panduan asas eprd dan contoh pelaporan

PANDUAN ASAS MENYEDIAKAN LAOPRAN KAJIAN TINDAKAN

Contoh 1

PANDUAN ASAS MENYEDIAKAN LAPORAN KAJIAN TINDAKAN(MENGIKUT FORMAT EPRD)BahagianProses/PeneranganContoh Penulisan

Halaman Kandungaan Ditulis dalam satu muka surat

Isi kandungan Muka surat

Penghargaan

Abstrak

1.0 Refleksi P & P yang lalu 1

2.0 Isu Keperihatinan

3.0 Objektif Kajian

3.1 Objektif Am

3.2 Objektif Khusus

4.0 Kumpulan Sasaran

5.0 Pelaksanaan Kajian

5.1 Tinjauan masalah

5.2 Analisis Tinjauan Masalah

5.3 Tindakan yang dijalankan

5.4 Pelaksanaan Tindakan Dan Pemerhatian

5.4.1 Pelaksanaan Aktiviti 1

5.4.2 Pelaksanaan Aktiviti 2

5.5 Refleksi Kajian

6.0 Cadangan Kajian Seterusnya

Bibliografi

Lampiran

Penghargaan Pihak yang terlibat dengan kajian tindakan terutamanya di peringkat sekolah

Abstrak

Hendaklah mengandungi :

1. Tujuan

2. Kumpulan sasaran

3. Fokus kajian tindakan

4. Tinjauan awal

5. Perlaksanaan kajian

6. Dapatan

Ditulis dalam satu perenggan dan satu muka surat dan single spacing.

Dicadangkan menggunakan Font 9/10 dan jenis tulisan Arial/Tahoma

Kajian ini dijalankan untuk menentukan dan mengatasi masalah-masalah yang dihadapi oleh pelajar Tingkatan 4 semasa menyelesaikan persamaan serentak dalam dua anu (satu linear dan satu tak linear). Seramai 20 orang pelajar tingkatan 4 dan seorang guru terlibat dalam kajian ini. Perancangan tindakan difokuskan kepada penguasaan kemahiran penyusunan semula persamaan linear, permudahkan ungkapan algebra, penambahan dan penolakan pecahan algebra, pemfaktoran ungkapan kuadratik dan menyelesaikan persamaan kuadratik. Tinjauan awal telah dilaksanakan melalui semakan kerja rumah murid, ujian bulanan, peperiksaan penggal dan ujian pra. Hasil tinjauan menunjukkan murid tidak mahir dalam penyusunan semula persamaan linear, permudahkan ungkapan algebra, penambahan dan penolakan pecahan algebra, pemfaktoran ungkapan kuadratik dan menyelesaikan persamaan kuadratik. Lima sesi pengajaran dan pembelajaran (40-60 minit setiap sesi) telah dijalankan dalam tempoh 8 minggu iaitu pelajar belajar kemahiran yang tersebut di atas melalui model konkrit dan modul latihan berpandu secara kumpulan. Keputusan ujian pos telah menunjukkan peningkatan prestasi pelajar. Pelajar lebih berminat belajar kemahiran seperti pengembangan ungkapan algebra dan pemfaktoran dengan menggunakan model konkrit. Modul latihan berpandu telah membantu pelajar untuk mengatasi masalah mereka. Pengajaran dan pembelajaran kemahiran asas untuk menyelesaikan masalah persamaan serentak dalam dua anu (satu linear dan satu tak linear) perlu diperkukuh pada peringkat sekolah menengah rendah. Penggunaan model konkrit boleh membantu pelajar memahami konsep matematik ini.

