ini.

2. Nyatakan kelemahan penggunaan teknik 'Meal Board' dalam subtopik ini.

3. Nyatakan penambahbaikan yang boleh dilaksanakan untuk meningkatkan lagi
kefahaman pelajar dalam subtopik ini di masa akan datang.

- TERIMA KASIH -
Terima kasih di atas kerjasama saudara/i melengkapkan borang seal selidik ini dan membantu

menjayakan kajian tinjauan ini.

Nombor Rujukan Kertas l<ajian :

Kole] Matrikulasi/bil: _

Bil Kriteria ULASAN KAJIAN OLEH PANEL
1 Tajuk Cadangan

2 Objektif

3 Teori

4 Metodologi

5 Dapatan

6 Rumusan

7 Lain-lain (Nyatakan) c~ ~ J_(~
A
~ ~w
(/1

,, J - DR JAMIL AHMAD

I - =t»; ·-·· Ja\Ya'ta.n. Pensyarah Kanan . Pend1d.1k. an Cop rasm I .
KepH(1pimm 8r Polls'i
<, \;
Fakult1 Pendidikan
............. J ..............
(Nama Panel : unrversln Kebangsaan Malaysia

THE EFFECT OF USING CONVERSATIONAL PHRASES
TO IMPROVE SPEAKING AMONG STUDENTS IN
PENANG MATRICULATION COLLEGE

Azlina Arshad
Usha Rani a/p R. Marimuthu

Norhayati Mustafa
Nor Wahidah Abdul Majid

ABSTRACT /'

This study was conducted to examine the effect of using the conversational phrases to improve
speaking skills among students in the Penang Matriculation College (PMC). The study intends to
help students to have a better insight on what they are expected to do to improve their speaking
skills. This study involves 19 one-year programme Matriculation students from Penang
Matriculation College. The target group were given a set of Conversational Phrases to help them
in their speaking task. These Conversational Phrases were introduced in the fourth lesson in the
second week after their first MUET speaking practice. The frequency of the usage of the
conversational phrases was recorded for the pre and the post speaking practice. The effect of
using this approach by the target group during their speaking performance revealed the result
favouring the use of conversational phrases. The outcome suggests that conversational phrases
should be emphasized by MUET educators to prepare the students for MUET speaking
component.
Key Word· conversational pharases table

INTRODUCTION

Background Study
MUET tests students in four separate components; namely Listening, Speaking, Reading and
Writing. Out of the four. Speaking test is the most feared component. Thus, it has prompted
the researchers to carry out an action research which can help to boost students' confidence
and improve their communicative ability.
Zuber Skerrite {1982) cited by Erny Harlina {2012) opined that, through systematic,
controlled action research, higher education teachers can become more professional, more
interested in pedagogical aspects of higher education and more motivated to intergrate their
research and teaching interests in a holistic way. This, in turn, can lead to greater job
satisfaction, better academic programme development of new educational theories,
improvement of students learning and practitioner's insight and contribution to the
advancement of knowledge in higher education.

Reflection on the past teaching and learning experiences
Reflecting on the experience as English Language lecturers teaching the Malaysian
University English Test (MUET) for more than 10 years in Penang Matriculation College
(PMC), the researchers noticed that many students were unable to use the correct expressions
and terms when carrying out the speaking task in the MUET speaking component. The
researchers opine that one of the reasons for this problem to exist among the students could

1

be due to the minimal use of English language in their daily conversation. The use of the /

language seems to be restricted to only their English periods and the students do not see a

need to use English for other academic subjects. In such a context, the students usually tend
to fall into the limited or modest language user's category based on under the MUET
speaking assessment criteria. Upon reflecting on this situation, the researchers believe that by
providing the students with conversational phrases, the students will have a better insight on
what they are expected to do to improve their speaking skills. With this expectation in mind,
the researchers decided to embark on an Action Research to find out if providing the
conversational phrases to students will actually help them in their speaking performance,
which in turn will improve their grades in the MUET speaking component.

Focus of the research
This research will focus on the use of conversational phrases in the MUET speaking
component. Based on the teaching experience of the researchers in Penang Matriculation
College (PMC), the researchers were able to conclude that the matriculation students there
were not-faring too well in the MUET Speaking component. With this problem identified and
seeing the importance of using conversational phrases in the speaking tasks, the researchers
wanted to find out the effectiveness of providing the students with these phrases using the
Conversational Phrases Table (CPT) and whether these phrases-could help them to express
their opinion, views and discuss a given topic in a more appropriate and organized manner.
As such, the researchers have decided to embark on this empirical study to find out if, by
equipping students with appropriate and sufficient knowledge of the conversational phrases,
they will be able to speak more fluently and confidently and thus perform better in their
Speaking component, resulting in achieving a better overall MUET band.

Statement of the Problem //
Conversational phrases are useful to score marks in the MUET speaking component. In Task
A of the component, candidates need to express views and opinions and have to greet, state a /
situation, introduce a point of view or to illustrate a point. These expressions are also
important in Task B where students are required to interact in group discussions. In order to
perform this task well, the students are also expected to be competent in various aspects of
speaking, including starting a discussion, asking for and giving opinions, expressing strong
agreement or disagreement as well as presenting a contrasting idea. As such, the students
need to know a substantial number of useful and appropriate phrases that can be used to put
forth their suggestions, opinions, arguments and to weigh what others have to say correctly
and accurately. These aspects were found to be lacking among the students resulting in them
not obtaining a good grade in the speaking component of MUET. If this problem is left
unchecked, it will have a negative impact in the overall band of the students. With this
problem identified, the researchers see a valid reason to propose giving priority to equip
students with conversational phrases in order for them to perform better during the speaking

task.

Issues with the MUET Speaking Task
In the Speaking section of MUET, candidates are required to perform two tasks. Task A is an
individual presentation whereas Task B is a group discussion. In carrying out Task A,
candidates are required to define 2 or 3 points, elaborate the points logically, and provide
relevant examples. From the observation of the researchers, candidates were able to fulfil this
task fairly well for Task A. However, for Task B, which requires the candidates to interact
and take turns in order to manage a discussion, to agree and disagree and to close the

2

/

discussion, the candidates seem to face problems in handling the task well. The researchers
attribute this problem to the students' lack of having the correct conversational phrases and
appropriate language functions in their schematic knowledge. In order to engage themselves
actively in Task B, the candidates need to have a wide range of vocabulary and the ability to
use language functions correctly and meaningfully. The researchers saw this as a major
problem that needs to be addressed.

Urrutia & Vega (2006) stated that "Speaking is the most difficult skill to develop as students
usually present lack of vocabulary, shyness and fear of being humiliated". Speaking is a
crucial part of second language teaching and learning. Despite its importance, teaching
speaking has not been given the due recognition and teachers continue to teach this skill
through a mere repetition of drills or memorization of dialogues. This scenario is not very
different in the MUET-speaking classroom where students merely regurgitate what they have
learnt without understanding the appropriate use of the language functions. This problem not
only worries the English as Second Language educators but also the Malaysian Ministry of
Education, as both have-joined forces to voice concern regarding the dwindling standard of
English among undergraduates and graduates alike. This concern at the administrative level is
evident in the 2014 tabling of the National Budget where the Prime Minister, Datuk Seri
Mohd Najib Abdul Razak announced that the minimum English Language entry requirement
into public institutions of higher learning would henceforth be based on the specific field of
study and no longer the minimum of Band 1 in MUET, which had been the prevailing
requirement. With this new requirement, students aiming to enter local public universities
wiJI have to score higher in MUET from 2015 onwards as an assurance for graduate
employability.

Conversational Phrases
Standard and common conversational phrases are used in the speaking discourse to ensure a
smooth and uninterrupted conversation. (refer to Appendix 1 and Appendix 2)

Objectives of the Research

General Objective
The research is aimed to guide the students to perform well in the MUET speaking test by
using conversational phrases.

