Konvensyen Penyelidikan Pendidikan Program Matrikulasi Tahun 2019
bermakna, amalan pensyarah yang sederhana mempunyai kaitan langsung dengan tahap
pengetahuan pensyarah. Berdasarkan dapatan ini, boleh dirumuskan amalan pentaksiran
akan bertambah baik apabila pengetahuan pensyarah tentang dimensi ini meningkat.
Oleh itu pensyarah perlu diberi pendedahan dengan lebih mendalam tentang konsep
pengajaran dan pembelajaran melalui pendekatan OBE kerana pentaksiran pembelajaran
menjadi salah satu komponen utama dalam proses pengajaran dan pembelajaran kerana
pentaksiran ini berperanan mengukuhkan pembelajaran murid, meningkatkan
keberkesanan pengajaran guru dan memberi maklumat yang sah tentang apa yang telah
dilaksanakan atau dicapai dalam satu-satu proses pengajaran dan pembelajaran. Walau
bagaimanapun, objektif pentaksiran pembelajaran tidak akan tercapai jika perlaksanaan
dan proses pentaksiran tidak dilakukan dengan baik dan sempurna. Pentaksiran
pembelajaran memerlukan proses bermula dari pembinaan item dan instrumen
pentaksiran sehingga kepada penilaian. Maka pentingnya dalam memilih dan membina
item pentaksiran supaya proses pentaksiran dapat memberikan maklumat tentang
pengajaran dan pembelajaran guru dan pencapaian semasa pelajar terhadap
pembelajaran.
Sebagai rumusan, data menunjukkan pengetahuan pensyarah tentang
pelaksanaan OBE dalam dimensi pentaksiran dalam kelas khususnya pemilihan
strategi dan pembinaan dokumen JSU hanya berada pada tahap sederhana. Kursus-
kursus dan bengkel yang dijalankan kurang berjaya memberi pendedahan dan
pengetahuan kepada pensyarah. Hubungan pengetahuan dan amalan juga menunjukkan
kaitan yang positif dimana tahap amalan berhubung secara langsung dengan tahap
pengetahuan.
5.2 Cadangan
Hasil dari dapatan kajian, penyelidik berharap semua pihak perlu mengambil perhatian yang
sewajarnya tentang pelaksanaan pengajaran melalui pendekatan OBE khususnya dalam
kemahiran pentaksiran dalam kelas. Penglibatan pelbagai pihak dalam memainkan peranan ini
merupakan satu usaha yang sangat baik dalam menjamin peningkatan pengetahuan dan amalan
pensyarah. Selari dengan Nooraza & Aminah Bibi (2012), penilaian secara berterusan oleh
pensyarah menjadi satu kemestian dengan menggunakan pelbagai teknik penilaian bagi
memastikan sebarang keputusan penilaian yang bakal diambil berdasarkan kebolehan pelajar
dari aspek kognitif, afektif dan psikomotor.
Oleh kerana kajian ini adalah kajian awal semenjak OBE diperkenalkan di Kolej
Matrikulasi Kelantan, dapatan ini memberi satu sumber maklumat untuk pensyarah
menambahbaik amalan sedia ada terutama dalam dimensi pembinaan JSU dan menjajarkan
CLO dan PLO dengan strategi pengajaran dan menjajarkan CLO dan PLO dengan strategi
pentaksiran selari dengan pernyataan standard yang terkandung dalam Spesifikasi Kurikulum
(CS). Dengan cara ini, diharapkan pensyarah mendapat kesedaran untuk lebih kreatif dalam
memberikan aktiviti-aktiviti yang lebih mencabar kepada pelajar sebagai asas dalam
melahirkan pensyarah yang mampu mempraktikkan amalan PdPc berasaskan OBE untuk
melahirkan pelajar yang lebih berketrampilan sejajar dengan keperluan institusi pengajian
tinggi.
Kajian selanjutnya boleh ditumpukan kepada melihat perbezaan pengetahuan dan
amalan pensyarah dari segi tempoh perkhidmatan, gred jawatan, kelayakan akademik dan
jabatan berkerja.
16
Konvensyen Penyelidikan Pendidikan Program Matrikulasi Tahun 2019
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manuscript, University of Newcastle, Faculty of Education.
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application and practice (7th ed.). New York: John Wiley & Sons.
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Mohamad Sahari, N. (1999). Pengujian dan penaksiran di bilik darjah. Kuala Lumpur: UIAM
Press.
Nooraza Binti Othman dan Aminah Bibi Binti Bawamohiddin. (2012). Keberkesanan
Penggunaan Jadual Spesifikasi Pentaksiran (JSP) Di Dalam Kurikulum Politeknik
Malaysia: Kajian Kes Di Jabatan Teknologi Maklumat dan Komunikasi (JTMK)
dan Jabatan Matematik Sains DanKomputer (JMSK). Prosiding Seminar
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Norhayati Zakaria, Mohd Zulfazli Raub Khan dan Mohd Aswad Othman (2013). Tahap
Implementasi Outcome Based Education Dalam Proses Pembelajaran dan
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Indonesia, January 7 – 9.
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www.utexas.edu/academic/mec,
18
AMALAN PENILAIAN BERTERUSAN DALAM KALANGAN
PENSYARAH MATEMATIK KOLEJ MATRIKULASI JOHOR
1Nor Hafizah Binti Abd Mujib, 2Syahida Binti Samsudin
Unit Matematik. Kolej Matrikulasi Johor
[email protected] , [email protected]
ABSTRAK
Penilaian Berterusan (PB) merupakan suatu transformasi dalam sistem pendidikan di kolej matrikulasi
di Malaysia yang digunakan bagi mentafsir bidang akademik dan bukan akademik serta memberi
pengiktirafan dan autonomi kepada pensyarah untuk melaksanakan penilaian berterusan. Justeru kajian
ini dijalankan untuk mengenal pasti amalan PB dalam kalangan pensyarah Matematik Kolej Matrikulasi
Johor (KMJ). Seramai 28 orang pensyarah matematik yang terdiri daripada 6 orang pensyarah lelaki
dan 22 orang pensyarah perempuan yang mengajar matematik di KMJ telah dipilih sebagai sampel bagi
kajian ini. Kajian ini dijalankan secara kaedah kajian tinjauan dan menggunakan soal selidik dalam
proses pengumpulan data. Dapatan kajian telah dianalisis menggunakan analisis statistik deskriptif dan
statistik inferens bagi menjawab persoalan kajian. Hasil kajian mendapati bahawa skor min
keseluruhan amalan PB dalam kalangan pensyarah matematik KMJ adalah tinggi dan tidak terdapat
perbezaan yang signifikan antara amalan PB dengan pengalaman mengajar. Melalui kajian ini,
diharapkan ianya dapat membantu dan menjadi panduan kepada pensyarah matematik yang lain untuk
meningkatkan amalan mereka dalam amalan PB di kolej masing-masing.
Kata kunci: Penilaian Berterusan, amalan pensyarah, pensyarah matematik
1.0 PENDAHULUAN
1.1 Pengenalan
Penilaian dalam proses pengajaran dan pembelajaran (PdP) merupakan aspek penting yang dapat
membantu meningkatkan keberkesanan proses PdP di samping dapat mencungkil potensi dan bakat
pelajar (Ali, 2008). Tiga komponen utama yang terkandung dalam setiap PdP adalah objektif
pengajaran, pengalaman pembelajaran dan penilaian (Nordin & Bakar, 2008). Maka, proses PdP tidak
lengkap jika tiada penilaian dilaksanakan.
Ledakan era globalisasi, pembelajaran abad ke-21 dan revolusi industri 4.0 dalam pendidikan
menyaksikan bahawa PdP bukan berasaskan peperiksaan semata-mata. Bagi merealisasikan kehendak
kerajaan untuk memperkasakan program matrikulasi, Bahagian Matrikulasi Kementerian Pendidikan
Malaysia (BMKPM) dalam usaha untuk mendapatkan akreditasi dari Malaysian Qualification Agency
(MQA) ke arah sistem pendidikan berasaskan Outcome Based Education (OBE) adalah untuk
melahirkan para pelajar yang berkualiti dan boleh bersaing di peringkat antarabangsa.
Penambahbaikan sistem Penilaian Berterusan (PB) berteraskan OBE dapat menolak pemikiran
masyarakat bahawa pendidikan adalah berorientasikan peperiksaan semata-mata. Justeru, perubahan
Spesifikasi Kurikulum Program Matrikulasi dapat diaplikasikan melalui Program Learning Outcome
(PLO) bagi matapelajaran matematik seperti berikut:
PLO 1: Memperolehi pengetahuan dalam bidang sains dan matematik sebagai asas kepada
pendidikan peringkat tinggi
PLO 3: Mengaplikasi pemikiran logik, analitikal dan kritis dalam kajian saintifik dan
penyelesaian masalah.
PLO 5: Berkolaborasi secara berkesan sesama ahli dalam kerja berkumpulan.
1
Manakala pemetaan Course Learning Outcome (CLO) kepada PLO bagi matapelajaran matematik
ditunjukkan dalam Jadual 1:
Jadual 1: Hasil Pembelajaran Kursus (Course Learning Outcome (CLO)) Matapelajaran
Matematik
CLO PEMETAAN CLO KEPADA PLO JURUSAN SAINS
PLO 1 PLO 2 PLO 3 PLO 4 PLO 5 PLO 6
CLO 1 Menjelaskan konsep asas
X
dan teori Algebra, Kalkulus
X
dan Statistik.
X
CLO 2 Menyelesaikan
permasalahan Matematik
dengan menggunakan
pemikiran logik dan analitik.
CLO 3 Menunjukkan cara kerja
berpasukan yang berkesan
dalam pengendalian tugasan
kumpulan.