1. Refleksi Pengajaran dan Pembelajaran Lalu

Seperti di dalam kertas cadangan

Spt. dalam m.s 51 & 52Seperti di dalam kertas cadangan

2. Isu /Keperihatinan /Masalah Kajian



3. Objektif Kajian

a. Objektif Am

b Objektif KhususSeperti di dalam kertas cadangan


4. Kumpulan Sasaran



5. Pelaksanaan Kajian

5.1 Tinjauan Masalah

5.2 Analisis Tinjauan Masalah

5.3 Tindakan Yang Dijalankan

Huraikan secara terperinci cara-cara anda mengumpul maklumat. Maklumat mungkin telah diperoleh melalui pemerhatian dalam bilik darjah semasa murid/pelajar memberi respons kepada soalan-soalan anda, pemeriksaan buku latihan, sesi temu bual, melalui soal selidik atau ujian pra dan lain-lain

Semua data yang terkumpul dimasukkan dalam jadual mengikut tajuk-tajuk yang ditetapkan tetapi bukan semua maklumat dapat diguna pakai dalam kajian.

Tuliskan semua aktiviti, bahan-bahan dan cara anda membuat pemerhatian untuk menguji keberkesanan tindakan/aktiviti yang anda telah jalankan ke arah meningkatkan kemahiran pelajar bagi menangani masalah yang anda sedang kaji.

5.3.1 Aktiviti-aktiviti yang dijalankan

Sebanyak empat aktiviti telah dirancang untuk membantu meningkatkan kemahiran mencongak fakta asas darab dalam kalangan murid-murid kumpulan sasaran saya. Aktiviti-aktiviti tersebut ialah: AKTIVITI 1 ( Permainan Domino Fakta Asas Darab )1) Aktiviti ini merupakan aktiviti berkumpulan yang melibatkan pendekatan dua dalam satu iaitu belajar dan bermain dalam satu masa.

2) Permainan ini dilaksanakan mengikut konsep permainan domino tetapi dalam permainan ini padanan adalah kepada soalan fakta asas darab dengan hasil darabnya atau sebaliknya.

3) Selepas menjalankan aktiviti ini, murid-murid diberi aktiviti berbentuk individu.

AKTIVITI 2 ( Ujian Cepat Kira Fakta Asas Darab - 5 minit )

1) Aktiviti ini merupakan aktiviti bertulis. Murid-murid diberi satu set soalan yang mengandungi 60 soalan.

2) Soalan Cepat Kira Fakta Asas Darab ini diuji sehingga 9 x 9.

3) Murid-murid dikehendaki menjawab soalan tersebut dalam masa 5 minit.

4) Tempoh masa mereka habis menjawab direkodkan.


1) Aktiviti ini sama seperti aktiviti 2. Set soalan yang diberi kepada murid-murid

2) Murid-murid dikehendaki menjawab semua soalan dalam masa 4 minit.



1) Aktiviti ini sama seperti aktiviti 2 dan 3.

2) Soalan-soalan yang sama diberikan kepada murid-murid.

3) Murid-murid dikehendaki menjawab semua soalan tersebut dalam masa 3 minit.


Pelaksanaan Tindakan dan Pemerhatian/ Penilaian

Pelaksanaan

Aktiviti 1

Pelaksanaan

Aktiviti 2

5.5 Refleksi Kajian Huraikan cara pelaksanaannya

i. Pemerhatian

Sediakan jadual pemerhatian dan/atau huraikan apa-apa yang dapat dilihat dari segi perubahan sikap dan repons pelajar terhadap aktiviti 1, dan perkara-perkara lain yang mungkin anda jangkakan.

ii. Refleksi

Huraikan apa-apa yang difikirkan guru dari segi keberkesanan aktiviti 1 atau kegagalan aktiviti dan sebab-sebab keadaan ini terjadi

i. Pemerhatian

a) Anda boleh membuat jadual pemerhatian dan/atau huraikan apa-apa yang dapat dilihat dari segi perubahan sikap (respons) pelajar terhadap aktiviti 2, respons guru dan perkara-perkara lain yang mungkin anda jangkakan.