Specific Objectives
1. To determine the students' frequent usage of the conversational phrases when
carrying out Task A in their speaking task.
2. To determine the students' frequent usage of the conversational phrases when
carrying out Task B in their speaking task.
3. To examine the effectiveness of the students' speaking skills in MUET with the use of
conversational phrases to enhance students speaking skill.

Target Group
The respondents for the study comprise of five groups of semester l, one year programme
students of Penang Matriculation College. They belong to the 2015/16 session. A total of 19
students will be involved in this study. They will be grouped in 4 groups comprising of four
members in each and 1 group of 3 members. In total, there are 4 males and 15 females. The

3

subjects will be assigned to their groups by the researchers randomly. The subjects will
receive the instructions from the same instructor, who is also one of the researchers.

Research Implementations

Selecting the Conversational Phrases

The conversational phrases were selected by the researchers based on the MUET test

specifications. The conversational phrases are:

1. Present viewpoints to members of a group </
2. Respond to viewpoints, make suggestions and recommendations

3. Prompt, assist, lead and encourage peers

Developing the Training Lessons

Step 1 (Week 1)

Ice-breaking (Coffee Shop Activity)

Students are assigned into groups of four randomly. They are provided with topics for

discussion. This is a pre-speaking activity before the actual MUET speaking task.

Step 2 (Week 2)

Exposure to MUET speaking task

Students view the MUET Speaking Video in order to be introduced to the MUET speaking

procedure. ,,,,//

Step 3 (Week 3)
Pre Test: replicate the MUET speaking task as viewed in the video

In the assigned groups, students are given the previous year's MUET speaking questions as

tasks to be carried out. The duration for this task is 30 minutes. The researcher will use the

Conversational Phrases Table (CPT) to observe the individual presentation in Task A and the

discussion in Task B and record the frequency of conversational phrases used. The feedback _

is analysed and treatment is planned. /

Reflection - Cycle 2
Students' confidence level was low due to insufficient and lack of conversational phrases.

Plan
The list of conversational phrases are then finalised and categorised in a table to cater and

improve the students' communicative ability.
Step 4 (Week 4 until Week 6)

Action
Introduce CPT A and CPT B to students by showing the mock MUET speaking video and
getting them to identify the conversational phrases used by the speakers. The researcher wilt
pause the video to highlight the conversational phrases used by the speakers for different

functions.
The conversational phrases that have been selected will be introduced and presented in 3
lessons of 1 hour each. The lessons will be planned based on the strategies for practicing such
as repetition and recombining of words in different situations. Students will also be taught the
conversational phrases using the cooperative learning strategies suggested by Johnson et al
(1990) and Rice (1994), such as prompting and providing a word or phrase to help out
another student. In order to provide the feedback to the students on the usage of the
conversational phrases, a conversational phrase table is used to provide feedback as well as
guide and monitor the students' performance.

4

Step 5 (Week 7 and Week 8)
Post Test 1
In groups of four, students are given the previous year's MUET speaking questions as tasks
to be carried out. The duration for this task is 30 minutes. The procedure is as stated in the
MUET speaking procedure.

The researcher will observe the individual presentation in Task A and the discussion in Task
B and record the frequency of conversational phrases used. The CPT Table will be used for
this purpose. The feedback is analysed to determine the effectiveness of the treatment.
Reflection- Cycle 3
Almost all students use the same conversational phrases even though they were exposed to a
variety of phrases.
Plan
In each lesson two groups will be assigned to carry out a speaking task while the rest will be
the observers. The list of conversational phrases will be displayed using LCD and the
frequency of used phrases is indicated by the researcher in CPT while the task is being
carried out.
Action
The lesson was conducted according to the plan.
Step 6 (Week 9)
Post test 2 was carried out
Based on the results of Post test 2 the researchers provide feedback to the students regarding
the usage of the commonly used conversational phrases and the rarely used phrases in both
tasks. The researchers encourage the students to use the rarely used phrases that are suitable
with the context.

5

Implementation Schedule
The research will be spread over 9 weeks and the researchers will be involved with specific
task for each week. The schedule of task is shown in the Gantt Chart below:

• Analyzing the past year questions
of the Speaking component

• Designing the Conversational
Phrases Table

• Pre-speaking task
• MUET Speaking video viewing

session
• Identifying the conversational

phrases
• Pre-test and analysis of feedback
• Reflecting on the lessons

conducted
• Planning the teaching strategy
• Preparation of treatment
• Carrying out the treatment
• Observing the feedback
• Post-test and analysis of feedback
• Reflecting on the lessons

conducted
• Students given feedback
Planning, Editing and Completing
the research write-up

6

ACTION RESEARCH CYCLE

FIRST CYCLE

l

/

/

SECOND CYCLE

7

I

I

l

t

;?!

/

THIRD CYCLE

8

DATA ANALYSIS

PRE TEST POST-TEST l ... .., POST-TEST2

STUDE FREQUEN RESU FREQUEN RESU '. . FREQUEN RESULT
NTS CY(CPT) LT LT ', CY(CPT)
7.3 ', 8.5 9.0
I 25 . 38
':': , CY(CPT)
30·.:.·

2 23 6.8 .•....... 24 7.8 ,::····· 28 8.8

3 22 6.5 :: 24 7.5 I::····'<•··, 28 8.5

·,,

4 20 5.8 · .. 23 7.5 . :·. 25 8.3
5 ..
19 6.3 ·:. 21 7.3 . ... 24 8.3

4.5 22 7.5 246 21
.. 8.6· :...

·.·· ..

7 9 3.8 < 21 6.8 ..... 25 8.8

8 12 5.5 . 22 7.3 : : : . 25 8.8

9 11 4.8 ·.. 16 6.3 . 18 6.8
. ::.

10 15 5.5 .: 17 6.3 ·.. . 18 6.5
·.·.

11 13 3.8 :.· 17 6.5 :.·: 20 7.3

12 12 5.8 ·.• << 23 7.5 .·.· 22 7.3

.:

13 14 6.8 .. 24 7.8 .:. 24 7.5
·. ·.· ....

14 5.8 23 7.3·.. , 24 7.5

13 ..'.'. ..
15 15 5.5 < 17 6.5 7.2·...........·.··•.·····•·
:· .21

7 4.8 19 7.3 18·.....·..·..··..·.:.:: 6.8
..16 ::·.·,· \ 6.8

17 I
4.8 6.0 >ii9
: 14 19

18 6 4.5 : 16 6.3 ·.·:.· < 18 6.8

19 6 4.5 \ 16 6.0 19 6.8

Mean for Pre-Test=102.8/19=5.4l while Mean for Post Test 1"'134/19=7.05 and the Me1 an for.. ··.·••· Post Test 2=146.4/19 = 7.70

Based on the mean scored above, the researchers believed that after the treatment the students' performance showed an

improvement.

DATA COLLECTION
During the speaking task the students usage of the conversational phrases ware recorded
using the Conversational Phrases Table (Refer Appendix 1 and 2). At the same time students
performance were assessed based on task fulfilment, language and communicative ability by
using MUET Speaking score sheet (Refer Appendix 3 and 4)

OVERALL FINDING

Before intervention the students scored between 3.8 to 7.3 in their Pre-Test. However in the
second cycle after the treatment, there was a change in the score ranging from 6.0 to 8.5.
While in the third cycle after the intervention the score increased between 6.5 to 9.0. The

grading of the total score is based on the raw score of MUET Speaking marking scheme (60

marks) which is then converted to 10%.

9

Score and Grading Table Grade ,/
Score A
10-8 B /
6.5-7.9
5.5-6.4 c
4.0-5.4
0-3.9 D
F

OBSERVATION BASED ON IBE RESEARCH
Presumption that students do not use sufficient conversational phrases has been proven
The treatment has brought about the students using sufficient and relevant conversational
phrases more frequently in their speaking component.