Sumber: Bahagian Matrikulasi KPM
Penilaian dalam proses PdP adalah bertujuan untuk meningkatkan pembelajaran. Ia adalah proses
mencari dan mentafsir bukti untuk digunakan oleh pensyarah dan pelajar untuk membuat keputusan
dalam pembelajaran pelajar (Dikli, 2003). Sistem penilaian memberi penekanan kepada penilaian
berterusan yang bertujuan untuk membantu pembelajaran pelajar. Di samping menjalankan penilaian
berterusan, informasi yang berkaitan perlu direkodkan oleh pensyarah bagi melihat kemajuan pelajar.
Bagi pelajar yang masih belum menguasai sesuatu topik, pemulihan akan diberikan. Dengan cara ini,
penilaian dapat digunakan dengan lebih efektif.
1.1 Penyataan Masalah
Di peringkat matrikulasi, proses pengajaran dan pembelajaran tidak tertumpu kepada pembinaan
pengetahuan sahaja, sebaliknya pelajar turut digalakkan untuk mengembangkan kemahiran lain
seperti berkomunikasi, kemahiran menyelesaikan masalah dan bersosial. Penilaian berterusan
pelajar adalah satu cara untuk mengenalpasti dan mengukur tahap kefahaman pelajar semasa
mereka membuat pembentangan, tugasan dan menilai kerjasama antara ahli kumpulan. Namun,
pensyarah menghadapi kesukaran untuk menilai pelajar dan mereka tidak mempunyai kepakaran
untuk menilai pelajar mereka (Tuah, 2006).
Kajian yang dijalankan oleh Campbell, C. (2012), tenaga pengajar tidak bersedia memenuhi
permintaan untuk melaksanakan pentaksiran di dalam kelas kerana tidak mempunyai latihan yang
mencukupi. Hall dan Kleine (1992) serta Nolen, Haladyna dan Haas (1992) dalam kajian Rohaya
Talib et. al (2014) menyatakan terdapat juga tenaga pengajar yang dilaporkan terlibat dalam
mengajarkan item ujian kepada pelajar, memberi petunjuk serta mengubah jawapan pelajar di
mana hal ini menimbulkan isu tidak telus dalam melaksanakan pentaksiran.
Justeru itu, kajian ini dijalankan untuk melihat sejauh mana amalan Penilaian Berterusan (PB)
dalam kalangan pensyarah matematik telah dilaksanakan mengikut kehendak dan keperluan yang
telah digariskan oleh Bahagian Matrikulasi KPM.
1.2 Definisi Istilah
2
• Penilaian – sistem atau proses yang meliputi aktiviti mengumpul maklumat tentang strategi dan
aktiviti PdP, untuk membuat analisis dan keputusan yang sewajarnya.
• Berterusan – Berlaku dari semasa ke semasa.
1.3 Objektif Kajian
Kajian ini dijalankan untuk :
1. Mengenalpasti amalan Penilaian Berterusan (PB) dalam kalangan pensyarah matematik kolej
matrikulasi.
2. Mengenalpasti hubungan amalan PB dalam kalangan pensyarah matematik dengan pengalaman
mengajar.
3. Mengenalpasti kekuatan dan kelemahan atau masalah yang dihadapi semasa pelaksanaan PB.
1.4 Persoalan Kajian
Kajian ini dijalankan untuk menjawab persoalan berikut :
1. Apakah tahap amalan PB dalam kalangan pensyarah matematik matrikulasi?
2. Adakah terdapat perbezaan amalan PB dalam kalangan pensyarah matematik matrikulasi
berdasarkan pengalaman mengajar?
3. Apakah kekuatan dan kelemahan semasa pelaksanaan PB?
1.5 Fokus dan Kepentingan Kajian
Dapatan kajian ini dapat memberi gambaran tentang sejauh mana amalan PB dalam
kalangan pensyarah matematik matrikulasi dapat memberi manfaat kepada pihak pensyarah untuk
memantapkan lagi kemahiran menilai pelajar. Selain itu, ia juga dapat memberi kesedaran kepada
pensyarah untuk mempertingkatkan profesionalisme perguruan mereka seterusnya memperbaiki
kualiti PB terhadap pelajar mereka. Dengan itu, amalan terbaik PB dapat diperluas dan dikongsi
bersama dalam kalangan pensyarah supaya kualiti PB pelajar dapat dipertingkatkan.
1.6 Batasan Kajian
Kajian ini hanya terhad kepada pensyarah matematik Kolej Matrikulasi Johor sesi
2018/2019. Dapatan kajian ini merupakan amalan PB dalam kalangan pensyarah matematik
daripada sampel pensyarah yang telah dipilih dan sebarang kesimpulan perlu dibuat dengan berhati-
hati.
2.0 TINJAUAN LITERATUR
Penilaian merupakan perihal atau perbuatan menilai dan menaksir (Kamus Dewan, 1994:930).
Pentaksiran merupakan satu aspek penting dalam proses pengajaran dan pembelajaran. Istilah
pentaksiran akan secara langsung membawa kita kepada ujian dan peperiksaan walaupun secara
realitinya ujian dan peperiksaan adalah subset kepada satu set yang lebih luas iaitu pentaksiran. Ujian
dan penilaian adalah instrumen yang digunakan untuk mengumpul dan membekalkan maklumat yang
merangkumi pengukuran yang boleh diringkaskan dalam bentuk kuantitatif dan digunakan sebagai
indikator pencapaian pelajar (Herman & Baker, 2009).
3
Penilaian ialah suatu proses yang berterusan bagi mendapatkan maklumat semula dengan
tujuan supaya penggubahan kepada pelajar dalam aspek pemikiran dan tingkah laku dapat dilakukan
dengan sempurna (Asri, 2012). Guru perlu melakukan penilaian dan melaksanakan PBS dengan
mentadbir, menaksir, menskor dan merekod pencapaian afektif pelajar di peringkat sekolah (Zamri,
Mohamad Amin & Nik, 2010).
Hasil kajian yang dijalankan oleh Barksdale-Ladd dan Thomas (2000) telah mengemukakan
enam amalan terbaik dalam pentaksiran. Amalan-amalan tersebut terdiri daripada (a) menyediakan
maklum balas untuk membantu murid meningkatkan pembelajaran mereka; (b) sebagai sebahagian
daripada hasil kerja murid yang boleh dimuatkan dalam portfolio; (c) pentaksiran yang fleksibel dan
tidak mendominasi kurikulum; (d) memastikan pentaksiran mengandungi arahan untuk membantu guru
meningkatkan pengajaran sekali gus memastikan pembelajaran murid; (e) pentaksiran dari semasa ke
semasa mengikut kelas serta; (f) menggunakan lebih daripada satu bentuk pentaksiran untuk menilai
pembelajaran murid.
Pentaksiran sering dikaitkan dengan ujian dan peperiksaan yang diambil oleh murid. Menurut
Russell dan Airasian (2012), ujian merupakan prosedur formal dan sistematik yang digunakan untuk
mengumpul maklumat mengenai pencapaian murid. Selain ujian, terdapat pelbagai bentuk pentaksiran
yang boleh digunakan seperti portfolio, pemerhatian mahupun projek. Pentaksiran kebiasaannya
memberi tumpuan terhadap pembelajaran individu, persekitaran pembelajaran, institusi yang terlibat
serta sistem pembelajaran (Azizi, 2010). Oleh yang demikian, proses pentaksiran 3 hendaklah
disepadukan dengan aktiviti-aktiviti dalam bilik darjah supaya pentaksiran yang dijalankan dapat
meningkatkan keberkesanan pengajaran dan pembelajaran.
Maklumat berkaitan amalan pentaksiran guru penting agar tindakan sewajarnya dapat diambil
untuk meningkatkan kemahiran pentaksiran dalam kalangan guru. Oleh sebab kurangnya maklumat
mengenai amalan pentaksiran guru, maka Ong dan Suah (2012) menjalankan suatu kajian bagi
mengenal pasti amalan pentaksiran guru dalam perkhidmatan. Zhang dan Burry-Stock (2003)
sependapat dengan menyatakan kurangnya kajian dijalankan bagi mengetahui pendapat guru mengenai
amalan serta kemahiran yang dimiliki mengenai pentaksiran. Selain itu, Suah, Ong dan Shuki (2010)
turut menekankan amalan dan kemahiran pentaksiran yang dimiliki oleh guru sehingga kini masih
kurang diketahui. Kekurangan alat mengukur berkaitan amalan pentaksiran guru ini menyebabkan
kurang penekanan diberikan tentang peri pentingnya amalan pentaksiran yang mampu mempengaruhi
keberkesanan pengajaran dan pembelajaran.
Pendidik yang ditugaskan untuk mengajar mengikut sukatan kurikulum yang baharu juga
merasa terbeban dengan silibus yang lebih menekankan pencapaian pelajar secara menyeluruh serta
perlu mengikut standard yang telah ditetapkan. Keadaan ini menyebabkan tenaga pengajar memberikan
persepsi yang negatif terhadap sistem penilaian untuk melihat perkembangan dan pencapaian pelajar.
Justeru, pelaksanaan penilaian dilihat sebagai cabaran baru kepada para pendidik dalam aspek integriti
dan kesediaan golongan ini sebagai pelaksana (Maslin Adnan, 2014).
Harlen dan Crick dalam Harlen (2007), menegaskan bahawa akauntabiliti pendidik yang dinilai
berdasarkan pencapaian pelajar dalam peperiksaan memberi tekanan kepada pendidik untuk
meningkatkan pencapaian pelajar dan pendidik mengambil jalan mudah dengan mengajar murid untuk
penyediaan peperiksaan.