ii. Refleksi

b) Huraikan apa-apa yang difikirkan guru dari segi keberkesanan aktiviti atau kegagalan aktiviti 2 dan sebab-sebab ini terjadi

c) Huraian dalam bahagian ini bergantung kepada jumlah aktiviti yang telah dijalankan

i. Refleksi Kajian Terhadap Pelajar

a ) Huraikan keberkesanan tindakan anda dengan menggunakan data/maklumat yang telah anda kumpulkan (seperti ujian pasca atau ujian-ujian lain)

b) Terangkan perubahan tingkah laku pelajar melalui pemerhatian.

c) Terangkan perubahan emosi pelajar yang telah dikumpul melalui temu bual & soal selidik (sekiranya ada)

ii. Refleksi Kajian Terhadap Guru

1.0 Huraikan perasaan guru terhadap keberkesanan kajian yang telah dijalankan.

iii. Refleksi Tentang Proses P & P Yang Telah

Dijalankan Secara Keseluruhan

2.0 Tuliskan rumusan anda.3.0 Seperti yang terdapat di dalam kertas cadangan tetapi cara penulisan diubah dengan menggunakan ayat pelaporan.

Langkah-langkah hendaklah diterangkan secara terperinci

6. Cadangan Kajian SeterusnyaDitulis dalam bentuk perenggan

i. Cadangkan isu seterusnya yang anda akan kaji.Kajian tindakan seterusnya yang akan saya jalankan ialah berkaitan dengan isu

Atau :

Oleh sebab kajian yang telah saya jalankan tidak berjaya, maka saya akan menggunakan tindakan / aktiviti-aktiviti lain untuk menangani isu ini.

Bibliografi Bahan rujukan yang anda gunakan hendaklah dicatatkan pada ruangan ini.

Menyusun senarai bahan rujukan mengikut abjad.Brown, T. (1987) Language Interaction Patterns in Lessons Featuring Mathematical Investigations. PhD thesis, University of Southampton

Dunn, T. (1997) Michel Foucault and the Politics of Freedom. Thousand Oaks, CA: Sage

Lampirani. Soal selidik atau bahan-bahan sokongan yang digunakan dimasukkan di dalam ruangan ini.

Rogayah AbdullahSMK Kempas, JB

CONTOH LAPORAN KAJIAN TINDAKAN(DI HANTAR KE PPD MENGIKUT FORMAT EPRD)

ENHANCING STUDENTS SPEAKING SKILLS

IN STATING AND JUSTIFYING POINTS OF VIEWBY GENRE ANALYSIS APPROACH.

By

Hjh Hafiza Aini Bte Hj HassanMaktab Sultan Abu Bakar

Johor Bahru

AbstractThis research was carried out to assist the students in enhancing their speaking skills in responding to Task A in their MUET Speaking Test by using the Genre Analysis approach. There were 8 students who were involved. Early observations had been carried out through speaking exercises in classrooms. Through the observations, it was seen that the students were having difficulty in fulfilling the two tasks- Task A (Individual Presentation) and Task B (Group Discussion). Thus, this research focuses on enhancing the students speaking skills in Task A, that is the Individual Presentation. In this task, the students need to be able to have the skills of stating and justifying their points of view. 5 lessons were carried out by using the Genre Analysis approach. Students show their understanding and positive attitude towards participating in all the activities carried out in the lessons. Lessons via Genre Analysis approach should be carried out more often as it gives a clearer guideline to the students in mastering English Language as their second language in speaking and writing.