REFLECTION ANDRESEARCH CONCLUSION
Spread over 9 weeks but the effort was worth it as the weakness has been identified and
addressed for the benefit of the students

STRENGTHS
Concrete data has been obtained in the pre and post test observation with regards to the
students' performance. The data was useful in the analysis and the preparation of the
treatment stages. The students' weakness was identified and the remedy was designed
accordingly. The outcome showed the students were able to use the conversational phrases
more frequently and appropriately. As such, the treatment can be regarded as successful.

WEAKNESSES
The teaching strategy need to be sustained for long-term results. Continuous focus could not
be given to this component as students need also be taught the Listening Reading and Writing
component to prepare them for MUET. The treatment also cannot ensure the use of the
conversational phrases outside the English period. Besides that, in every cycle the researcher
should give students questionnaire or interview them to obtain students responses as their
feedbacks.

SUGGESTION FOR FUTURE RESEARCH
Further research in the speaking component can be carried out to look into the prosodic
features of the spoken language to give awareness to the students on the importance of the
tone, stress and intonation in the spoken discourse. Similar research could also be done in the
other components of MUET to improve and enhance the performance of the students in the
respective components of the test.

10

REFERENCES
EmyHarlina,Ibrahim.(2012) Effects of Assessment Literacy on ESL Speaking
Performance(p259) Prosiding Seminar Penyelidikan Pendidikan Peringkat Kebangsaan Ke 7
Program Matrikulasi KPM.
Johnson, D.W., & Johnson, R.T (1990) Cooperative learning and achievement. In S. Sharan
(Ed.) Cooperative learning Theory and research (pp.23- 37). Westport, CT: Praeger.
Kayi, Hayriye. The Internet TESL Journal, Vol. XII, No. 11, November 2006
Retrieved from http://iteslj.org/
Nation,I (2001). Learning Vocabulary in Another Language. Cambridge University Press.
Oxford, R. L (1990). Language Learning Strategies: What Every Teacher Should Know. New
York: Newbery House Harper Collins
Rice,Lyanda (1994) Cooperative Learning: Honing Social Skills. School in the Middle, v4 n2
p31- 34 Nov 1994
Richards, J.C. (2008) Teaching Speaking Theories and Methodologies. Cambridge.
Urrutia, W.,& Vega, E. (2006), Encouraging teenagers to improve speaking skills through
games in a Columbia public school. PROFILE issues in Teachers' Professional Development,
(12 (2)

11

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I

ENHANCING D31T2 STUDENTS' PERFORMANCE IN
WRITING ARGUMENTATIVE ESSAYS USING
ADVERTISE:MENTS

1Nor Shahzilina Binti Zam

1Unit Bahasa Inggeris, Kolej Matrikulasi Melaka

ABSTRACT /

This action research intended lo enhance the argumentative writing performance of 4
selected D31T2 PDT students of Malacca Matriculation College. Based on the prior
observation, the students were unable to state appropriate and clear stand on the issues
discussed, unable to develop their ideas supported with clear and convincing details, and
unable to present good viewpoints andfacts coherently when writing argumentative essays.
The research was carried out to overcome the problems utilizing afive-day program named
ADS & ARGUE with three major activities namely Plus and Minus, Love or Hate, and
Decide and Justify. The overall procedures involvedfive intensive stages; introduction and
pre-test, identifyingfacts, categorizing elements, stating a stand, and a post-test. As a result,
I 00% of the students showed improvement in their argumentative essay writing as they
obtained higher scores in the Post-Test. They were able to write appropriate and clear stand
presenting convincing details, able to present good viewpoints with coherent flow of ideas
andproduced effectivelylinked essays.
Keywords: Enhancing., Matriculation students' performance, writing argumentative essay,
using advertisements

1.0 RELECTION ON PREVIOUSTEACHING ANDLEARNING
The Malaysian Matriculation Programme is a one or two-year pre-university preparatory
programme offered by the Ministry of Education, Malaysia. Kolej Matrikulasi Melaka (KMM)
was the first college that offered matriculation programme started in 1999. The programmes
offered are One Year Programme (PST), Two Year programme (PDT), Technical Programme
and Accounting Programme. The entry requirements are based on Sijil Pelajaran Malaysia
(SPM) examination with at least six credits in selected subjects including English language.
Generally, the students who managed to pursue their studies in KMM had obtained moderate to
good achievements in their English subject in SPM with A, B, C grades or even lower. In
Matriculation College, they are compulsory to sit for the Malaysian University English Test
(MUET), a test of English language proficiency, largely for university admissions. It is a
prerequisite in applying for admissions into all public and some private universities and colleges
in Malaysia. The universities set different target band scores for different course. For instance,
students who want to pursue Law would be required to obtain a Band 4 in MUET, while students '
who want to pursue Medicine would be required to obtain a Band 5. MUET is also compulsory
for graduating from a local university.

Nevertheless, the Matriculation College students particularly KMM students did not
achieve the standard requirement of English language based on their SPM achievements to reach
the standard of MUET level. This was because they only catered mostly for reading and writing
skills at SPM level. Thus, most of them had difficulties in dealing with other language skills such
as listening and speaking while their reading and writing skills were also not sturdy. ln short, the
challenge for English language lecturer was to do a lot of ground work to prepare the students to
sit for MUET which was essential for them to enter University.

1

2.0 RESEARCH FOCUS /.
The MUET writing practice basically on argumentative writing performance is the area where /
my concern specifically applies. This is due to the students' inability to perform a solid argument
substantiated with concrete opinions (point of view) and facts to argue their case when writing.
As argumentative essay is a part of the writing assessment besides report writing in MUET
writing test, students needed to improve their performance in this type of essay with the help
from the lecturer. Four salient respondents were chosen because they were identified to have the
inability to state appropriate and clear stand on the issues discussed and unable to maintain the
consistency of tone in their arguments. They were unable to develop their ideas supported with
clear and convincing details and also unable to present good viewpoints coherently. Thus,
maturity of thoughts was way beyond reach.

Based on an initial observation and reflection in the, the respondents revealed that they
had insufficient background knowledge on the issues discussed due to lack of content knowledge
from suitable sources and materials to develop their mature and critical thoughts to present their
arguments on certain issues as only basic principles and guidelines, and sample essays were used
as learning tools. Hence, they needed additional aids to equip them in writing especially in
argumentative essay and I saw that the use of advertisements was the answer to this problem and
came out with a program called ADS & ARGUE: Enhancing Matriculation Students'
Performance in Writing Argumentative Essays Using Advertisements. According to Tucker
(2009), advertisements are an excellent method to get students talking. They are usually very
quick to start talking about brands, provided they know them. Tucker further cited that talking
with the group about different advertisements they know is a good way to broaden the
discussion. They can give examples based on the advertisements the teacher pick.
bJm0:/(::;L1jt1::joibG<1tbt:r::tt1ckGranjx2_0_h. The notion was supported by Fox (2012) who had
outlined the benefits of using advertisements as teaching aids to assist students' learning.

"First, students have been exposed to ads in their daily living and this deep pool of knowledge and curiosity

make it easier for them to think, speak and write when responding to ads. Secondly, there are no limit to

advertising's topic, characters, situation, styles, products and appeals and so it is easy for teachers to find

the sources for their teaching materials. Thirdly, ads can easily elicit students' responses because students

realize that ads represent real communication messages containing specific objectives, purposes and target

audiences. Fourthly, ads can be a good tool for teachers to articulate students' thinking skills since visual

aids and the message conveyed may be more appealing for their reaction ... "

(Roy F, 2012)

As a result, this approach of ADS & ARGUE might help the students in enhancing their
performance in presenting arguments and so forth writing argumentative essays.

3.0 RESEARCH OBJECTIVE
Jn practice, advertisements is the teaching tool that probably able to assist students in learning to
write a good argumentative essay as they encompass various issues to argue on in a more
convincing manner which stimulate students' critical views. Reading or watching any
advertisements seemed to be able to initiate an argument among students as I found them
discussing and arguing on the advertisements that they had encountered. I hope this would be a
great help in enhancing students' performance in writing argumentative essays.

