panduan-asas- penulisan kajain tindakan dan-contoh-pelaporan

8/7/2019 Panduan-asas- penulisan kajain tindakan dan-contoh-pelaporan

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Contoh 1PANDUAN ASAS MENYEDIAKAN LAPORAN KAJIAN TINDAKAN

(MENGIKUT FORMAT EPRD)

Bahagian Proses/Penerangan Contoh Penulisan Halaman Kandungaan Ditulis dalam satu muka

suratIsi kandunganMuka surat

Penghargaan

Abstrak

1.0 Refleksi P & P yang lalu12.0 Isu Keperihatinan3.0 Objektif Kajian

3.1 Objektif Am3.2 Objektif Khusus

4.0 Kumpulan Sasaran5.0 Pelaksanaan Kajian

5.1 Tinjauan masalah5.2 Analisis Tinjauan Masalah5.3 Tindakan yang dijalankan5.4 Pelaksanaan Tindakan Dan

Pemerhatian5.4.1 Pelaksanaan Aktiviti 1

5.4.2 Pelaksanaan Aktiviti 25.5 Refleksi Kajian

6.0 Cadangan Kajian Seterusnya

Bibliografi

LampiranPenghargaan Pihak yang terlibat dengan

kajian tindakan terutamanyadi peringkat sekolah

Abstrak Hendaklah mengandungi :1. Tujuan2. Kumpulan sasaran

3. Fokus kajian tindakan4. Tinjauan awal5. Perlaksanaan kajian6. Dapatan

Ditulis dalam satuperenggan dan satu mukasurat dan single spacing.Dicadangkan menggunakanFont 9/10 dan jenis tulisanArial/Tahoma

Kajian ini dijalankan untuk menentukan danmengatasi masalah-masalah yang dihadapioleh pelajar Tingkatan 4 semasamenyelesaikan persamaan serentak dalamdua anu (satu linear dan satu tak linear).Seramai 20 orang pelajar tingkatan 4 danseorang guru terlibat dalam kajian ini.Perancangan tindakan difokuskan kepadapenguasaan kemahiran penyusunan semulapersamaan linear, permudahkan ungkapanalgebra, penambahan dan penolakan pecahanalgebra, pemfaktoran ungkapan kuadratik danmenyelesaikan persamaan kuadratik.

Tinjauan awal telah dilaksanakan melaluisemakan kerja rumah murid, ujian bulanan,peperiksaan penggal dan ujian pra. Hasiltinjauan menunjukkan murid tidak mahirdalam penyusunan semula persamaan linear,permudahkan ungkapan algebra,penambahan dan penolakan pecahan algebra,

pemfaktoran ungkapan kuadratik danmenyelesaikan persamaan kuadratik. Limasesi pengajaran dan pembelajaran (40-60minit setiap sesi) telah dijalankan dalamtempoh 8 minggu iaitu pelajar belajarkemahiran yang tersebut di atas melaluimodel konkrit dan modul latihan berpandusecara kumpulan. Keputusan ujian pos telahmenunjukkan peningkatan prestasi pelajar.Pelajar lebih berminat belajar kemahiranseperti pengembangan ungkapan algebra danpemfaktoran dengan menggunakan modelkonkrit. Modul latihan berpandu telahmembantu pelajar untuk mengatasi masalahmereka. Pengajaran dan pembelajarankemahiran asas untuk menyelesaikanmasalah persamaan serentak dalam dua anu



(satu linear dan satu tak linear) perludiperkukuh pada peringkat sekolah menengahrendah. Penggunaan model konkrit bolehmembantu pelajar memahami konsepmatematik ini.

1. Refleksi Pengajarandan PembelajaranLalu

Seperti di dalam kertascadanganSpt. dalam m.s 51 & 52

Seperti di dalam kertas cadangan

2. Isu /Keperihatinan/Masalah Kajian Seperti di dalam kertas

cadanganSeperti di dalam kertas cadangan

3. Objektif Kajian

a. Objektif Am

b Objektif Khusus

Seperti di dalam kertascadangan


4. Kumpulan SasaranSeperti di dalam kertascadangan


5. Pelaksanaan Kajian

5.1 Tinjauan Masalah

5.2 Analisis TinjauanMasalah

5.3 Tindakan YangDijalankan

Huraikan secara terperincicara-cara anda mengumpulmaklumat. Maklumatmungkin telah diperolehmelalui pemerhatian dalambilik darjah semasamurid/pelajar memberirespons kepada soalan-soalan anda, pemeriksaanbuku latihan, sesi temu bual,melalui soal selidik atauujian pra dan lain-lain

Semua data yang terkumpul

dimasukkan dalam jadualmengikut tajuk-tajuk yangditetapkan tetapi bukansemua maklumat dapatdiguna pakai dalam kajian.