1. Reflection on Previous Teaching and Learning

I observed that the students were having difficulties in giving their opinions and giving reasons to support their opinions. As part of MUET examination, the students are required to be able to present and justify their points of view formally. However, my students demonstrated their inability to perform the tasks well. They showed lack of confidence during speaking lessons. They showed difficulty even to come up with one justification to the topics given and could not reason out their answers. Basically, less than 5% of the students would go beyond stating the first justification to the tasks given despite frequent reminders and prompts during the activities. Their passive responses were also lack of explanations to the justification that they produced.Due to the predicament of giving even just one justification with no explanation, the students were unable to go beyond the first minute in presenting their responses. 62% of them responded below 40 seconds. Not only that, they paused a lot during their responses. Half of the class even paused too frequently when they responded. Although it is a natural phenomenon to pause while verbally responding due to the thinking process indulged by the brain, the students paused too long. Some of them even paused as long as 30 seconds during their responses. This is a clear indication that the students were facing a serious problem in giving, what more justifying their points of view. The time factor is crucial as in the actual MUET Speaking Test, students are only given 2 minutes to perform Task A and the students need to be able to state and justify sufficient points of view within the time limit.The students limited experience to the patterns of similar responses in the target language worsen the scenario. This caused them not to know the best way to present their responses to the tasks given. That was why they resorted to just state one justification.

2.Research Focus

The research focused on the speaking skills which are crucial for the students to perform Task A in MUET Speaking Test. This research was essential as it would assist the students to be more confident in performing the task given. Their responses would be clearer and thus help the students to be more focused in delivering their points of view.

With the anxiety that accompanies them throughout the MUET Speaking Test session, the students would experience intimidation in preparing and responding to the task. This situation did not help the students in their performance at all. So, equipping the students with speaking skills via Genre Analysis approach would help to minimize their nervousness as it prepares the students with the common structures used in their response.

3. Research Objectives

a. General Objective

To tailor a more effective lesson for oral communication by applying the Genre Analysis approach in instilling the oral skills of the genre of stating and justifying points of view in the learners response to the tasks similar to Task A in MUET Speaking Test.b. Specific ObjectivesThis study was carried out to meet the following specific objectives:

ii. To guide the students on exploring and identifying the structure of the genre of stating and justifying points of view with the guidance of the teacher,iii. To assist the students in producing three justifications for the opinion given,

iv. To make the students aware of the time limit of their responses 2 minutes only,

v. To highlight and assist the learners in acquiring the salient linguistic features involved in presenting their responses to the tasks similar to Task A in MUET Speaking Test.

4. Target Group

For this action research, the subjects were purposive, personally hand-picked, abiding the criteria set. They were currently the students of Upper Six Form (2005) who would be sitting for MUET examination in July 2005. Since the students in the class were mostly of those who had achieved 7D 9G, and only a small number with 3B 6C in their 1119 English Paper in SPM 2003, I carried out the observation and treatment on the students who were of the two criteria. 8 students were chosen and grouped into two different groups. The first group, the mediocre, consisted of those who achieved 3B 6C in their 1119 English Paper in SPM 2003. The second group involved those with Low English Proficiency (LEP) who only managed to achieve 7D 9G in their 1119 English Paper in SPM 2003.

5. Action Implementation

In order to overcome the problems faced by the students in responding to Task A, certain actions were taken. The actions were as below:c. Problem IdentificationIn collecting the data, I used 2 approaches:

ii. Observation

The students seemed to shrink in anxiety when they heard from me that they would have to perform speaking presentations. It would be impossible to see any one of them to volunteer to be their groups spokesman, what more to go first during presentations.

During the presentations, it was not their concern whether the listeners could either hear or understand them. They would just state what they had to quickly and be satisfied with that.

iii. Tests

As it is only through tests that we are possible to see students real ability, two tests were carried out. The first one was a speech presentation where the students were given two weeks to prepare a speech on a title of their own choice and present their piece within two minutes.

The second test was a mock of MUET Speaking Test which was carried out exactly as how it would be carried out during the real test. The students came into the room and were seated in fours. Each group was called into the room at different time and they were not able to hear other groups performance.

d. Analysis of the Problemi. Observation

The reason for the observation was to see how keen the students were with speaking presentations. Speaking presentations were done twice a month and the students response were not encouraging. They always answered the announcements of speaking assignments with groans.

For group presentations, although they knew that they should not have the same speaker as their spokesmen, they did try to trick me in asking the same persons to represent their groups. Usually they were the ones identified as having the best speaking skills compared to the others in the group.