2

According to Stamatelou (2015), commercial advertisements are written texts with which
advertisers (producers and/or copywriters) want to capture readers' attention aiming to get them
to register their communication either for the purposes of immediate action or to make them
more favorably disposed to the advertised product, service or idea. She further highlights that
advertising language is 'one of society's most pervasive forms of discourse' (Delin, 2000: 123).

3.1 General Objective

The general objective of this research is to enhance Matriculation students' performance m
writing argumentative essays.

3.2 Specific Objective

By the end of this program, four selected PDT students ofD31T2 will be able to:

1. state appropriate and clear stand on the issues discussed

II. develop ideas supported with clear and convincing details /,·

m. present good viewpoints with coherent flow of ideas

4.0 TARGET GROUP

The respondents consisted of four 19-year-old male and female students of diverse backgrounds.

They originated from different states of Selangor, Malacca and Johore, pursuing their studies in

KMM after their SPM achievements. Having diverse backgrounds especially in their secondary

language learning, their English language proficiency level slightly differs. However, they had

basic foundation in the English language skills making them able to speak, read and write in

English language with low-intermediate to intermediate performance. Despite having the ability

to use the target language for communicative and exam purpose, there was still a lackadaisical

performance in English language skills of listening, speaking, reading and writing which were

required in the MUET Test. Since these students had to sit for their MUET Examination in

October, they needed to acquire these skills well to excel in their performance. /

5.0 THE ACTION

I started the program ADS & ARGUE with an introduction to argumentative essay by giving
them the basic principles and guidelines of argumentative writing. Next, I set a Pre-Test
requiring them to write an argumentative essay on "Should we take dietary supplements for
better and greater well-being?". This is to determine their initial performance in argumentative
writing. Further, intervention sessions were carried out using advertisements to stimulate
students' mature thoughts in presenting ideas in arguments which might lead to a better writing.
More advertisements were provided to the respondents in each learning session. They were
required to read promotions, involved in Q&A discussion and listed out the pros and cons based
on dietary/health supplements. In the following slot, based on the advertisements provided they
were asked to categorize the health supplements products according to the suitability for certain
group of people: men, women, children and elderly people. Later, they needed to list down the
advantages and disadvantages of the health supplements to these various groups of people. In the
final intervention session, the respondents again were given more advertisements on health
supplements. Here, they were asked to state their stand on a statement given regarding heath

3

supplements and to support it with three concrete arguments and a counterargument. The
intervention was run for three sessions before they again sat for a Post-Test to investigate their
performance based on a similar question: "Should we take health supplement for better health
and greater well-being?".

5.1 Problem Observation

Based on the Pre-Test carried out, 3 out of 4 students were unable to state appropriate and clear
stand on the issue discussed. All the four students were unable to develop ideas with clear and
convincing details while 3 out of 4 students were unable to present good viewpoints with
coherent flow of ideas.

5.1.1 Task Fulfillment PRE-TEST
Sl S2 S3 S4 T %
NO. TASK FULFILMENT
I I 25
Response to the task
Appropriate, clear stand 00
Consistent tone
00
Development of ideas 00
2 Clear, supported and

convincing
Presentation of viewpoints
3 Smooth flow of ideas

Effectively Jinked

4 Maturity of thoughts

5.1.2 Language Organisation

NO. LANGUAGE ORGANISATION PRE-TEST
Sl S2 S3 S4 T
Good use oflow frequency or %
1 exceptional words 0 0

2 Use discourse markers effectively I 25
-Firstly, Thus, Moreover, etc.

3 Varied vocabulary 00

4 Varied sentences I I 2 50
5 Cohesive paragraphs
II I 3 75

6 Coherent ideas I I 25

5.2 Method: Using Advertisements to Express Effective Arguments
In order to find out whether the use of advertisements enhanced students' performance in writing
argumentative essay, I implemented a program, ADS & ARGUE with the following learning
procedure:

4

DAY 1: PRE-TEST

1. Introduction to argumentative essay: Identify the basic principles and guidelines

of argumentative writing

11. Pre-Test on argumentative essay: Should we take dietary supplements for better

and greater well-being?

DAY2: ACTIVITY 1 - Plus and Minus

i, Identify various types of health supplement based on advertisements.

11. Involvement in Q&A on dietary supplement based on advertisements;

WI-I-Questions

iii. List out the pros and cons of dietary/health supplements

rv, Presentation

DAY3: ACTIVITY 2 - Love or Hate

I. Categorize various types of health supplements suitable for targeted group of

people: men, women, children and elderly people based on advertisements.

II. List down the advantages and disadvantages of health supplements for targeted

group of people based on advertisement.

111. Presentation

DAY 4: ACTIVITY 3 -Decide and Justify

1. State a stand based on an issue given regarding health supplements in a form of

statement: I strongly believe that. .. I I absolutely agree that ...

11. Present three arguments and a counterargument based on an issue given regarding

health supplements supported by facts and examples based on students'

background knowledge (stimulated in the previous activities via advertisements).

111. Presentation

DAYS: POST-TEST

1. Post-Test on argumentative essay on a similar topic. Should we take health

supplement for better health and greater well-being?

5.3 Method: Research Instruments
My focus was on argumentative writing using advertisements to enhance students' performance
in writing this type of essay. Therefore, I implemented an intensive program called ADS &
ARGUE: Enhancing Matriculation Students' Performance in Writing Argumentative Essays
Using Advertisements. The students' performance was reflected in how well they were able to
state their stand appropriately and clearly on the issue discussed with coherent flow of ideas in
their arguments when writing argumentative essays. Maturity of thoughts could be displayed via
good development of ideas supported with clear and convincing details. I have gathered
information on students' participation in various activities as well as their reflection besides the
pre and post-tests that they did. For these purposes I have used 3 research instruments:

I. Pre-Test and Post-Test
11. Writing Performance Checklist
tu. Reflection Log

5

As mentioned above four students of D31 T2 practicum group were chosen because they /
were unable to present their viewpoint and provide evidence and examples when they were given //
an issue to discuss and to write an argumentative essay.

I prepared 2 sets of argumentative essay questions which comprised similar patterns and
issues. One was given to the students to write before the use of advertisement teaching procedure
and the following was given after the intervention sessions had been carried out to get the
findings based on both, the pre-test and post-test.

A performance checklist was also prepared for the lecturer to check the students'
performance in writing argumentative essay based on the rubrics provided (Appendix 1). In
addition, a checklist on the effectiveness of the approach was also provided to the students to
investigate the result (Appendix 2).

A reflection log was also prepared for the lecturer to make an explicit observation on the
learning procedures that occurred during the intervention session. It helped me to record the
events that had happened for me to reflect upon them to check the students' performance in
enhancing their argumentative essay writing.

5.4 My Reflections
I began to carry out this research with the hope that I would be able to improve my teaching
practice: the inability to enhance students' performance in writing argumentative essays. This
action research focused on argumentative writing utilizing advertisements as the tools to
stimulate students to argue their viewpoints based on the issue discussed with appropriate and
clear stand substantiated with well-developed and convincing ideas showing maturity of thoughts
via ADS & ARGUE program. I strongly believe that advertisements would help generate
students' critical views based on selected issues given to them and able to enhance their language
performance by using varied vocabulary and sentences with cohesive paragraphs and coherent

ideas when writing argumentative essays.
The study started with a Pre-Test based on argumentative essay on "Should we take

dietary supplements for better and greater well-being?" and ended with a Post-Test on a similar
issue of "Should we take health supplement for better health and greater well-being?" after
undergoing three major activities; Plus and Minus, Love or Hate and Decide and Justify
utilizing advertisements in acquiring how to state an appropriate and clear stand and present
mature viewpoints with good development of ideas coherently during the intervention session.
Based on both tests, students' performance was determined by investigating their improvement>"
based on the scores and the evaluation criteria based on the rubrics prepared focusing on Task
Fulfillment and Language Organization.

5.5 The Result
Generally, all of the students (100%) showed improvement in their argumentative essay writing
as they obtained higher scores in the Post-Test. Student 1 showed an increase of score from 50%
to 75%, student 2 increased from 60% to 75%, student 3 increased from 50% to 78% and student
4 increased from 62% to 74% as displayed in the table and chart below.