Tuliskan semua aktiviti,bahan-bahan dan cara andamembuat pemerhatian untukmenguji keberkesanantindakan/aktiviti yang andatelah jalankan ke arahmeningkatkan kemahiranpelajar bagi menanganimasalah yang anda sedangkaji.

5.3.1 Aktiviti-aktiviti yangdijalankan

Sebanyak empat aktiviti telahdirancang untuk membantumeningkatkan kemahiranmencongak fakta asas darabdalam kalangan murid-muridkumpulan sasaran saya. Aktiviti-aktiviti tersebut ialah:

AKTIVITI 1 ( Permainan DominoFakta Asas Darab )

1) Aktiviti inimerupakan aktivitiberkumpulan yangmelibatkan pendekatan duadalam satu iaitu belajar danbermain dalam satu masa.2) Permainan inidilaksanakan mengikutkonsep permainan dominotetapi dalam permainan inipadanan adalah kepadasoalan fakta asas darabdengan hasil darabnya atausebaliknya.3) Selepasmenjalankan aktiviti ini,murid-murid diberi aktivitiberbentuk individu.

AKTIVITI 2 ( Ujian Cepat Kira FaktaAsas Darab - 5 minit )

1) Aktiviti ini merupakan aktivitibertulis. Murid-murid diberisatu set soalan yangmengandungi 60 soalan.

2) Soalan Cepat Kira Fakta AsasDarab ini diuji sehingga 9 x9.

3) Murid-murid dikehendakimenjawab soalan tersebutdalam masa 5 minit.

4) Tempoh masa mereka habismenjawab direkodkan.




1) Aktiviti ini samaseperti aktiviti 2. Set soalanyang diberi kepada murid-murid

2) Murid-murid dikehendakimenjawab semua soalandalam masa 4 minit.

3) Tempoh masa mereka habismenjawab direkodkan.


1) Aktiviti ini sama sepertiaktiviti 2 dan 3.2) Soalan-soalan yang samadiberikan kepada murid-murid.3) Murid-murid dikehendakimenjawab semua soalantersebut dalam masa 3 minit.4) Tempoh masa mereka habismenjawab direkodkan.

o Pelaksanaan TindakandanPemerhatian/ Penilaian

PelaksanaanAktiviti 1

PelaksanaanAktiviti 2

5.5 Refleksi Kajian

Huraikan carapelaksanaannya

i. PemerhatianSediakan jadual pemerhatiandan/atau huraikan apa-apayang dapat dilihat dari segiperubahan sikap dan reponspelajar terhadap aktiviti 1,dan perkara-perkara lainyang mungkin anda

jangkakan.

ii. RefleksiHuraikan apa-apa yangdifikirkan guru dari segikeberkesanan aktiviti 1 ataukegagalan aktiviti dansebab-sebab keadaan initerjadi

i. Pemerhatian

a) Anda boleh membuat jadualpemerhatian dan/atau huraikan apa-apa yang dapat dilihat dari segiperubahan sikap (respons) pelajarterhadap aktiviti 2, respons guru danperkara-perkara lain yang mungkinanda jangkakan.

ii. Refleksi

b) Huraikan apa-apa yang difikirkanguru dari segi keberkesanan aktivitiatau kegagalan aktiviti 2 dan sebab-sebab ini terjadi

c) Huraian dalam bahagian inibergantung kepada jumlah aktivitiyang telah dijalankan

i. Refleksi Kajian Terhadap Pelajar

3.0 Seperti yang terdapat di dalamkertas cadangan tetapi carapenulisan diubah denganmenggunakan ayat pelaporan.

Langkah-langkah hendaklah diterangkansecara terperinci



a ) Huraikan keberkesanan tindakananda dengan menggunakandata/maklumat yang telah andakumpulkan (seperti ujian pasca atauujian-ujian lain)b) Terangkan perubahan tingkahlaku pelajar melalui pemerhatian.c) Terangkan perubahan emosipelajar yang telah dikumpul melaluitemu bual & soal selidik (sekiranyaada)

ii. Refleksi Kajian Terhadap Guru1.0 Huraikan perasaan guru

terhadap keberkesanankajian yang telah dijalankan.

iii. Refleksi Tentang Proses P & P Yang Telah

Dijalankan Secara Keseluruhan2.0 Tuliskan rumusan anda.

6. Cadangan KajianSeterusnya

Ditulis dalam bentuk perenggani. Cadangkan

isuseterusnyayang anda

akan kaji.