In individual presentations, they were very reluctant to volunteer to perform first. Even with two weeks preparation time given, some even said that they were not ready to perform their speech with the title of their own choice.

ii. Tests

In the individual speech, the students did not present clearly. They mumbled their words and were not interested to ensure that their listeners could understand them.

They also did not use up the whole two minutes provided and this shows that they had bad time management. This could also be seen in their mock MUET Speaking Test. A few exceeded the two minutes while the rest did not even touch the first minute.

In their mock test, the students just tend to go straight to the main issue being stated without dealing with the introduction and topic introduction. Instead of giving three reasons to justify their views or opinions, they just gave one and were satisfied with it. Their responses were also lack of the use of salient linguistic features thus decreased the impact of formality.

e. Research Methodology

Based on the observations and tests done, it was clear to me that the students were oblivious of the structure that they need to follow in order to present their responses. They were also unable to use the transitional signals correctly and with variety in their responses. Thus, I used the Genre Analysis approach in order assist the students to respond to the task given better. Genre Analysis approach was used in assisting the students:

a. to be aware of the required structure,

b. to understand the variety and correct usage of the transitional verbs.

The stages of the action research taken are as below:

i. A pre-test was carried out in order to identify students initial level of competency and ability in responding to Task A.

ii. Five lessons were carried out and they were

a. Activity 1 Investigating and identifying the structures of responding to Task A.

b. Activity 2 Practicing brainstorming for 3 justifications on various topics within 2 minutes for each.

c. Activity 3 Going through various transitional signals and the correct usage.

d. Activity 4 Practicing on using correct transitional signals for the justifications on various topics.

e. Activity 5 Practicing responding to Task A in groups of fours within the time limit of 2 minutes for the preparation, and two minutes of individual presentation.

iii. A post test was carried out to identify the effectiveness of the activities carried out in helping to enhance the students speaking skills in responding to Task A.

iv. Instruments used:

a. Pre and post tests- A digital audio recorder.

A mock MUET Speaking Test.

Real Audio Player

A computer

b. Activity 1 An audio CD of a recorded sample answer for Task A.

A sample answer.

Frequency Checklist

c. Activity 2 An Audio CD of 3 recorded sample answers for Task A.

The transcriptions for the sample answers.

An exercise for brainstorming of the justifications on various topics.

d. Activity 3 Power Point presentation of a sample dialogue.

A list of transitional signals and a task sheet for categorising the signals based on their proper usage.

e. Activity 4 - An exercise for practising the use of transitional signals.

f. Activity 5 A copy of a mock MUET Speaking Test.

All instruments used were prepared by me and I personally graded the students myself.f. Implementation of Action and Observationi. Implementation of Pre Test

1. The students were put into 2 groups of fours. They were categorised into three different categories (the mediocre and the ones with low English proficiency). Each group was asked to enter the room in their respective groups without the presence of the other group. This was to prevent the other group from preparing their responses beforehand.

2. The students were seated with pairs facing each other. They were given a set of test which allowed me to have a sampling of their spoken discourse.

3. Once the students were seated, I distributed the task. The students were given 2 minutes to prepare their responses.

4. Each student was given two minutes to present their responses. I took the place as one of the assessors. I recorded their responses and evaluated them by using the six-band assessment criteria set by the Malaysian Examinations Council.

5. Once the first group had finished with the task, another group was called in. They were given the same task and followed the same procedure. They were also recorded and evaluated.

i. Observation

The students evaluation can be seen in the table below:

StudentABCDEFGH

PT12111111

With reference to the Six-Band Assessment Criteria set by the Malaysian Examinations Council, all except one of them were in Band 1, that is the lowest. Only one managed to be in the 2nd band. Looking at the moves carried out, the record of their responses can be seen below:

.

ii.Reflection

From the assessment made, it was clear that all of the students were with low competency. Looking at the moves made, about 59% had been neglected. So, this highlights that the students did not have the skills to present their responses for the task well. They did not justify their reasons and those skills need to be highlighted to them. The matter became worse as they were also showing problems in constructing sentences and some were groping for words.ii. Implementation of Activity 1

This was the first stage of the lessons which was carried out with the subjects. This was a crucial part as the subjects understanding of the structure of the target genre. This was the stage where Riggenbachs (1999) six steps were integrated and adapted,1. I asked the students to brainstorm the structure of the response suitable for Task A in a MUET Speaking Test and listed the structure on the board.