6

Table 1: Students' Performance in Writing Argumentative Essays in Pre and Post tests
POST-TEST
RESPONDENT PRE-TEST
SI TF LO TOTAL
S2 TF LO TOTAL % (30) (30) (60) %
S3 (30) (30) (60) 25 20 45
S4 26 20 46 75
15 15 30 50 25 22 47 76
24 20 44 78
18 18 36 60 74

15 15 30 50

20 17 37 62

90

80

70

60

50 ~PRE-TEST
r@ii POST-TEST
40

30

20

10

0 STUDENT 2 STUDENT 3 STUDENT4
STUDENT 1

Figure 1: Students' Performance in Writing Argumentative Essays

This indicates that the use of advertisements had helped the students to improve their
ability to write good argumentative essays with the criteria required clearly fulfilled.

5.5.1 Task Fulfillment
Based on the criteria of evaluation, the task fulfillment and language organization were

closely investigated. This was done by the use of Students' Performance Checklist. The students'
improvement was identified by checking the ability of the students to fulfill each writing skill for
argumentative essay writing based on the rubrics prepared.

Objective 1

100% of the students were able to state appropriate and clear stand on the issues discussed.

NO. TASK FULFILMENT POST-TEST

SI S2 S2 S4 T %

Response to the task I I I I 4 100
Appropriate, clear stand
Consistent tone

7

Objective 2

100% of the students were able to present good view points with convincing details.

NO. TASK FULFILMENT POST-TEST
si S2 S2 S4 T
%

Development of ideas I I 4 100
2 Clear, supported and

convincing

Objective 3
100% of the students were able to present with coherent flow of ideas and they were effectively

linked. TASK FULFILMENT POST-TEST
Sl S2 S2 S4 T
NO.

%

Presentation of viewpoints I I I I 4 100
3 Smooth flow of ideas

Effectively linked

Hence, maturity of thought in their writing was clearly displayed as illustrated in the table below.

NO. TASK FULFILMENT POST-TEST

SI S2 S2 S4 T %

4 Maturity of thoughts I I I I 4 100

5.5.2 Language Organisation
The students' performance in language organization was identified via their improvement
illustrated in the Students' Performance Checklist. 100% of the students showed improvement in
the use of low frequency words compared to none before the intervention session. In the Post-
Test, they attempted to write a lot of low frequency words obtained from the advertisements that
they had been exposed to in the activities during the intervention session. Apart from that, 100%
of the students improved in their writing by using discourse markers, varied vocabulary and
sentences besides presenting their ideas coherently in cohesive paragraphs. Thus, the use of
advertisements in learning how to write argumentative essays had also helped them to improve
their language. The results can be clearly seen in the table below.

NO. LANGUAGE ORGANISATION POST-TEST %
Sl S2 S3 S4 T
Good use oflow frequency or
1 exceptional words I I I I 4 100

Use discourse markers effectively I I I I 4 100
2 -Firstly, Thus, Moreover, etc. I I I I 4 100
3 Varied vocabulary

4 Varied sentences I I I I 4 100

/''

8

NO. LANGUAGE ORGANISATION POST-TEST %
7 Cohesive paragraphs Sl S2 S3 S4 T
6 Coherent ideas
I I I I 4 100

I I I I 4 100

Overall, the use of advertisement had enhanced students' performance in writing
argumentative essay as 100% of the students had also responded a 'YES' to the question "Do
you think advertisements enhance your performance in writing argumentative essays based on
these criteria?" (see Figure 3).

5.6 Expectation-Performance Gap
Basically, students were able to write as they acquired the basic language skills but the problem
was their inability to write based on the task fulfillment and language organization. The students
were unable to write a good argumentative essay by only providing them the basic principles and
guidelines. They needed more than that to enhance their writing skills or else they were unable to
write an appropriate and clear stand and unable to develop their ideas and viewpoints smoothly
and coherently as required. This matter had been highlighted by Binder (2005):

"Developing your writing is not necessarily about making it longer. Longer may not be better. In fact, if
you simply repeat ideas, your writing may become very boring and wordy, or there will be no direction to
your development. Instead, you need to make your ideas clearer and more interesting to your reader by
providing additional information to flesh out your ideas."

However, as the activities utilizing advertisements to enhance the students' performance
in writing argumentative essay took place, the students gradually were able to think more
critically as to agree or disagree on the issue discussed by weighing the pros and cons based on
the information gathered. They learned to filter information presented in the advertisements and
pointed out the advantages and disadvantages of the matter raised. Advertisements seemed to be
a helping tool to initiate students' critical thoughts and enhanced their performance in presenting
well-elaborated viewpoints when writing argumentative essay.

Despite showing improvement in the use of varied vocabulary with low frequency words
and varied sentences, there was still a loophole in the use of correct tenses and spelling in
students' writing performance. This is the area where a more specific approach should be
planned to overcome the flaws. I believe that there is a possible opportunity to achieve this goal
in the following intervention cycle.

6.0 CONCLUSIONAND FUTURE RECOMMENDATIONS
The result obtained in this study showed that the use of advertisements is able to enhance
students' performance in writing argumentative essays and fulfilled the requirements of the task
given while showing some improvements in their language organization. Nevertheless, the use of
advertisements is probably limited to certain topics of discussion where other type of materials is
required to suit the needs to write effectively. This should not be a setback to write a good
argumentative essay be it of any topic or issue. The students will be able to apply the skills to
access and filter information that they have acquired via the use of advertisements in other form
of source of materials to equip them with sufficient knowledge to write good essays as this is a
jumpstart for them to explore other variety of sources to further improve and enhance their
performance in writing argumentative essays.

9

Nevertheless, there are still plenty of rooms to improve their language performance in
writing and this can be done with further assistance from the lecturer. Since these students are
going to proceed to the next semester, I am interested in following them and further enhance
their performance not only in the task fulfillment but also their language in writing to enable
them to excel in any English tests apart from the Malaysian University English Test (MUET) as
well as to apply the skills learned in their daily lives.

REFERENCES

Binder, C.A. & Lopez, S. (2005). Writing in Process.Jurong, Singapore: Pearson, Prentice Hall
Green, D & Meara,P (Eds). (1995). International Journal.

Choo Wan Tat, et al. (20 l4). Ace Ahead Text: MUET Sixth Edition. Shah Alam: Oxford Fajar
Sdn. Bhd.

Dorney, Z. (2009). The Psychology of Second Language Acquisition. Oxford: OUP.
John, 0 & Jackson,N. (2004). Persuasion in Advertising. London: Routledge.
Stamatelou,M. (2015). A Reflection on the Use of Advertisement in Enabling Language

Learning in the EFL Classroom. Retrieve from
http://www.elted.net/uploads/7 /3/ l/6/7316005/v l7_5stamatelou.pdf.
Tucker, H. (2009). Using Advertisements to Teach English. Retrieved from

b tt12s~l/:;t,1Lti;;, i0Lb~1 the r-J~-~~~fr/~lJ"iL~Sb_

Trickett, C. (2009). Talking About Advertisement, ©BBC I British Council. Retrieved from

www.teachingenglish.org.uk.
Wee Kok Seng & Phua Ah Beng. (2014). Malaysian University English Test Paper 4: Writing

Section [800/4]. Petaling Jaya: Penerbit Ilmu Bakti sdn. Bhd.