Kajian Yong dan Lim (2008) mendapati bahawa amalan pengajaran guru adalah lebih tertumpu
kepada aspek latih tubi dan latihan. Guru tidak mempelbagaikan kaedah untuk membolehkan murid
memahami dan mengaplikasikan maklumat tersebut serta membuat penaakulan.
3.0 METODOLOGI KAJIAN
4
Kajian ini menggunakan kaedah tinjauan melalui penggunaan instrumen soal selidik yang
telah diberikan kepada responden menggunakan google form. Soal selidik tersebut merupakan hasil
pengubahsuaian daripada kajian terdahulu oleh Mahmud et. al (2015) dan Mohamad & Ahmad
(2014) untuk disesuaikan dengan persoalan kajian dan juga keadaan persekitaran kajian. Tujuannya
adalah untuk melihat amalan PB dalam kalangan pensyarah matematik matrikulasi terhadap
beberapa konstruk yang telah dikenalpasti.
3.1 Kerangka Konseptual
Kajian ini bertujuan untuk mengenalpasti amalan terbaik PB dalam kalangan pensyarah
matematik matrikulasi. Sehubungan itu, amalan tersebut dinilai melalui konstruk pengetahuan,
penyediaan soalan, rubrik penilaian, refleksi dan pengurusan rekod.
Pengetahuan mewakili faktor pengetahuan pensyarah terhadap PB yang diberikan kepada
pelajar. Penyediaan soalan mewakili penyediaan instrumen tugasan individu, tugasan kumpulan,
perbincangan kumpulan dan kuiz. Rubrik penilaian mewakili rubrik yang telah ditetapkan oleh
Bahagian Matrikulasi Kementerian Pendidikan Malaysia (BMKPM). Refleksi pula mewakili
tindakan pensyarah setelah PB dijalankan samada mengadakan sesi konsultasi bersama pelajar dan
melaksanakan program pengukuhan dan pengayaan bagi persediaan pelajar ke arah Peperiksaan
Semester Program Matrikulasi (PSPM). Pengurusan rekod mewakili perekodan dokumen yang
melibatkan PB seperti pengesahan item soalan, eviden tugasan pelajar dan markah pelajar.
Kelima-lima konstruk yang ingin dikaji ini dipilih hasil daripada dapatan kajian yang telah
dibuat oleh Mahmud et. al (2015) dan Mohamad & Ahmad (2014) ditunjukkan dalam Rajah 1:
Rajah 1 : Kerangka Konseptual Kajian
Pengetahuan Amalan Penilaian
Penyediaan Soalan Berterusan dalam kalangan
Rubrik Penilaian
Refleksi pensyarah matematik
Pengurusan Rekod matrikulasi
Model Slavin (1994)
Persampelan
Sampel yang telah dipilih adalah 28 orang pensyarah matematik Kolej Matrikulasi Johor
terdiri daripada 6 orang pensyarah lelaki dan 22 orang pensyarah perempuan bagi sesi 2018/ 2019,
dengan julat pengalaman mengajar antara 1 – 25 tahun.
3.2 Instrumen Kajian
Soal selidik yang digunakan dalam kajian ini berbentuk soalan tertutup dan terbahagi kepada dua
bahagian. Bahagian A bertujuan untuk memperoleh maklumat secara umum tentang latar belakang
responden yang terdiri daripada jantina, bangsa, pengalaman mengajar dan kelayakan akademik.
Bahagian B pula terdiri daripada 20 item yang dibahagikan kepada 5 bahagian mengikut konstruk
dan lebih kepada analisa amalan PB pensyarah matematik matrikulasi. Item-item ini disediakan
dengan menggunakan skala likert 5 – poin sebagai jawapan yang mengandungi lima peringkat
perskalaan seperti berikut :
1 23 45
Sangat Tidak Tidak Setuju Tidak Pasti Setuju Sangat
Setuju 5 Setuju
3.3 Rekabentuk dan Prosedur
Kajian ini berbentuk deskriptif dan menggunakan borang soal selidik yang bertujuan untuk
mendapatkan maklumat latar belakang responden dan amalan PB pensyarah matematik matrikulasi.
Maklumat yang diterima dianalisis dengan menggunakan statistik deskriptif untuk mendapatkan
kekerapan, peratusan, min dan sisihan piawai. Latar belakang responden dianalisis dengan
menggunakan kekerapan dan peratusan. Amalan PB pensyarah matematik mengikut item dianalisis
dengan menggunakan taburan min skor dan sisihan piawai.
4.0 DAPATAN KAJIAN
Profil Responden
Maklumat demografi responden ditunjukkan dalam Jadual 2 berikut:
Jadual 2: Demografi responden
Demografi Bilangan Peratus (%)
6 21.4
Jantina Lelaki 22 78.6
5 17.9
Perempuan 11 39.3
2 7.1
Pengalaman Mengajar 1 – 5 tahun 10 35.7
19 67.9
6 - 10 tahun 9 32.1
11 - 15 tahun
> 16 tahun
Kelayakan akademik Ijazah Sarjana Muda
Ijazah Sarjana
ANALISIS KAJIAN DAN INTERPRETASI DATA
Bahagian ini membincangkan tentang analisis dan penaksiran data yang dikumpulkan
daripada soal selidik yang telah dijalankan ke atas responden. Kelima-lima konstruk amalan PB
tersebut disenaraikan menggunakan perwakilan seperti berikut :
Konstruk 1 : Pengetahuan pensyarah terhadap PB (P)
Konstruk 2 : Penyediaan item soalan (S)
Konstruk 3 : Rubrik penilaian (R)
Konstruk 4 : Refleksi pensyarah setelah PB diberikan (Re)
Konstruk 5 : Pengurusan rekod (PR)
Konstruk-konstruk tersebut diwakili oleh item-item yang telah digabungkan untuk tujuan
memudahkan analisis. Ini kerana, item-item tersebut dibina berdasarkan faktor yang telah
ditetapkan.
4.1 Min, Sisihan Piawai, Kebolehpercayaan Amalan Penilaian Berterusan dalam Kalangan
Pensyarah Matematik
6
Kesemua lima konstruk amalan PB pensyarah matematik di peringkat matrikulasi telah
dianalisis seterusnya membentuk min, sisihan piawai dan kebolehpercayaan, ditunjukkan dalam
Jadual 3 berikut :
Jadual 3 : Analisis Deskriptif Mengikut Konstruk
Min Sisihan Piawai Cronbach Alpha, α
Pengetahuan 4.39 0.19 0.85
Penyediaan Soalan
Rubrik Penilaian 4.20 0.26 0.73
Refleksi 4.03 0.33 0.75
Pengurusan Rekod
4.14 0.06 0.76
3.86 0.21 0.78
Keputusan analisis Jadual 1 menunjukkan bahawa nilai kebolehpercayaan Alpha Cronbach
bagi kelima-lima konstruk yang menguji amalan PB terhadap subjek matematik di dalam situasi
lokasi kajian memperoleh nilai melebihi 0.70 serta memenuhi syarat yang dikemukakan oleh
Cronbach (2004) yang menyatakan bahawa item-item baru atau yang diubahsuai mestilah
mempunyai nilai kebolehpercayaan Alpha Cronbach yang melebihi paras 0.70. Nilai Alpha
Cronbach bagi keseluruhan item yang diuji adalah 0.775 yang menunjukkan bahawa item-item
yang diuji mempunyai tahap kebolehpercayaan dan kepelbagaian yang sesuai untuk menjamin
ketepatan hasil dapatan kajian.
Berdasarkan keputusan di atas, dapat dirumuskan bahawa instrumen amalan PB dalam
kalangan pensyarah matematik yang digunakan dalam kajian ini adalah sah dan boleh dipercayai
bagi tujuan pemprosesan data di peringkat seterusnya.
4.2 Dapatan Analisis Amalan PB dalam dalam Kalangan Pensyarah Matematik
Analisis mengikut skor min bagi amalan PB dalam kalangan pensyarah matematik
ditunjukkan dalam Jadual 5. Nilai min yang diperolehi daripada sampel kajian ditunjukkan dalam
bentuk jadual dan interpetasi min yang dibuat berdasarkan jadual interpretasi skor min (Jadual 4).
Jadual 4: Interpretasi Skor Min Amalan PB
Skor min Interpretasi Tahap
1.01 – 2.33 Rendah Lemah
2.34 – 3.66 Sederhana
3.67 – 5.00 Sederhana Baik
Sumber: Mohd Najib 2003 Tinggi
Jadual 5a: Min Dan Sisihan Piawai Amalan Pb Bagi Konstruk Pengetahuan
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Bil. Item Min Tahap Skor Sisihan
Min Piawai (SP)
1 Saya mendapat pendedahan daripada pihak atasan 4.46 Tinggi 0.69
bagi melaksanakan PB pelajar
2 Saya memahami dengan baik pelaksanaan PB 4.36 Tinggi 0.62
pelajar
3 Saya mempunyai inisiatif untuk meningkatkan 4.25 Tinggi 0.59
ilmu tentang PB
4 Saya bersedia untuk berkongsi kefahaman saya 4.50 Tinggi 0.58
dengan rakan sejawat tentang PB
Skor min keseluruhan 4.39 Tinggi
Jadual 5a menunjukkan bahawa skor min setiap item dalam amalan PB dalam kalangan
pensyarah matematik bagi konstruk pengetahuan berada adalah tinggi. Item yang mempunyai min yang
paling rendah ialah ‘Saya mempunyai inisiatif untuk meningkatkan ilmu tentang PB’ (Min = 4.25 dan
SP = 0.59). Secara keseluruhannya menunjukkan bahawa pensyarah mempunyai pengetahuan yang baik
tentang pelaksanaan PB.