2. I distributed a copy of the task which response they were going to listen to.

3. I played the recording of a sample answer for the task and asked the students to just listen.

4. I played it again and asked them to compare their structure to the one on the CD.

5. I asked the students to signal me to stop for every move the speaker made, name the moves and compare the moves to the structure that they had brainstormed earlier.

6. Every time a student gave his or her response, I marked the checklist in order to see the frequency.

7. The students were encouraged to discuss the difference and determine the changes needed to be made to their former structure.

8. After the students had agreed to the new structure, the recording was played again. The students were again asked to signal me to pause the playback and name the moves made.

i. ObservationGraph 2: The number of responses made by Graph 3: The number of responses each

student in Playback 1

made by each student in Playback 2

During the brainstorming session, the weaker students were at first more to the quiet side and allowing the better ones to take charge (refer to Graph 2). However, after the recording was played for a few times and they had familiarised themselves with the response, a few started to take part in signalling and naming the moves (refer to Graph 3 & 4). They would refer to their friends who were more competent before they give their answers.ii.Reflection

It was good for the students of mixed abilities to go through the sessions together. The better one got the discussion started and the weaker ones soon joined in. The weaker ones also had the better one to refer to and that also helped in giving them more confidence to participate in the discussions.

It was also interesting to see how the better one did not try to dominate the discussions. When the weaker ones gained more confidence in participating, the better one had actually gave them the chance to respond.

iii. Implementation of Activity 2

The second stage of the approach required me to expose more samples of the same genre to the students. That was the phase when the students were able to enrich their knowledge on the genre being analysed. At this point, the students used the knowledge gathered in the first stage and labelled the text types accordingly to the samples provided. Then, they were given stimuli to practice the language features that they had identified

1. I asked the students to recall and list the text types for the genre of stating and justifying points of view. I listed their answers on the board.

2. I asked them to check if all the moves they had mentioned were correct and in order.

3. I played a sample answer of the similar genre once.

4. I asked the students to listen to the recording once again, and signal the moves.

5. I did the same way for two more recordings.

6. I distributed the transcription of the recordings played.

7. I asked the students to identify and label the text types for the four transcripts given.

8. I discussed the labelling with the students.

9. I asked them to refer to the transcript again and looked at how the opinions were expressed.

10. I asked the students to give other ways to state opinions and I wrote them on the board.

11. I distributed a handout on stating opinions. I went through the list of samples on expressions used to state opinions with the students.

12. I asked the students to practice giving opinions by using the phrases which they had learnt earlier. They were asked to attempt the topics one by one. I kept the time, just giving them 2 minutes to prepare their answers before they were asked to give their responses. I listed their responses on the board. After each topic was discussed, I went through the responses and asked the students to correct the responses if there were any grammatical errors. This allowed them to be aware of the errors that they had done in their responses and at the same time, the students were able to share their responses.

i.Observation

Graph 5: The number of responses made by each student in Activity 2

In the second activity, the students were exposed to more listening activities of the recorded responses. Graph 5 above shows that even Group 2 could manage to identify most of the text types in the genre. Exposing them to the recorded responses also made them realised that they needed to work on their speed and pronunciation too.