10

Appendices
Appendix 1: Student'sWritingPerformanceChecklist on Preand Post Test

WRITING PERFORMANCE CHECKLIST PRACTICUM GROUP: _
ARGUMENTATIVE ESSAY PRE-TEST POST-TEST

NO. TASK FULFILMENT

Response to the task

1 - Appropriate, clear stand
- Consistent tone

Development of ideas
2 - Clear, supported and convincing

Presentation of viewpoints
3 - Smooth flow of ideas

- Effectively linked

4 Maturity of thoughts

NO. LANGUAGE ORGANISATION PRE-TEST POST-TEST
l Good use of low frequency or exceptional words
Correct use of tenses and spelling
2
Use discourse markers effectively
3 -Firstly, Thus, Moreover, etc.
4 Varied vocabulary

5 Varied sentences

6 Cohesive paragraphs

7 Coherent ideas

11

Appendix 2: Student's Writing Performance Checklist on Effectiveness

NAME: PRACTICUM GROUP: _

WRITING PERFORMANCE CHECKLIST

ARGUMENTATIVE ESSAY

Do you think advertisements enhance your performance in writing argumentative essays based
on these criteria?

NO. TASK FULFILMENT YES NO

Response to the task

l - Appropriate, clear stand
- Consistent tone

Development of ideas
2 - Clear, supported and convincing

Presentation of viewpoints
3 - Smooth flow of ideas

- Effectively linked

4 Maturity of thoughts

NO. LANGUAGE ORGANISATION YES NO
Good use of low frequency or exceptional words

1
Correct use of tenses and spelling

2
Use discourse markers effectively

3 -Firstly, Thus, Moreover, etc.
4 Varied vocabulary

5 Varied sentences

6 Cohesive paragraphs

7 Coherent ideas

12

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Norn bar Rujukan Kertas l<ajian :

Kolej Matrikulasi/bil: _

Bil Kriteria ULASAN KAJIAN OLEH PANEL
1 Tajuk Cadangan

2 Objektif

3 Teori

4 Metodologi

5 Dapatan

6 Rum us an

7 Lain-lain (Nyatakan) 't:c:. -{-e~(

/iV_iL -r- DR JAMIL AHMAD

· · · · · · · · · · · · · · · · · "' · · · · II · 'J'Gfbatal; . ~ . . P. .e.ns. v.a.ra. h. . {H.Kan.·qal1'n.s1 Pendl.dtk. an Cop rasmi:
'.' ·
· l\epirrn.:i1nar.1

(Nama Panel . FakuJt; :~en<11dlkaP

Universiti Kebanqsaan Malaysia

MENINGKATKAN KEMAIDRAN PELAJ~~ALAM
MENGUNGKAPKAN PERSAMAAN AM KERATAN KON KE BENTUK

PIA WAI DENGAN MENGGUNAKAN TEKNIK "BOXY-1-2-GOAL"

1 Hamzan Ahmad, 2Hasrinah Hassan

1•2Unit Matematik Kolej Matrikulasi Melaka

~l)1Ln1z~rn.frl'.J.~nJJ.1J_:Jn_n.tr.!.k:.r.~ht.nrY:~ .~)Jg~r.i..u.~1_b{i.D:b:n.ln1~.r.niiiil·_c~Q1un~'

ABSTRAK

Kajian tindakan ini bertujuan untuk meningkatkan kemahiran pelajar dalam mengungkapkan

persamaan am keratan kon ke bentuk piawai dengan menggunakan teknik "BoXY-1-2-Goal".

Teknik ini merupakan langkah-langkah yang disusun supaya membolehkan pelqjar melaksanakan

kaedah penyempurnaan kuasa dua. Subjek kajian melibatkan seramai 12 orang pelajar Program

Mentor Akademik (MeKa). Tinjauan menerusi ujian dan pemerhatian menunjukkan pelqjar

mudah melakukan kesilapan apabila melakukan proses melengkapkan kuasa dua. Ini

menyebabkan mereka menghadapi masalah untuk mengungkapkan persamaan am keratan kon ke
ttsm.bentuk piawai. Instrumen kajian ialah kertas ujian yang terdiri dari.Ii
sufljektif Data telah

dianalisis secara deskriptif dengan menggunakan frekuensi dan perati~san., Dapatan menunjukkan

bahawa penggunaan teknik ini telah menghasilkan keputusan yang menggalakkan di mana hanya /"/

seorang pelajar sahaja yang mendapat markah di bawah 40% berbanding lapan orang dalam

ujian di peringkat tinjauan awal. Manakala dalam ujian inf juga, kumpulan pelajar yang

mendapat markah melebihl 80% pula melonjak kepada 75% berbanding 0% dalam ujian

peringkat tinjauan awal.

Kata kunci: Matematik, pedagogi, a/at ha11t11 mengajar, keratan kon, matrlkulasl:

1.0 Pendahuluan
Matematik adalah proses pembelajaran yang berhierarki (Noraini 2005). Justeru, penguasaan
sesuatu kemahiran atau kefahaman sesuatu konsep adalah penting kerana ia akan menentukan
kelangsungan kefahaman dalam topik berikutnya (Subahan 1999). Antara kemahiran yang
penting dalam pembelajaran matematik ialah menukarkan bentuk am ungkapan kuadratik ke
dalam bentuk kuasa dua sempurna. Kemahiran ini mula diperkenalkan kepada pelajar semasa di
peringkat menengah dan diulang semula di peringkat Program Matrikulasi dalam sukatan
pelajaran Matematik QS015 (semester I). Malah kemahiran ini diaplikasikan sekali lagi apabila
pelajar mengikuti sukatan pelajaran Matematik QS025 (semester II) khususnya dalam topik
keratan kon yang melibatkan bulatan, elips dan parabola. Salah satu keperluan dalam sukatan
pelajaran topik ini ialah menguasai kemahiran mengungkapkan persamaan am keratan kon

kepada bentuk piawainya,
Sungguhpun demikian, masih terdapat pelajar yang belum menguasai sepenuhnya

kemahiran melengkapkan kuasa dua. Jni berdasarkan pemerhatian serta pengalaman pengajaran
serta semakan hasil tugasan dan kertas ujian pelajar. Kesan dari kegagalan pelajar menguasai
kaedah melengkapkan kuasa dua adalah amat besar kerana ia akan menjejaskan kemampuan
pelajar untuk langkah penyelesaian yang seterusnya, Dalam topik keratan kon, kekurangan ini
akan menyebabkan kesukaran kepada pelajar untuk membentuk persamaan piawai keratan ken.
Oleh itu, pengkaji berpandangan bahawa adalah perlu untuk diperkenalkan teknik yang lebih
teratur dalam melaksanakan kaedah penyempurnaan kuasa dua. Dalam masa yang sama turut
dapat membantu pelajar membentuk persamaan piawai keratan kon pada tahap kesilapan
pengiraan yang minimum. Sehubungan itu, pengkaji berpendapat teknik "BoXY l-L-Goal" adalah
suatu teknik yang boleh diaplikasikan bagi membantu pelajar yang bermasalah untuk
membentuk persamaan piawai keratan kon daripada persamaan amnya.

1

2.0 Refleksi Pengajaran Dan Pembelajaran Yang Latu

Apabila keputusan peperiksaan semester I sesi 2014/2015 diumurnkan pada awal Disember 2014,

beberapa orang pelajar yang berprestasi akademik rendah telah dikenalpasti dan diserap ke dalam

Program Mentor Akademik (MeKa). Program ini secara umumnya adalah sesi bimbingan untuk

pelajar yang menunjukkan pencapaian akademik yang kurang memuaskan di dalam ujian atau

peperiksaan. Bagi pelajar Program MeKa di bawah kendalian saya, sesi bimbingan diadakan pada

setiap hari Rabu selepas jam 4.00 petang. Pengisiannya bergantung kepada keperluan pelajar

mengikut topik. Bagi semester II, indikator dalam pemilihan pelajar MeKa ialah gred

pencapaian subjek matematik dalam peperiksaan semester I. Memandangkan topik dalam

semester II adalah lebih mencabar seperti Integration, Differential Equations, Conics dan lain-

lain lagi, maka tentulah usaha untuk membimbing kelompok pelajar ini memerlukan strategi dan

pendekatan yang bersesuaian.