Jadual 5b: Min Dan Sisihan Piawai Amalan PB Bagi Konstruk Penyediaan Soalan
Bil. Item Min Tahap Skor Sisihan
Min Piawai (SP)
1 Saya menggubal soalan tugasan mengikut 4.12 Tinggi 0.91
"Course Learning Outcome" (CLO) yang telah
ditetapkan (jika anda penggubal soalan)
2 Saya menggunakan buku rujukan bagi menggubal 4.18 Tinggi 0.72
soalan tugasan
3 Soalan yang digubal disemak oleh pensyarah 4.50 Tinggi 0.58
kanan
4 Saya menyediakan soalan tugasan berpandukan 4.37 Tinggi 0.63
Jadual Spesifikasi Ujian (JSU)
5 Saya membina sendiri soalan tugasan pelajar 3.82 Tinggi 1.22
(pembentangan kumpulan dan perbincangan
kumpulan)
Skor min keseluruhan 4.20 Tinggi
Dapatan yang ditunjukkan dalam Jadual 5b diperkukuhkan dengan min dan sisihan piawai amalan
PB dalam kalangan pensyarah matematik Kolej Matrikulasi Johor terhadap konstruk penyediaan soalan.
Item yang mempunyai min yang paling rendah ialah ‘Saya membina sendiri soalan tugasan pelajar
(pembentangan kumpulan dan perbincangan kumpulan)’ (Min = 3.82 dan SP = 1.22). Manakala item
yang mempunyai min tinggi iaitu ‘Soalan yang digubal disemak oleh rakan pensyarah’ (min = 4.50 dan
SP = 0.58). Ini menunjukkan soalan tugasan yang diberikan kepada pelajar adalah sah kerana telah
melalui proses pemeriksaan.
Jadual 5c: Min Dan Sisihan Piawai Amalan PB Bagi Konstruk Rubrik Penilaian
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Bil. Item Min Tahap Skor Sisihan
Min Piawai (SP)
1 Saya mengetahui setiap rubrik yang diberikan 4.21 Tinggi 0.69
2 Pelajar dimaklumkan tentang rubrik penilaian 4.39 Tinggi 0.63
3 Saya menilai hasil tugasan pelajar mengikut skala 4.50 Tinggi 0.51
rubrik yang telah ditetapkan
4 Saya menghadapi kesukaran untuk menilai 3.00 Sederhana 1.25
pelajar berdasarkan rubrik yang diberikan
Skor min keseluruhan 4.03 Tinggi
Taburan min dan sisihan piawai amalan PB dalam kalangan pensyarah matematik terhadap
konstruk rubrik penilaian ditunjukkan dalam Jadual 5c. Item yang menunjukkan min tertinggi adalah
‘Saya menilai hasil tugasan pelajar mengikut skala rubrik yang telah ditetapkan’ (min = 4.50 dan SP =
0.51) sementara item yang mempunyai min terendah iaitu berada pada tahap sederhana ialah
‘menghadapi kesukaran untuk menilai pelajar berdasarkan rubrik yang diberikan’ (min = 3.00 dan SP
= 1.25). Dapatan ini menunjukkan bahawa pensyarah kurang menghadapi kesukaran untuk menilai
pelajar berdasarkan rubrik yang telah diberikan.
Jadual 5d: Min Dan Sisihan Piawai Amalan PB Bagi Konstruk Refleksi
Bil. Item Min Tahap Skor Sisihan
1 Saya memaklumkan kepada pelajar kekuatan Min Piawai (SP)
hasil kerja mereka
4.25 Tinggi 0.59
2 Saya merancang aktiviti pengukuhan untuk
pelajar 4.14 Tinggi 0.52
3 Saya mengadakan perbincangan bersama pelajar 4.18 Tinggi 0.55
kelemahan hasil kerja mereka
4.00 Tinggi 0.67
4 Saya menganalisis hasil PB untuk tindakan
susulan 4.14 Tinggi
Skor min keseluruhan
Dapatan daripada Jadual 5d menunjukkan bahawa pernyataan yang memberikan min tertinggi bagi
konstruk refleksi adalah ‘memaklumkan kepada pelajar kekuatan hasil kerja mereka’ (min = 4.25 dan
SP = 0.59), diikuti dengan pernyataan ‘Saya mengadakan perbincangan bersama pelajar kelemahan
hasil kerja mereka’ (min = 4.18 dan SP = 0.55). Dapatan ini menunjukkan bahawa responden membuat
maklum balas terhadap kekuatan dan kelemahan hasil tugasan pelajar.
Jadual 5e: Min Dan Sisihan Piawai Amalan PB Bagi Konstruk Pengurusan Rekod
Bil. Item Min Tahap Skor Sisihan
1 Saya mempunyai folder/ fail khas untuk Min Piawai (SP)
menyimpan maklumat PB pelajar
4.21 Tinggi 0.69
2 Saya menyimpan koleksi tugasan pelajar untuk
dijadikan sebagai eviden 3.93 Tinggi 0.86
3 Maklumat PB dikongsi bersama rakan sejawat, 3.43 Sederhana 1.10
pentadbir dan ibubapa jika perlu
Skor min keseluruhan 3.86 Tinggi
9
Jadual 5e pula menunjukkan taburan min dan sisihan piawai bagi konstruk pengurusan rekod.
Item ‘Saya mempunyai folder/ fail khas untuk menyimpan maklumat PB pelajar’ mempunyai min
tertinggi (min = 4.21 dan SP = 0.69) Manakala item dengan min terendah adalah ‘Maklumat PB
dikongsi bersama rakan sejawat, pentadbir dan ibubapa jika perlu’ (min = 3.43 dan SP = 1.10) berada
pada tahap sederhana. Ini menunjukkan bahawa pensyarah matematik menguruskan penyimpanan
rekod PB dengan baik.
Penyelidik juga memberikan soalan kepada responden berkenaan dengan kebaikan pelaksanaan
PB. Peratus jawapan responden ditunjukkan dalam Rajah 2 berikut:
Kekuatan atau kebaikan melaksanakan PB
SETANDING DENGAN PENDIDIKAN DI NEGARA MAJU 19.30% 50.40% 70%
MENGGALAKKAN PEMIKIRAN ARAS TINGGI 10% 20% 42%
DAPAT MENINGKATKAN MOTIVASI PELAJAR
52.90%
DAPAT MENILAI PRESTASI PELAJAR SECARA ADIL DAN 51.30%
SAKSAMA
58%
PENILAIAN SECARA HOLISTIK DAN MENYELURUH 30% 40% 50% 60%
MENINGKATKAN KREATIVITI DAN POTENSI PELAJAR
0%
Rajah 2: Peratus jawapan responden terhadap kebaikan pelaksanaan PB
Sebanyak 58% responden menyatakan bahawa pelaksanaan PB dapat meningkatkan kreativiti
dan potensi pelajar dan 52.9% pula menyatakan bahawa PB dapat menilai prestasi pelajar secara adil
dan saksama. Dapatan ini menunjukkan bahawa PB dapat melahirkan pelajar yang berfikiran kreatif
dan inovatif.
Di samping itu, penyelidik memberikan soalan kepada responden berkenaan dengan masalah
yang dihadapi semasa pelaksanaan PB. Peratus jawapan responden ditunjukkan dalam Rajah 3 berikut:
10
Masalah yang dihadapi semasa melaksanakan PB
KESUKARAN UNTUK MEMBINA INSTRUMEN YANG 60.20%
BERKAITAN TUGASAN "LIFE LONG LEARNING" 38.10%
19%
TAHAP KESUKARAN BAGI SETIAP SET SOALAN TIDAK
SERAGAM. CONTOHNYA: SET B LEBIH SUKAR DARI SET A 57.60%
28%
KEKANGAN MASA UNTUK MEMASUKKAN MARKAH 10% 20% 30% 40% 50% 60% 70%
SECARA ATAS TALIAN
KEKANGAN MASA UNTUK MENANDA TUGASAN
KESUKARAN UNTUK MEMBINA SOALAN TUGASAN
KERANA TERLALU BANYAK SET SOALAN
0%
Rajah 3: Peratus jawapan responden terhadap masalah yang dihadapi semasa pelaksanaan PB
Rajah 3 menunjukkan sebanyak 60.2% responden menyatakan bahawa mereka menghadapi
kesukaran untuk membina instrumen yang berkaitan tugasan "life long learning" dan diikuti dengan
kekangan masa untuk menanda tugasan sebanyak 57.6%. Dapatan ini menunjukkan bahawa pembinaan
instrumen tugasan pelajar sedikit sebanyak memberikan kesukaran dan tekanan kepada pensyarah.
Antara cadangan penambahbaikan yang diberikan oleh responden adalah:
1. Galakkan pembentangan jawapan utk menguji originality jawapan.
2. Soalan PB perlu diselaraskan bagi semua kolej matrikulasi bagi menilai setiap pelajar dengan
adil dan saksama.
3. Penilaian selain tugasan.betulis seperti video PdP, bahan pembelajan math.
4. Berikan soalan kuiz secara berkala untuk menentukan pemahaman pelajar setelah selesai sesi
PnP.
5. Memberikan set soalan yang sama sahaja kepada semua pelajar.
Set tambahan dijadikan simpanan (untuk pelajar yang ambil tugasan lewat disebabkan sakit
atau hal kecemasan).