When they were given the transcript of the recorded responses, they managed to label the text types. Seeing the responses in written form helped them to see the distinction of the text types better. The labelling of the text type also helped them to see the sequence of the responses that they needed to follow when they had to produce their responses later. ii.Reflection

Since the spoken discourse is dynamic and is more difficult for them to follow the flow of ideas, they needed more time to listen to the recording and identify the text types. Although the process of identification took up a long time, with my careful guidance, the students felt it was worth doing it as it made them understood the layout of the responses better.

Exposing the students to a native-like recording is essential as they did not have enough contacts with good samples of authentic answers by the native speakers. As the result, the students also benefited as they learnt the right pronunciations, intonations and thus had a good source for practice. Having the printed transcript also helped the students to be aware of the salient linguistic features for the production of the genre.iv. Implementation of Activity 3

After practicing the expressions for stating opinions, the third stage moved to the lesson on the use of transitional signals in stating reasons for opinions and justifications.

1. I asked the students to look at the transcriptions again and look for the transitional signals that the speaker used in giving her reasons.

2. I listed down the signals mentioned by the students.

3. I distributed a handout on various transitional signals.

4. I asked the students to classify the listed signals into 5 categories.

5. After that, I discussed the 5 categories with the students.

6. Then, I asked the students to refer to the following exercise on the use of transitional signals in supporting opinions. I asked the students to use the transitional signals that they had discussed earlier to present their reasons which they had done in the previous activity.

7. I called out the students to express their responses verbally one by one and allowed the peers to help.

i.Observation

At this stage the students were exposed to various ways of using transitional signals in expressing opinions and reasons to justify the points of view. The students were more aware of the choices that they had. They said that they always had the tendency to keep using the same expressions to state their opinions and reasons, and the exercise on the expressions and the application that they made in the exercises helped them to be more confident in using other expressions too.ii.Reflection

As the saying goes, practice makes perfect, the students being average and weak ones really gained more confidence after umpteen practice of using transitional signal for various situations. This also helped them to be aware of the different usage of transitional signals and the right way of using them.v. Implementation of Activity 4

At this stage the students were already exposed to various ways in expressing opinions and reasons to justify the points of view. The students were more aware of the choices that they had. Now the students need to put their knowledge into practice within the time limit of 2 minutes for each statement given.

1. I distributed a handout on statements.2. I asked the students to attempt one statement at a time. I timed them and instructed them to stop at the end of the second minute.

3. I called the students one by one to give their responses. I listed their answers on the board.

4. I encouraged the peers to correct responses with errors with my guidance.i.Observation

At this stage, the students were able to use their knowledge on the expressions and transitional signals in producing their responses. They said that they were able to vary their expressions in stating their opinions and reasons, and the exercise on the expressions helped them to be more aware of the 2 minutes and had to force themselves in presenting their answers within the time limit.

ii.Reflection

More practices would be a great help to the students. Though they were uneasy and felt disturbed for having to produce their responses within 2 minutes, it would be a blessing in disguise as they would be accustomed to it. Thus, during the real test, they would be more aware of the 2 minutes provided.vi. Implementation of Activity 5

This was the last stage, stage 5 where the students had to put into practice of what they had learnt in the exercise focusing on situations similar to Task A in MUET Speaking Test.

1. I asked the students to sit in their respective groups. I distributed SET 1 to group 1 and asked them to read the task.

2. Then, I timed them 2 minutes for them to prepare their responses. The students worked on producing a complete response, based on the text types to which they were exposed to and the language features which they had observed and practised in the previous activities.

3. Then, members of the group took turn to present their responses. I recorded and timed each members response.

4. After the group presented their responses, the other group were asked to give their comments and I guided the discussion session.

5. After the discussion, it was the second groups turn. I gave them their task and repeated the same procedure which I carried out with the first group.