Bermula minggu pertama Januari 20 I 5, kelas tutorial di bawah kendalian saya tel ah mula

membincangkan topik Conics. Topik yang terdiri dari tiga subtopik iaitu bulatan, elips dan

parabola adalah amat mencabar bagi pelajar yang masih kurang mantap dalam mernanipulasikan

ungkapan algebra kerana ia menuntut kefahaman yang baik dalam hukum algebra. Di peringkat

awal topik ini, saya telah mengesan beberapa pelajar MeKa yang mengalami kesukaran untuk

membentuk ungkapan kuasa dua selengkapnya dan juga menulis ke dalam bentuk piawai yang

dikehendaki. Pada awalnya, saya menyangkakan kelemahan ini akan diatasi selepas beberapa sesi

pengajaran dan pelajar akhirnya akan menguasai kemahiran ini. Narnun, sangkaan saya meleset

kerana apabila diadakan kuiz yang menguji kemahiran pelajar untuk menukarkan persamaan am

keratan kon ke bentuk piawai, didapati hampir keseluruhan pelajar Program MeKa tidak dapat

menjawab soalan dengan baik.

Pendekatan penyelesaian rutin yang saya gunakan nampaknya kurang berkesan untuk

pelajar MeKa dan hasil dari pemerhatian serta soal jawab semasa kelas berlangsung, saya dapati

terdapat tiga rnasalah asas kumpulan pelajar ini iaitu kurang kemahiran melengkapkan kuasa dua,

keliru dalam menyusun sebutan-sebutan dan kecuaian dalam pengiraan. Akibatnya, pelajar tentu

tidak mampu untuk mengubahsuai persamaan am keratan kon ke bentuk piawai. Kemudian, saya /,

telah mengambil inisiatif dengan menemubual pelajar-pelajar Program MeKa untuk memahami

secara lebih jelas tentang permasalahan mereka. Berikut adalah beberapa respon yang diberikan

oleh pelajar-pelajar tersebut :

Pelajar 1 Saya takut tengok persamaan elips bercampur-campur x dan

y... banyak sangat sebutannya.

Pelajar 2 Saya ni, selalu silap mengira ...sejak dari sekolah lagi.

Pelajar 3 Langkah dalam melengkapkan kuasa dua panjang sangat, susah

untuk diingat.

Pelajar 4 Bila dah siap dengan completing the square ..saya tidak mahir

untuk menukar ke bentuk piawai...macam kompleks sangat /~

Apabila saya memikirkan semula respon para pelajar ini, saya mula mengesan beberapa
masalah asas yang mungkin selama ini saya fikir bukanlah isu utama dalam pemahaman pelajar.

Rupa-rupanya bentuk persamaan am keratan kon, contohnya

4x2 - 16x + y2 + 2y = 8 sudah cukup menggerunkan bagi sesetengah pelajar berikutan kehadiran

bilangan sebutan yang banyak malah ada yang dikuasaduakan. Sekiranya pengiraan yang
melibatkan proses melengkapkan kuasa dua dimulakan tanpa dibuat pengasingan antara x dan y

2

tentunya persamaan tersebut akan kelihatan kompleks. Di samping itu, masih juga terdapat

kesilapan-kesilapan algebra dan juga kesilapan akibat kecuaian di samping kekeliruan dengan

Iangkah-langkah penyempurnaan kuasa dua yang diperkenalkan sebelum ini, Antara bentuk

kesilapan yang dikesan dilakukan oleh pelajar ialah:

Persamaan elips 4x2 - I 6x + y2 + 2y = 8 ditulis menjadi 4(x2 - l 6x) + y2 + 2y = 8

(Kesilapan akibat kecuaian kerana hanya memfaktor pekali x2 sahaja)

Persamaan elips 4x2 - l 6x +y2 + 2y = 8 ditulis sebagai

( 16) 16) (2) (2)2 - -24x2 - 16x + - 2 (
2 + y2+ 2y+ l 2 - l 2 = 8 seterusnya

(Kesilapan dalam melengkapkan kuasa dua kerana pekali x2 tidak ditukar menjadi 1)

Kesilapan seumpama ini memberikan kesan yang besar sekiranya dilakukan dalam topik
bulatan, elips dan parabola khususnya soalan yang memerlukan pelajar menukarkan bentuk
persamaan am ke bentuk piawai. Kombinasi dari jenis-jenis kesilapan yang dilakukan oleh
pelajar dan kesukaran ungkapan matematik telah mencetuskan idea kepada saya untuk
memperkenalkan teknik yang mampu memberikan panduan kepada pelajar bagi
mengungkapkan persamaan am keratan kon ke bentuk piawai.

Kepentingan kemahiran ini dapat dilihat berdasarkan kertas soalan Peperiksaan Semester
Program Matrikulasi QS025/I, bagi tiga sesi pengajian 2011/2012, 2012/2013, 2013/2014 di
mana pelajar telah diuji dengan soalan-soalan yang memerlukan pengunaan kaedah
penyempurnaan kuasa dua dan seterusnya menyatakan persamaan am keratan kon ke bentuk
piawai, Berikut adalah bilangan soalan dan pecahan markah yang diperuntukkan.

Jadual 1: Maklumat Soalan dan Agihan Markah Dalam Peperiksaan Semester Program

Matrikulasi, Matematik QS025/1 Bagi Topik Keratan Kon

Sesi Subto.E!ik Ke.E!erluan Penyelesaian Markah/100

2011/2012 Ellipse Menukar persamaan elips dari 5

bentuk am ke bentuk piawai

2012/2013 Parabola Menukar persamaan parabola dari 12

bentuk am ke bentuk piawai

2013/2014 Elips Menukar persamaan elips dari 12

bentuk am ke bentuk piawai

Manakala bagi Ujian Pertengahan Semester, pelajar juga telah diuji dengan soalan-soalan bentuk

sedemikian, Berikut adalah bilangan soalan dan pecahan markah yang diperuntukkan.

Jadual 2: Maklumat Soalan dan Agihan Markah Dalam Ujian Pertengahan Semester

Program Matrikulasi Matematik,QS025 Bagi Topik Keratan Kon

Sesi Topik Keperluan Penyelesaian Markah/50

2011/2012 Elips Menukar persamaan elips dari 12

bentuk am ke bentuk piawai

2012/2013 0

2013/2014 Elips Menukar persamaan elips dari 0
2014/2015 6

bentuk am ke bentuk piawai

3

Justeru, pada pandangan saya, terdapat keperluan untuk memastikan setiap pelajar marnpu
menguasai kaedah penyernpurnaan kuasa dua dan seterusnya rnengungkapkan bentuk am
persamaan keratan kon ke bentuk piawai.

3.0 Fokus Kajian
Fokus kajian ini adalah kepada penggunaan teknik "BoXY l-I-Goal" dalarn membantu pelajar
Program MeKa rnengatasi masalah untuk mengungkapkan persarnaan am keratan kon iaitu
persamaan am bulatan, elips dan parabola ke dalarn bentuk persarnaan am masing-masing.
Kajian ini juga memfokuskan kepada pemerhatian terhadap perubahan tingkah laku pelajar
sebelurn dan selepas intervensi diperkenalkan.

4.0 ObjektifKajian

4.1 Objektif Umum
Meningkatkan kemahiran pelajar dalam mengungkapkan persamaan am keratan kon ke bentuk
piawai.

4.2 ObjektifKhusus
Objektif khusus kajian ini adalah seperti berikut:

4.2.1 Meningkatkan kemahiran pelajar dalam menukarkan persamaan am bulatan,
elips dan parabola ke bentuk piawai.

4.2.2 Sekurang-kurangnya 70% pelajar memperolehi markah melebihi 80 dalam ujian
(penukaran persamaan am keratan kon ke bentuk piawai) dengan merrggunakan
teknik "BoXY 1-2-Goal"

5.0 Kumpulan Sasaran
Kajian ini melibatkan seramai 12 orang subjek kajian yang mengikuti Program Satu Tahun (PST)
daripada tiga kelas tutorial yang dikendalikan oleh pengkaji. Subjek kajian juga merupakan
pelajar Program MeKa yang merupakan pelajar yang mendapat gred C- dan ke bawah dalam
peperiksaan semester I. Hasil dari tinjauan awal menerusi ujian yang dilaksanakan serta
pemerhatian di dalam kelas, didapati kesemua pelajar ini tidak dapat menjawab dengan
sempurna soalan-soalan yang melibatkan penukaran persamaan am keratan kon ke bentuk
piawai.