6. Peratusan PB hendaklah kurang dari peratusan peperiksaan.
Amalan PB dalam Kalangan Pensyarah Matematik Berdasarkan Pengalaman Mengajar
Sebelum analisis ANOVA dijalankan, ujian bagi menentukan kesamaan varians (homogeneity
of variance) dijalankan terlebih dahulu dengan menggunakan ujian Levene. Keputusan ujian Levene
yang tidak signifikan menunjukkan bahawa nilai varians pembolehubah bersandar dalam setiap
kumpulan sampel kajian adalah hampir sama (Chua, 2006). Analisis ujian Levene dapat dilihat dalam
Jadual 6 berikut.:
Jadual 6: Keputusan Ujian Levene
Levene Statistic, F df1 df2 Sig.
value 3 24 .750
.407
11
Berdasarkan Jadual 6 untuk keputusan ujian Levene, iaitu F(3, 24) = 0.407, P = 0.750
menunjukkan bahawa ia tidak signifikan (p > 0.05). Ini menunjukkan bahawa nilai varians bagi
pembolehubah bersandar dalam setiap kumpulan sampel kajian adalah hampir sama. Oleh itu, data
kajian mematuhi syarat ujian ANOVA. Hasil analisis ujian ANOVA sehala adalah seperti Jadual 7
berikut.
Jadual 7: Analisis Varians Sehala Amalan PB dengan Pengalaman Mengajar
Sum of Squares df Mean Square F Sig.
3 1.134 2.262 .107
Between Groups 3.401 24 .501
27
Within Groups 12.027
Total 15.429
Signifikan pada aras p < 0.05
Ujian ANOVA sehala dilakukan untuk melihat perbezaan amalan PB dalam kalangan pensyarah
matematik antara empat kumpulan pengalaman mengajar iaitu 1 – 5 tahun, 6 – 10 tahun, 11 – 15 tahun
dan lebih daripada 16 tahun. Nilai F yang diperolehi ialah 2.262 dengan P = 0.107 adalah tidak
signifikan pada aras p < 0.05 (F (3,24) = 2.262, p > 0.05). Maka ini menunjukkan bahawa tidak terdapat
perbezaan yang signifikan antara amalan PB dengan pengalaman mengajar.
Dapatan ini selari dengan kajian Mohd Isha (2011) dan Abdullah et al. (2015) yang juga
menunjukkan tidak terdapat perbezaan min yang signifikan antara amalan PB dengan pengalaman
mengajar dalam kalangan pensyarah.
Namun, dapatan ini berbeza dengan kajian oleh Hana Yuliyani (2010) yang mendapati pendidik
yang berpengalaman mempunyai tahap lebih tinggi dalam kemahiran pentaksiran kendiri pelajar
berbanding pendidik yang kurang berpengalaman. Berdasarkan dapatan kajian terdahulu, didapati
terdapat percanggahan dari segi dapatan kajian di mana terdapat kajian yang menunjukkan perbezaan
yang signifikan dengan pengalaman mengajar dan ada yang tidak signifikan. Ini mungkin disebabkan
faktor pensyarah yang kurang bersedia untuk melaksanakan PB secara komprehensif menunjukkan
mengapa pengalaman mengajar tidak mempunyai hubungan yang signifikan dengan amalan PB
pensyarah matematik. Ini kerana cabaran utama dalam melaksanakan PB adalah pendidik kurang
bersedia menerima cara pentaksiran yang baharu (Norzila, 2013).
PERBINCANGAN
Secara keseluruhannya, dapatan kajian menunjukkan pensyarah matematik telah melaksanakan
amalan PB dengan baik (min keseluruhan = 4.12). Dapatan kajian ini didapati menyokong kajian yang
dijalankan oleh Pahsi Sahlberg (2010), Berinderjeet (2005), Norani dan Saifulazri (2010), Mohd Anuar
dan Khamsawati (2010) dan Mohd Azhar (2006). Mohamad Azhar (2006) menyatakan bahawa
pensyarah memang mengamalkan pentaksiran iaitu pentaksiran untuk pembelajaran dan pentaksiran
terhadap pembelajaran, namun beberapa aspek penting perlu diperbaiki. Antaranya ialah pensyarah
perlu kurangkan amalan mengajar untuk peperiksaan dan selalu merujuk kepada sukatan pelajaran dan
tajuk yang telah diajar untuk menggubal soalan tugasan individu dan kumpulan.
Di samping itu kajian Mohamad Azhar (2006) juga mendedahkan bahawa faktor persepsi pendidik
terhadap kepentingan prinsip asas pentaksiran amat mempengaruhi amalan kedua-dua tujuan utama
pentaksiran ini. Pelaksanaan PB seperti yang diutarakan amat mengutamakan konsep pentaksiran untuk
pembelajaran. Konsep ini amat sejajar dengan matlamat PB sebagai salah satu daripada komponen
Sistem Penilaian Berterusan Program Matrikulasi. Begitu juga dapatan kajian oleh Mohd Fadhli (2010)
yang mendapati amalan pentaksiran di kalangan pensyarah di seluruh Kolej Komuniti di negeri Johor
12
berada pada tahap tinggi. Para pensyarah memahami konsep pentaksiran dan mengaplikasikannya
dalam membuat pentaksiran pendidikan di Kolej Komuniti.
Pensyarah sentiasa berusaha dan mencari ruang untuk meningkatkan tahap kefahaman mereka
dengan menyediakan sendiri soalan-soalan PB bagi mata pelajaran yang mereka ajar berpandukan
kepada Jadual Spesifikasi Ujian (JPU) yang disediakan oleh pihak BMKPM. Namun begitu para
pensyarah digalakkan memantapkan lagi ilmu berkenaan PB contohnya mengikuti kursus pentaksiran
pendidikan dan sebagainya bagi memastikan kompentensi pensyarah semakin meningkat dalam
melaksanakan PB yang berkesan di kolej matrikulasi.
5.0 KESIMPULAN
Kajian ini dilakukan untuk meninjau amalan PB dalam kalangan pensyarah matematik dalam proses
pelaksanaan PB bagi matapelajaran matematik di Kolej Matrikulasi Johor. Dapatan kajian ini dapat
memberikan gambaran menyeluruh tentang amalan terbaik PB yang dilaksanakan oleh pensyarah.
Dapatan kajian ini dapat disimpulkan seperti berikut :
1. Amalan terbaik pensyarah memberi gambaran bahawa pensyarah telah melaksanakan PB
dengan baik mengikut prosedur yang telah ditetapkan oleh BMKPM.
2. Pelaksanaan PB di peringkat kolej berjalan dengan lancar namun terdapat beberapa aspek perlu
ditambahbaik seperti pembinaan instrumen soalan bagi tugasan perbincangn kumpulan dan tugasan
yang berkaitan dengan pembelajaran sepanjang hayat.
3. Pentingnya ketelusan semasa menilai pelajar mengikut skala rubrik yang telah ditetapkan
kerana amanah ini melibatkan masa depan para pelajar.
Secara keseluruhannya, analisis kajian mendapati bahawa para pensyarah telah melaksanakan
prosedur PB pelajar dengan penuh dedikasi dan bertanggungjawab. Pensyarah merupakan penggerak
utama untuk memastikan kejayaan pelaksanaan PB di peringkat kolej matrikulasi.
Kajian ini juga mendapati amalan PB dalam kalangan pensyarah matematik telah cuba
dijalankan dengan baik. Tahap pengetahuan dan kaedah pelaksanaan yang bertepatan dengan
pendekatan yang diberikan telah dilakukan oleh BMKPM menunjukkan pensyarah matematik
menyambut baik usaha yang dilakukan oleh BMKPM untuk memperkasa dan meningkatkan kualiti
pendidikan di Malaysia.
Secara keseluruhan, dapatan kajian ini berjaya mencapai objektif kajian yang telah ditetapkan.
Keupayaan pensyarah melakukan refleksi terhadap hasil pembelajaran dan tugasan pelajar turut
mejadi elemen utama dalam melaksanakan amalan terbaik PB terutamanya dalam amalan pengurusan
rekod PB yang merupakan salah satu elemen dalam pelaksanaan PB. Hasil kajian juga menunjukkan
amalan PB pensyarah berada di tahap positif bagi lima konstruk yang telah dibincangkan dalam
pelaksanaan PB pelajar di Kolej Matrikulasi Johor.
6.0 CADANGAN
Melalui dapatan kajian ini, dicadangkan agar soalan bagi tugasan pelajar samada tugasan individu atau
berumpulan pula perlu diselaraskan bagi semua kolej matrikulasi seluruh Malaysia bagi memastikan
penilaian terhadap pelajar dapat dibuat dengan adil dan saksama. Ini bagi mengelakkan perbezaan aras
kesukaran soalan yang digubal mengikut kolej matrikulasi yang berlainan. Di samping itu, bebanan
13
kerja terhadap pensyarah untuk menggubal soalan tugasan pelajar setiap kali semester baharu dapat
dikurangkan.
Selain itu, dicadangkan pihak atasan dapat mengadakan bengkel mengenai panduan yang lebih
terperinci semasa pemberian markah pelajar mengikut rubrik yang telah ditetapkan supaya tidak
berlaku jurang perbezaan markah antara pelajar yang menjalankan tugasan dengan baik dan pelajar
yang ponteng.
Pensyarah matematik pula perlu didedahkan dengan kaedah teknologi terkini yang menjurus
kepada revolusi industri 4.0 selaras dengan usaha murni kerajaan untuk memartabatkan sistem
pendidikan negara. Dengan cara ini, penilaian berterusan terhadap pelajar secara atas talian dapat
dilaksanakan dengan cepat, tepat dan berkesan.
Kekangan seperti masalah capaian internet yang perlahan perlu diatasi dengan segera bagi
mengelakkan kelewatan dalam memasukkan markah pelajar secara atas talian. Proses ini kadang-kala
mengganggu tugas hakiki yang lain seperti membina instrumen bagi tugasan pelajar, melakukan
pengesahan dan pemeriksaan terhadap soalan yang digubal, menanda kertas tugasan pelajar dan
sebagainya.