6. Each group were given the chance to practice 2 sets each.

i.Observation

I could see that at first the students were quite uncomfortable to give their responses with the other group watching and listening. However, after the feedback and discussion session, Table 2 and Graph 7 show that they managed to take the exercise positively. In the second round responding to their second set, the students were more confident and could give better responses.

ii. Reflection

Naturally, the students were shy to be heard by their friends. However, with persuasions and encouragements, many were able to present their responses better. g. Reflection on the ResearchAt first, the students found it difficult to come up with enough opinions and reasons within the two minutes given. However, with a lot of discussions and oral practices, the students found that they were more confident in giving their answers. Even Group 2 would volunteered to give their answers first and this showed that they had gained their confidence not just in preparing the responses, but also in presenting them aloud in class.

I managed to highlight and facilitate the students to produce their responses in the correct text types and use the appropriate linguistic features. With the ample oral practices carried out by the students, they had gained more confidence and thus, helped them to produce their responses in better sentences.

The Genre Analysis Approach has allowed the students to be aware of the text types and the salient linguistic features which becomes the crutch to these weak students to produce their responses to the task given.

6. Suggestion for Future Research

This research only focused on the individual response to the speaking task. It is crucial especially for the weaker students in gaining the salient linguistic features. With that, I personally suggest that there should be another research in helping these weak students in the second task in the MUET Speaking Test, that is Task B. In this task, the students are required to be able to manage discussions. The research should focus on ways to highlight the essential features of managing discussions and the proper ways to carry them out, and help the weak students to understand and be able to carry out discussions properly.

Bibliography Lim, J.C. (2002) Malaysian University English Test (MUET) Coursebook. Selangor:Pustaka Sarjana Sdn Bhd.Martin, J.K. (1984) Language, register and genre. in ECT 418, Language Studies. Children Writing: Reader. Victoria: Deakin University.Malaysian Examinations Syndicate. Access date: 9th January,2005 at:

http://www2.moe.gov.my/~lp/spm_lpm.htm

Ng, K. S. et al. (2004) Study Skills for the Malaysian University English Test. Shah Alam: Federal Publications.Riggenbach, H. (1999) Discourse Analysis in the Language Classroom. USA: University of Michigan Press.Roberts, P. (1997) Genre Analysis: A way out of the CUL-DE-SAC. In: The International House Journal of Education and Development Issue 3 April 1997. Access date December 10, 2004 at: www.ihworld.com/ihjournal/genre_analysis_paul_roberts.doc

Smith, G. (1997) Learning to Speak and Speaking to Learn. Journal for College Teaching, Vol. 45.:49+. Access date January 1,2005 at: www.questia.comSwales, J.M. (1990) Genre Analysis English in Academic and Research Settings. Cambridge: Cambridge University Press. Vale, A., Tan, A., and Ali, M. (2004) Text MUET, A Complete Guide. Selangor : Pearson Malaysia Sdn. Bhd.Table 1: The bands achieved by the students.

Graph 1: The Moves covered by each student

Table 2: The Moves covered by each student.

Student

1

2

3

4

5

6

8

A

B

C

D

E

F

G

H

7

Number of response given by the individual

students:

Playback 2

Student

1

2

3

4

5

6

8

Number of response

A

B

C

D

E

F

G

H

7


students:

Playback 2

Student

1

2

3

4

5

6

8

A

B

C

D

E

F

G

H

7


students:

Playback 1

Student

1

2

3

4

5

6

8

Number of response

A

B

C

D

E

F

G

H

7


students:

Playback 1

Graph 4: The number of responses made by each student in Playback 3

Student

1

2

3

4

5

6

8

A

B

C

D

E

F

G

H

7


students:

Playback 3

Student

1

2

3

4

5

6

8

Number of response

A

B

C

D

E

F

G

H

7


students:

Playback 3

1

2

3

4

5

6

7

8

1

2

3

4

5

6

7

8

1

2

3

4

5

8

7

6

9

1

2

3

4

5

8

7

6

9

Graph 6: The number of responses made by each student in Activity 4

Number of response

1

2

3

4

5

7

6

9

8

1

2

3

4

5

7

6

9

1

2

3

4

5

6

7

8

Student

Student

8

Graph 7: The Moves covered by the students

Table 2: The Moves covered by the students

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