6.0 Metodologi Kajian
Kajian ini merupakan kajian tindakan yang menggunakan ujian bertulis sebagai kayu ukur untuk
mengenalpasti pencapaian pelajar setelah teknik "BoXY 1-2-Goal" diperkenalkan.
Ujian adalah berbentuk kuantitatif dan dilaksanakan di peringkat tinjauan awal dan selepas
teknik tersebut diperkenalkan.

7.0 Pelaksanaan Kajian

7.1 Tinjauan Masalah
Dalam kajian ini, tinjauan masalah dibuat berdasarkan rekod ujian, pemerhatian ketika pelajar
menyelesaikan masalah berkaitan di dalam kelas serta temubual yang memfokuskan kepada
penukaran persamaan am keratan kon ke bentuk piawai (tinjauan awal).

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7.1.1 Pemerhatian
Sayajuga telah membuat pemerhatian ke atas tingkah laku pelajar Program MeKa semasa proses
pembelajaran dan pengajaran berlangsung iaitu sebelum dan selepas Teknik "BoXY-1-2-Goal"
diperkenalkan. Sebelum kajian dijalankan, pelajar didapati tidak yakin dengan langkah
penyelesaian yang dibuat dan sentiasa berasa kurang selesa dengan ungkapan yang mereka

anggap agak kompleks.
Apatah lagi, semasa di peringkat menengah mereka rata-ratanya tidak dapat menguasai

dengan baik teknik melengkapkan kuasa dua. Malah untuk menyusun kembali sebuatan-sebutan
agar konsisten dengan bentuk piawai juga turut rnenimbulkan kesukaran kepada pelajar.
Akhirnya, ketidakyakinan mereka terhadap kemampuan diri sendiri semakin tinggi dan
mengakibatkan mereka malu untuk bertanya semasa sesi pembelajaran. Dalam erti kata lain,
soalan yang memerlukan penukaran daripada persamaan am keratan kon kepada bentuk piawai
bukanlah sesuatu yang mudah untuk kumpulan pelajar ini.

7.1.2 Ujian Penukaran Persamaan Am Keratan Kon Ke Bentuk Piawai
Bagi mengesahkan pernerhatian tersebut, satu ujian yang merupakan tinjauan awal telah
dilaksanakan ke atas subjek kajian bagi rnengenalpasti tahap kemahiran mereka dalam
penggunaan teknik rnelengkapkan kuasa dua dan seterusnya mengungkapkan persamaan am
keratan kon ke bentuk piawai masing-masing, Ujian ini terdiri daripada item-item yang
diubahsuai dari soalan-soalan Ujian Pertengahan Semester dan juga dari kertas Peperiksaan
Semester Program Matrikulasi. Ujian ini dilaksanakan pada sesi konsultasi Program MeKa dan
subjek kajian diberi masa 45 minit untuk menjawabnya. Sebanyak 50 markah diperuntukkan
untuk 6 soalan di dalam ujian ini. Markah yang diperolehi dikira peratusannya dan

diinterpretasikan mengikut 4 tahap skor seperti dalam Jadual 4.

Jadual 4: Interpretasi Tahap Skor Pelajar Dalam Ujian

Markab(%) Interpretasi

0-39 Pencapaian lemah

40-59 Pencapaian sederhana

60- 79 Pencapaian baik

80- 100 Pencapaian cemerlang

Sumber: Ubahsuai dari Mahmud (2001)

Selepas menyemak jawapan pelajar, saya tidak memulangkan kertas jawapan mereka dan
tidak membincangkan penyelesaiannya. Sebaliknya, saya telah memperkenalkan Teknik BoXY-1-
2-Goal.

7.1.3 Langkah Pelaksanaan Teknik "BoXY 1-2- Goal"

Dalam melaksanakan teknik ini, para pelajar terlebih dahulu perlu dipastikan mahir dalam

mengaplikasikan (x + a)2 = x2 + 2ax + a2 dan seterusnya mengungkapkan x2 + 2ax sebagai (x
+ a)2- a2.

Contohnya

x2 + 4x adalah bersamaan dengan (x + 2)2 - 4

x2 - 1 Ox adalah bersamaan dengan (x - 5)2 - 25

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Berikut adalah langkah pelaksanaan Teknik "BoXY 1-2-Goal" bagi dua contoh rutin
untuk topik Conics. Bagi contoh yang pertama, melibatkan persarnaan am parabola manakala
bagi contoh yang kedua, persarnaan yang terlibat ialah persarnaan am elips.

Contoh 1:
Ungkapkan persamaan parabola y = 4x2 + 8x - 7 ke dalam bentuk piawai.

Langkah 1 : Bawa semua sebutan ke sebelah kiri dan tinggalkan sifar di sebelah kanan. Oleh itu

persamaan akan menjadi y - 4x2 - 8x + 7 = 0. Seterusnya bina jadual di mana lajur pertarna
adalah pengasingan antara sebutan x, sebutan y dan pemalar yang disebut sebagai Bring Your X

and Y (BoXY). Tuliskan juga bentuk piawai yang am sebagai matlamat yang perlu dicapai oleh

pelajar,

BoXY 1 2 Goal: y- k= 4p(x-h)2
- 4x2- 8x

y

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Langkah 2 : Bergerak ke lajur kedua dan jadikan pekali x2 dan y2 bersarnaan satu. Langkah in

dipanggil One atau dengan simbol 1.

BoXY 1 2 Goal: y- k = 4p(x- h)2
- 4x2 - 8x -4(x2+ 2x)
I
y y

7 7

Langkah 3 : Bergerak ke lajur ketiga dan tukarkan ungkapan yang berbentuk x2 + 2ax menjadi

(x + a/- c?. Langkah ini adalah proses melengkapkan kuasa dua dan dipanggil Two atau

dengan simbol 2.

BoXY 1 2 Goal: y- k= 4p(x- h)2
- 4x2- 8x -4(x2+ 2x) - 4[(x + 1 )2-12]

y y y
7 7 7

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Langkah 4 : Bergerak ke lajur ke-empat dan kumpulkan hasil dari baris 1, 2 dan 3 menjadi satu
ungkapan semula dan diringkaskan sehingga konsisten dengan bentuk piawai parabola. Langkah
ini dipanggil Goal.

BoXY 1 2 Goal : v- k = 4p(x - h)2
- 4x:z- 8x - 4(x:z+ 2x) -4[(x+ l):z-12]
-4[(x+ 1)2- l]+y+7=0
y y y
- 4(x + 1)2+ 4 + y + 7 = 0
7 7 7 -4(x+ 1)2+ y + 11=0
y+l l = 4(x+ 1)2 Ans
y- k = 4p(x - h)2

Contoh 2:

Ungkapkan persamaan elips 4x2 + y2 -I 6x + 2y=8 ke dalam bentuk piawai

Langkah 1 : Bawa semua sebutan ke sebelah kiri dan sifar di sebelah kanan, menjadi

4x2 +y2 -16x + 2y - 8 = 0 dan binajadual di mana lajur pertama adalah pengasingan antara

sebutan x, sebutan y dan pemalar yang disebut sebagai Bring Your X and Y (BoXY). Tuliskan
juga bentuk piawai yang am sebagai matlamat yang perlu dicapai oleh pelajar,

BoXY 1 2

y2+2y
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Langkah 2 : Bergerak ke lajur kedua dan jadikan peka\i x2 dan y2 bersamaan satu. Langkah ini

dipanggil One atau dengan simbol 1.

BoXY 1 2 (x-h)2 + (y-k)2 =1
b2
4xL - 16x 4(x2 - 4x) Goal: a2
y2+2y y2+2y

-8 -8

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