Melalui kajian ini, diharap pensyarah yang berpengalaman mengajar lebih lama dapat
membimbing pensyarah yang baru untuk berkongsi tips dan panduan berguna bagi memastikan
pelaksanaan PB berjalan dengan lebih lancar dan efektif dalam melahirkan pelajar yang mempunyai
kreativiti tinggi dan berdaya saing di peringkat antarabangsa.
14
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17
Kajian Tindakan 1
Kajian Asas
/
KOLEJ MATRIKULASI SELANGOR
SEMINAR PENYELIDIKAN PENDIDIKAN 2019
“NOUGHTS AND CROSSES” TO DISCERN RELEVANT AND
IRRELEVANT INFORMATION THROUGH MiSd MAP
Researchers
NORSABRINA BINTI ROSLEE
YENNY CHEE FONG YEUN
IDARAHAYU BINTI ISHAK
(UNIT BAHASA INGGERIS)
2
“NOUGHTS AND CROSSES” TO DISCERN RELEVANT AND
IRRELEVANT INFORMATION THROUGH MiSd MAP
Norsabrina Binti Roslee
Yenny Chee Fong Yeun
Ida Rahayu Binti Ishak
[email protected]
[email protected]
[email protected]
Unit Bahasa Inggeris, Kolej Matrikulasi Selangor
ABSTRACT
Learning English language for the non-native speaker is not an easy task to do. Some require a lot of time to
master a particular language. It is believed that understanding should come first in order to make sure that the
language can be used. However, this is a problem. Quite a number of pre-university students might have problem
to understand due to their inability to discern what is relevant and irrelevant from the texts that they read or items
that they listen to. Thus, this action research entitled ‘“Noughts and Crosses” to Discern Relevant and Irrelevant
Information through MiSd Map’ which was done on a group of 22 students from two-year-programme seek to
investigate the effects of mind mapping and note taking strategies on improving students’ understanding towards
reading and listening texts or items. This research also has its aim to identify whether the strategies taught would
have an impact towards the students’ performance in the continuous assessments. To realize the aims mentioned,
this research applied series of implementation stages starting from the identification of problem stage to the
teaching and learning part of few lessons. Students also went through few series of treatment activities to
familiarize themselves with the strategies taught and ended with a post activity to demonstrate their achievement
in using those strategies. The qualitative data revealed that students had shown some improvement in the post
activity stage whereby they were able to categorize and extract the correct information using MiSd map. The
results indirectly showed that the effect of instructional input on the strategies during the teaching and learning
parts was found to be significant. Whereas the quantitative data gathered from the speaking and listening
assessments showed slightly significant results for some students. Though in terms of number it might not show a
very significant results to all students, through observation it was found that the students were able to apply the
strategies in both preparation stage and also during the real tests conducted.
Keywords: mind mapping, note taking, MiSd map
1.0 Introduction
Attaining good or excellent results in any assessments or tests is a dream not only to all
students but also to teachers and what more if it is related to language especially English
because English is not a mother tongue to more than 80% of Malaysians. Successful results
in the language indirectly mark a successful teaching and learning in classroom. Good and
responsible practitioners in education will always think of ways on how to prepare the
students for any kind of assessments and tests so as to ensure that the outcome is reliable
and the process of lifelong learning with language used can be achieved. Consequently, it
is crucial to impart teaching that is significant to the students so as to achieve the two ends
mentioned in the former.
Through years of teaching, it can be said that the importance of comprehension and
extracting relevant information can’t be denied in any subjects and skills across the
curriculum. This is reflected in effective communication as well. Effective communication
3
is a combination of a set of skills which include attentive listening, non-verbal
communication, the ability to deal with stress in the present situation, and the capability to
identify and understand one’s own emotions and those of the person one is communicating
with (Sharma, 2015). It depends on the capability of both sender and receiver to achieve
the intended and desired meaning through various medium. In relation to English learning
at pre-university level, all assessments done by the students should convey their ability to
use the language and become a good communicator at the end of the course so that they
become ‘marketable’ products. However, to achieve the aim in which to produce language
learners who could understand and use the language either in spoken or written discourse
is a great challenge to be accomplished.
The two concepts – understanding and using – which are being repeated earlier are
intertwined. Without understanding there will be no using of the language. How is that so?
How can understanding be measure? In a particular English lesson, if a student can extract
what is important, identify examples, distinguish the minute details of a comprehension
text or listening item and response correctly to the task or questions given (to name a few),
then only the students are said to understand what has been taught or read. Some students
would be able to do this and quite a number couldn’t. More often than not, students are not
able to extract relevant information, to write successfully according to the task given and
to speak effectively. Having said this, what can be done? Teachers feel that understanding
should start with ability to distinguish what is relevant and irrelevant. The idea of ‘noughts
and crosses’ is when students need to cross out some ideas and accept some based on the
strategies taught. Thus, there is a need for teachers to look into the matter and focus on
what is needed to be done so it will produce positive outcomes on the students and ensure
reliability of the assessments.
2.0 Reflections On Previous Teaching And Learning
Ability to use any language by non-native speakers should start with understanding or
comprehension. The importance of comprehension and extracting or writing relevant
information is undeniable in any subjects across curricular. To discern between relevant
and irrelevant is a strategy which need not to be directly learned; however, this is not the
case to some students especially the weak ones. Based on our teaching experience, the two-
year-programme students in English classes would have this problem - extracting what is
relevant and cross out the irrelevant, thus affecting their performance in most of the skills
taught. Failing to choose the best answer for reading when they were asked to choose what
is the whole idea of paragraph 4; unable to write down the answer for listening if they were
asked to give one effect of unhealthy diet; unable to write three main ideas effectively for
thesis statement in an essay; and fail to communicate what is the importance of friendship
in a speaking task; these are all examples to illustrate the students inability to accomplish
the task in English teaching and learning sessions. To further illustrate the problem,
students take for granted the listening activity by becoming a passive listener without any
effort to do something that can help them not only to enhance understanding but also to
complete the task. By right, an active listener should be able to extract the information and
4
transfer it through note taking or mind mapping strategy. They prefer to practice the
concept of ‘wait and see’, be spoon-fed and expected the lecturer to give them all the
relevant points for listening activities instead of putting effort on comprehending the
listening items fully by taking down notes, the least. These explanations and examples
given above, were what happened in the real classrooms situations. Indirectly it gave a
hunch to the lecturer, if these shortcomings are not tackled, how the students going to
perform in their assessments? Therefore, the conundrum of comprehending listening tasks,
writing good essay, communicating effectively, all these exist due to lack of strategy in
identifying the relevant and irrelevant information.
The conclusion of this is not being said without any prove or evidence. A lesson which
requires the students to identify main ideas and supporting details was conducted. In the
lesson, students watched a video, ‘Chindian Diaries’, in class they were required to take
down notes and present the main and supporting details in graphic or mind mapping form
to the class. Through observation, students’ weaknesses have been identified where 85%
of them could not either distinguish the exact main and supporting details or not able to
distinguish the important points at all. Surprisingly, they also added their own points and
experiences in the presentation which lead to highly irrelevant presentation. And this also
gives a perception that the students do not analyse the given information and showed
negative attitude of being a ‘lazy’ thinker. In the end, the objective of the particular lesson
was not achieved as less than 45% answers given are correct and relevant. Thus, there is
an arising need to expose them to strategies of distinguishing relevant and irrelevant ideas
through mind mapping and note-taking strategies to ensure the students to be good
language users.
3.0 Research Focus
The major issue that needs to be tackled first is the students’ ability to distinguish between
relevant and irrelevant information. From the classroom activity which was watching a
video entitled Chindian Diaries, it was found that instead of students presented the issues
discussed, students tend to include their prior knowledge and experience from the topic
itself and not from the discussion. This probably due to lack of understanding the gist of
the discussion and they ended up explaining their own ideas for the presentation. The
students’ difficulties to determine main points in listening activities would also affect their
performance in other English skills like skills in reading and writing. Thus, to tackle one
weakness in terms of skill in listening activities, it will also help to improve other skills in
English.
One of the ways to tackle this weakness is by exposing students to mind mapping and note
taking strategies. These two strategies are also the most essential transferable strategies that
can be applied in all aspects of life and not only in academic context. The chosen two are
the ways where time can be used to the maximum, quickly and efficiently. Note-taking
especially is a powerful aid that shows whether students understand certain tasks or
messages being conveyed. Paraphrasing, on the other hand, is one of underlying skill in
5
note-taking skills. Paraphrasing also is a vital skill in all subjects; above all, it is very vital
in all skills in English learning. Thus, the challenges for lecturers is to expose to the
students a correct way to do note-taking skills despite students’ weaknesses in the language
which hamper their comprehension.
In relation to assessment, these two strategies would help the students to complete the tasks.
With the introduction of mind mapping and note taking strategies, students would be able
to prepare for the assessments for the entire four skills especially listening, speaking and
writing task 2. As teachers, it is our responsibility to make sure that the students are
prepared well for the assessments beforehand so that the outcomes or marks are reliable
and it is really reflected on the students’ ability in using the language. It also reminded the
teachers that what have been taught is actually what to be assessed. If these two are
conducted, then the teachers can be said as having integrity in conducting the assessments
thus the learning outcomes would be excellent.
Figure 1: Overview of the Research Focus
Ability to take Distinguish Reflected on
down notes; i.e. the relevant students’
note taking skill and irrelevant
information understanding
Ability to from various towards any
present the texts or items or
main ideas and media conversation
supporting
points in mind and
mapping form consequently
lead to higher
probability of
using the
language
4.0 Research Objectives
4.1 General objective
To investigate the effects of mind mapping and note taking strategies on improving
students’ understanding towards reading and listening texts or items and performance
in continuous assessments.
4.2 Specific objectives
6
4.2.1 Students should be able to use mind mapping in identifying relevant and
irrelevant information from various media as a mean to prepare them for the
assessments.
4.2.2 Students should be able to take down notes using keywords and paraphrasing in
effective way.
5.0 Target Group
This research involves 22 students of Two-Year-Programme, Semester 2, 2018/19 session.
The students are chosen based on their performance in English subject during the first
semester 2018/2019 in which their performance ranging between C and B (modest). Not
only that, they are also chosen based on one activity that was done to prepare them for the
speaking task. This class is seemed to have more weaknesses as been mentioned in the
reflection compared to the other classes based on observation.
6.0 Implementation, Results And Discussion
In this section, each process of the research starting from identifying stage till post activity
is being discussed closely. At every stage, the procedure is explained followed by the results
and treatment for the problems encountered. The discussions of the results from 6.1 until
6.5 are more to qualitative and they were reflections gathered from the observations through
few sessions of teaching and learning.
Discussion of this section is ended with the results gathered from two assessments –
listening and speaking in 6.6. It is to show how these strategies are useful across the skills
and this can be seen through the results from both assessments. However, only two
assessments were chosen since these two are quite closed to the strategies. Other skills
require a more comprehensive procedures and discussion as well as time consuming.
The idea of integrity in assessments for this research is actually focusing on the T&L
process. If the T&L is carried out based on students need and weaknesses, then teachers
carefully planned activities to prepare students for assessments, it is also known as integrity.
Thus, integrity here is focusing more on the process and the outcomes of it are seen in the
results from the chosen assessments.
6.1 Identification of Problems
It happened in a lesson where teachers would like to introduce what is panel discussion
and how to prepare for it. Panel discussion is the speaking assessment that students
going to perform in a group of 4 and it contributes to 15% of the overall marks. Before
the real lesson took place, students were given a task to listen and watch a video on
Chindian Diaries from one of the talk show programs in NTV7 as pre-activity in class.
7
They were asked to identify the main ideas and supporting details from what they have
watched and presented it in class. The presentation of the main ideas and supporting
details should be written in a graphic form, preferably mind mapping. This task was
given with an assumption that students should know and be able to extract the
important and not so important points (also known as relevant and irrelevant
information) form the video since this skill can be learnt indirectly throughout the
school years. During the presentation, it had been identified that students had poor
note-taking skills thus affecting the presentation as they were not able to distinguish
between relevant and irrelevant input. They also included points that were not
discussed in the video. Not only that, through observation, it was found that students
became totally passive listeners and no effort made to jot down anything form the
video they watched. It triggers the teacher to do something since it is confirmed that
the students were not ready for the assessment. If the teacher continued with the lesson
and ignored the students’ weaknesses, the outcome would be invalid; not only the
students got lower marks but they also might not learn something that they could adapt
in the future. Thus, the teacher needs to take some measures to reduce the problem of
inability in identifying relevant and irrelevant information.
(Please refer to post activity section to see the comparison in performance of mind
mapping that the students produced)
6.2 ‘Now I know’ – teaching and learning part
6.2.1 Lesson 1
In the next lessons, teacher recapped once again the outcomes of the
presentation. The followings had been highlighted during the T&L session:
The importance of getting involve fully, mentally and physically in the video
viewing session. Since the video is a discussion between few people, the host
in the video posted few questions regarding the issue. Students were told to
listen closely to the questions because the questions served as clues to the
main issues to be discussed. Students can jot down notes from the answers
given by the panels.
The importance of note taking skill. It is an important strategy to pre-
university and tertiary students. Better notes will help them to remember
concepts and have better understanding on certain issues. Students were
exposed to few methods of note taking which are mapping, outlining, charting
and phrasing or sentence method. However, students were encouraged to use
mapping method as this is really suitable for language learning.
Sample of mind mapping. Teacher showed few samples of mapping methods.
Among those are i-think map, mind mapping and table mapping. Among all
the methods, the teacher introduced the use of table mapping which we called
it as MiSd map (Main idea Supporting details map). They had been told that
this graphic form is easy to be used and convenience for them in any contexts.
8
6.2.2 Lesson 2
Lecturer showed the video again and this time around, students need to take
down notes and mind map the points as how being explained in the lesson before
this. The task was done individually. After viewing, teacher discussed the points
and showed them in front on the whiteboard on how actually mind map and note
taking to be done. Class involvement was quite good and responsive since they
know what to be done. This lesson taught the teacher well not to have
assumptions towards students’ ability in language use as how the teacher did in
the detection stage. Both teacher and students have more confidence now
towards what they are going to do for the assessment.
6.3 TREATMENT - Activity 1: Beachcomber at Morib Beach
6.3.1 Conducting the activity
This activity was conducted with a hope to enhance students’ identification
skill on what is relevant and irrelevant but through keywords identification.
Lecturer played 3 short tracks (of not more than 200 words for each track) for
students to listen to. Then, they identified 4 keywords from each track which
they listen to. Lecturer discussed the answers in class. Students’ ability to
identify correct keywords for each track showed whether they understand the
track or not. This is where the lecturer also explained paraphrasing technique
in note-taking skill. It is believed that the second activity would further
enhance students’ ability to paraphrase and distinguish relevant information.
In this lesson, the students will also learn how to recognise important points,
for instance, listening for:
● introductory remarks (such as overview of key ideas or themes of a topic)
● verbal ‘signposts’ such as the phrases like, “To wrap up...”, “There are
three important points...”, “The main factors are...” and etc.
● repetition as important points are frequently repeated
● transitional words such as nevertheless, therefore, on the other hand, and
etc.
● final remarks as most speakers will conclude with summary or
restatement of main points.
6.3.2 The results
9
Although it was only 3 short tracks of listening, the lesson itself took some
time because discussion was carried out in details for every track. Teacher
kept on going back and forth to the previous lesson on note taking as
reminder. For this activity, it can be said that the students improved in
identifying keywords that are relevant in the 3rd listening of short track.
Performance for the 1st listening was not that good as many students managed
to guess only 2 correct keywords out of 4 and some only 1. They chose
examples or minor ideas as keywords. As they did more practice, they showed
some improvement. Though it was not really significant, it showed that they
have adapted to what they need to do in listening. At least the students had
the ability to identify relevant and irrelevant information.
6.4 TREATMENT - Activity 2: Beachcomber at Tadom
6.4.1 Conducting the activity
This lesson was carried out as to strengthen the idea of identifying keywords
but through video viewing. It is to see whether the outcome would be better
or similar through two different medium. Lecturer played 3 short videos (of
not more than 5 minutes each) for students to watch and listen. Next, they
identified the 4 keywords and the main points. Lecturer discussed the
answers in class. Meanwhile, paraphrasing techniques was also stressed in
this lesson.
In this lesson, the students also learnt how to recognise important points, for
instance, listening for:
● introductory remarks (such as overview of key ideas or themes of a topic)
● verbal ‘signposts’ such as the phrases like, “To wrap up...”, “There are
three important points...”, “The main factors are...” and etc.
● repetition as important points are frequently repeated
● transitional words such as nevertheless, therefore, on the other hand, etc.
● final remarks as most speakers will conclude with summary or
restatement of main points.
Since this lesson used videos, lecturer also stress on paralinguistic, visual
cues and phonological cues to search for important points. Thus, students
also listen for:
● paralinguistic (facial expressions, body and hand signals)
● visual cues (images, pictures or drawings, words, colours, and etc.)
● phonological cues (pace, emotion, intonation, emphasis and etc.)
6.4.2 The results
10
As previous lesson, there were only 3 short videos viewed by the students
due to time constraint although earlier we planned for more. Students’
performance can said not to be much different although the medium is
different. Overall, the second and third viewing showed improvement
compared to the first viewing. Students also showed better understanding in
this treatment stage. Their ability to identify relevant and irrelevant
information showed slight improvement. The following pictures showed
some of the outcomes:
Before (first video) After (second video)
Before (first video) After (second video)
6.5 POST ACTIVITY: Looking for a needle in a haystack
11
6.5.1 Conducting the activity
This lesson was conducted after two classes of treatment mentioned above.
The objective of this lesson is to investigate whether students showed any
improvement in the skill of distinguishing relevant and irrelevant through the
two strategies mentioned. The activity conducted was similar to the activity
done in the identification stage. Students will watch another video on
‘Multiple Intelligences’ in class and they can also rewatch this on Google
Classroom. While they watch the videos, they are required to take down notes
and present the main ideas and supporting details in the class using MiSd
map.
6.5.2 The results
Although the students didn’t show much improvement in the 2 treatment
stages, they did show positive results in the post activity. Students performed
better in this activity whereby more accurate information chose in which they
were able to categorize the information correctly for main ideas and
supporting details using MiSd map. It showed that as more practices were
done by the students, the more they understand the concept of relevant and
irrelevancies and were able to identify those easier compared to the earlier
stage. The following pictures showed the calculation and improvement of the
students from the two activities conducted:
Before Af
3 2
2
2
Only 4 points for 1st level concept link (i.e. traits and
Advantages and origins are wrongly categorised.
Correct examples would be awarded 1 point: under traits, 3
points; under difficulties, 2 points
Total points: 9 points
fter 12
12
8
2
4
8x4=3
2
Under researcher, Piaget is wrongly connected with EQ
Total points: 64
This one has second level concept links
Before Af
22 1
1 2
1
Intermediate language is an invalid component
Total points: 9 points
13
fter 1 2 3
1 2 22 1
2
2
2 2
3 2
Only first level concept links but the examples given are
correct and has no invalid component
16 points for first level concept links
13 points for examples and explanations
Total points: 29
Before Af
1 1
1
2
No first level concept link
Straight to explanations and examples
Total points: 4
14
fter 2
2 3
42
21
12 2 2
2 1
22 1
42 2 2
2
12 1
Students still do not know how to make relationship link
between IQ and MI. Crystalizing and paralysing experiences
can also be connected with MI.
total points: 47
Before 2 Af
34
2
1
Intermarriage and festivals/ceremonies are awarded 2 points
each
Multilingual is not inaccurate and thus no mark is given
Under intermarriage, only one point is awarded as all the links
explain the meaning of intermarriage
Attempted second level concept links but inaccurate/not clear
Total points: 8
15
fter
2 2
4
3 1
2
3
2 1
3
2
only first level concept links
the rest would be considered as examples and explanations
because the students did not use links/arrows for second level
concept links
total points: 25
Before Af
2
only 2 points because the rest is inaccurate or vague
total points: 2
16
fter
2 2 4
1 4
3 1
2 2
1
2 22
1 2
total points: 31
17
6.6 MiSd Map across the skills
As been mentioned earlier, the knowledge of distinguishing the relevant and
irrelevant information through main ideas and supporting details identification is
very useful across the subjects. Not to be that ambition, we try to prove the
significant of the strategies across the skills in English learning instead. We
would like to attest that with the knowledge of those strategies, it would be of a
great help for students to perform in other skills for the main purpose of preparing
them for the assessments. We have chosen to discuss and prove this through
students’ performance in listening (contributing to 20% of the overall
assessment) and speaking assessment (contributing to 15% of the overall
assessment). However, we told students that they have a freedom to choose
whichever method of note taking and mapping, as been explained in teaching and
learning session, that is convenient for them. This is because we don’t want to
restrict the students and it is time to ‘loose the tight’ that we have before this in
the previous lesson. It will teach students to have better thought and decision as
well as to be more responsible towards their own learning. This effort made by
the teacher is also to ensure that integrity is being applied in the process of
assessments; marks are not given just like that as how the teachers like, or marks
are not given based on favouritism, biasness or other outside factors. The
sincerity and commitment of the teacher to ensure continuity and lifelong
learning of learning the language would consequently upgrade the students’
outcomes.
6.6.1 MiSd in listening assessment
Before the students sat for listening task, the teacher gave them a
listening practice to observe and identify their readiness towards the task.
The listening practice given was similar to the format of the real listening
task. The practice was done before the students were introduced to the
mapping and note taking strategies. Observation was carried out
throughout the activities and marks are compared to show the
effectiveness of the strategies.
During the listening practice, students tend to be passive and some make
a very minimal effort to jot down what they heard. However, from the
observation during the listening task, it can be said that as students
attempted to complete the listening task, students did apply the note
taking strategy while listening to the items. In note taking, they didn’t
write a complete idea; instead they chose to write words or phrases as
how they did in the treatment stage. Students also applied different form
of mapping to take down notes. Thus, it showed that the lesson earlier
proven to be meaningful and useful to them since they can practice it.
The followings show the comparison of the results:
18
Table 1: Comparison of marks for listening practice and assessment
Students Listening Listening Mean average
1 practice assessment of the class
13 14
2 13 15
3 14 14
4 13 13
5 12 14
6 13 14
7 13 12
8 14 14
9 13 14 Listening
10 13 13 practice – 13.1
11 11
12 13 13
13 14
14 14 12 Listening
13 assessment –
14 13.4
15 14 13
16 12 14
17 14 12
18 11 13
19 14 13
20 14 14
21 13 14
22 13 13
6.6.2 MiSd in speaking assessment
Next assessment that those strategies can be used is speaking assessment.
For speaking assessment students need to do panel discussion by which
4 people involved and they need to take their role in the discussion.
Students were given two weeks to prepare. They need to do some
readings on the topic chosen and make notes out of it. From observation,
it was found that students did apply the strategies thought. Students
managed to find the relevant points to be used in the discussion and
transferred the information in a mind mapping form. The strategy really
helped the students to prepare for panel discussion. The followings are
the outcomes of the strategy and assessment:
19
Table 2: Students’ results for speaking assessment
Students Speaking marks Mean average of
(30 marks) the class
1 21
2 27
3 21
4 21
5 23
6 17
7 23
8 27
9 23
10 24
11 17 22.3
12 23
13 24
14 26
15 22
16 21
17 21
18 19
19 23
20 24
21 23
22 21
The results show that majority, which is 86% fall into more than 20
marks. In the marking scheme, those who achieve 20 marks and above
can be categorized as high satisfactory user. Those achieved higher than
22 marks, are considered as good user of the language.
Below are some of the pictures that show students’ preparation for the
speaking assessment:
Sample of Mind map produced from the reading text
20
6.7 Students’ feedback on the activities - Enjoying rainbow rewards
For every lesson conducted, it will be significant if students’ feedback on the
activities were taken into account. Feedback through a short survey using Google
doc is one of the faster and easier way to collect data. This survey was given out
after the treatment and activities especially done to identify the effectiveness of
the teaching and whether the teaching is relevant for future use. There are 5
questions asked in the survey. The followings are the questions:
No Item SD D UD A SA
The use of mind map and note taking has
helped me better in:
Reading
1 Speaking
Listening
Writing
The use of mind map has helped me to
2 organize my essay writing in my
assessments
The use of mind map in reading can assist
3 me to identify the main points and
supporting details for my speaking quiz
I like to use mind map rather than linear
4 writing to identify the main ideas and
supporting details while doing reading and
listening
I think understanding how to draw min
5 maps could help me to identify points of
what I read and listen to
21
Note: A - agree
SA – strongly agree
SD - strongly disagree
D - disagree
UD - undecided
Based on the short survey, majority of the students chose option agree and
strongly agree for all the five questions. Out of the four skills, 66.7% said that
mind map and note taking helped them a lot in reading. This could probably
because they use those strategies a lot when preparing for the speaking
assessment. 94.4% also agree that mind map has helped them a lot in writing.
This is reflected when students were preparing for writing task 2. In writing task
2, students also were required to do some readings on the topic given. Therefore,
students did it a lot when prepare for writing assessment. As for speaking
assessment, all students agree that mind map help them prepare for it. As for
listening, 72.2% chose agree that mind map helped them to complete the task.
Below are the overall results of the survey according to the questions.
Table 3: Students’ response on how much mind map and note taking strategies
helped them in performing the four skills.
Skills
Reading Speaking Listening Writing
Options 11.1% 5.6% 11.1% 11.1%
Strongly
disagree None 27.8% 16.7% None
Disagree None None 5.5% None
Undecided 66.7% 44.4% 50% 50%
Agree 22.2% 22.2% 16.7% 38.9%
Strongly agree
Figure 2: Students’ response on the use of mind map in helping them
with essay writing assessment
22
Figure 3: Students’ response on the use of mind map in assisting them
with speaking assessment
Figure 4: Students’ response on the use of mind map in comparison to linear writing to
identify main ideas and supporting details for reading and listening
Figure 5: Students’ response on the use of mind map in helping them
to understand what they read and listen to
23
7.0 Reflections And Conclusion
Based on the research, it can be said that, students did show positive outcomes through the
strategies taught and practiced in the class. Although the activities were conducted in a short
time, students were able to adopt what have been taught throughout the four skills. Overall,
the activities proven to be practical when students do their reading. Reading here doesn’t
mean reading for assessments only, but also reading for the purpose of preparing for the
assessments. For example, students need to do a lot of readings when they want to do
speaking assessment. This is because to be able to speak effectively and meaningfully, takes
a lot of knowledge to be conveyed. Even if the students can speak well, they will not be
awarded good marks if they don’t have enough content. Same goes to writing task 2 in
which they need to have knowledge to write a comparison and contrast essay. Students were
given time to read and prepare for it based on the topic given. This is the reason why in the
short survey, they chose reading as the most significant skill where they can apply min map
the most.
In relation to the objectives mentioned in the earlier part, the effects of using mind map and
note taking strategies can be said to have positive outcomes on the students. Though some
students may not show a significant result in their assessments, but the improvement that
they experienced indirectly during preparation stage is what should be considered the most.
When students were able to apply those strategies, subsequently it also shows that students
have certain level of understanding towards the language. When they were able to perform
in the speaking assessment it shows that they could also use the language although some
may not show a very good results in the assessment.
All in all, the activities carried out are not simply to fulfil the assessments requirements. It
is to prepare the students for it. When there are stages of assisting students to prepare for
the assessments, it shows that the teachers have done their part to ensure the sincerity and
integrity of carrying the task. If only there is more time, the outcomes would be more
prominent and significant.
24
References
Funa, Chin, S., & Maskata, N. (2010). Teacher-Centered Mind Mapping vs Student-Centered
Mind Mapping in the Teaching of Accounting at Pre-U Level – An Action Research.
International Conference on Learner Diversity. Procedia Social and Behavioral Sciences.
Jennings, D. (2012). The Use of Concept Maps for Assessment. In UCD Teaching and Learning
(pp. 1–18).
Liu, Y., Zhao, G., Ma, G., & Bo, Y. (2015). the Effect of Mind Mapping on Teaching and
Learning the Engineering Mathematics. Iceri2015: 8Th International Conference of
Education, Research and Innovation, (April 2014), 1897–1902. Retrieved from
http://standardresearchjournals.org/journals/SJERE/abstract/2014/april/Liu et al.html
Stokhof, H., de Vries, B., Bastiaens, T., & Martens, R. (2018). Using Mind Maps to Make
Student Questioning Effective: Learning Outcomes of a Principle-Based Scenario for
Teacher Guidance. Research in Science Education, 1–23.
http://doi.org/10.1007/s11165-017-9686-3
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