Kajian tindakan seterusnya yang akansaya jalankan ialah berkaitan dengan isu………

Atau :

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

Bibliografi Bahan rujukan yang andagunakan hendaklahdicatatkan pada ruangan ini.Menyusun senarai bahanrujukan mengikut abjad.

Brown, T. (1987) Language InteractionPatterns in Lessons FeaturingMathematical Investigations. PhD thesis,University of Southampton

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

Lampiran i. Soal selidikatau bahan-bahansokonganyangdigunakandimasukkandi dalamruangan ini.

Rogayah AbdullahSMK Kempas, JB



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

ENHANCING STUDENTS’ SPEAKING SKILLSIN STATING AND JUSTIFYING POINTS OF VIEW

BY GENRE ANALYSIS APPROACH.

ByHjh Hafiza Aini Bte Hj Hassan

Maktab Sultan Abu Bakar Johor Bahru

Abstract

This 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 studentswho were involved. Early observations had been carried out through speaking exercises inclassrooms. Through the observations, it was seen that the students were having difficulty in fulfillingthe two tasks- Task A (Individual Presentation) and Task B (Group Discussion). Thus, this researchfocuses on enhancing the students’ speaking skills in Task A, that is the Individual Presentation. In thistask, the students need to be able to have the skills of stating and justifying their points of view. 5lessons were carried out by using the Genre Analysis approach. Students show their understandingand positive attitude towards participating in all the activities carried out in the lessons. Lessons viaGenre Analysis approach should be carried out more often as it gives a clearer guideline to thestudents 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 tosupport 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 taskswell. They showed lack of confidence during speaking lessons. They showed difficulty even to come up withone justification to the topics given and could not reason out their answers. Basically, less than 5% of thestudents would go beyond stating the first justification to the tasks given despite frequent reminders andprompts during the activities. Their passive responses were also lack of explanations to the justification thatthey produced.

Due to the predicament of giving even just one justification with no explanation, the students wereunable to go beyond the first minute in presenting their responses. 62% of them responded below 40seconds. Not only that, they paused a lot during their responses. Half of the class even paused too frequentlywhen they responded. Although it is a natural phenomenon to pause while verbally responding due to thethinking process indulged by the brain, the students paused too long. Some of them even paused as long as30 seconds during their responses. This is a clear indication that the students were facing a serious problemin giving, what more justifying their points of view. The time factor is crucial as in the actual MUET SpeakingTest, 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. Thatwas 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 inMUET Speaking Test. This research was essential as it would assist the students to be more confident inperforming 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 studentswould experience intimidation in preparing and responding to the task. This situation did not help thestudents in their performance at all. So, equipping the students with speaking skills via Genre Analysisapproach would help to minimize their nervousness as it prepares the students with the common structuresused in their response.

3. Research Objectives

a. General ObjectiveTo 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 MUETSpeaking Test.

4. Target Group

For this action research, the subjects were purposive, personally hand-picked, abiding the criteriaset. They were currently the students of Upper Six Form (2005) who would be sitting for MUET examinationin July 2005. Since the students in the class were mostly of those who had achieved 7D – 9G, and only asmall number with 3B – 6C in their 1119 English Paper in SPM 2003, I carried out the observation andtreatment on the students who were of the two criteria. 8 students were chosen and grouped into twodifferent groups. The first group, the mediocre, consisted of those who achieved 3B – 6C in their 1119English Paper in SPM 2003. The second group involved those with Low English Proficiency (LEP) who onlymanaged 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 wouldhave to perform speaking presentations. It would be impossible to see any one of them tovolunteer to be their group’s 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 satisfiedwith that.

iii. TestsAs 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 giventwo weeks to prepare a speech on a title of their own choice and present their piece withintwo minutes.

The second test was a mock of MUET Speaking Test which was carried out exactlyas how it would be carried out during the real test. The students came into the room andwere seated in fours. Each group was called into the room at different time and they werenot able to hear other groups’ performance.

d. Analysis of the Problem

i. ObservationThe 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 speakingassignments with groans.

For group presentations, although they knew that they should not have the samespeaker as their spokesmen, they did try to trick me in asking the same persons to representtheir groups. Usually they were the ones identified as having the best speaking skillscompared 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 toperform their speech with the title of their own choice.

ii. TestsIn 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. Afew 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 statedwithout 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 responseswere 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 alsounable to use the transitional signals correctly and with variety in their responses. Thus, I used theGenre Analysis approach in order assist the students to respond to the task given better. GenreAnalysis 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 werea. 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 individualpresentation.

iii. A post test was carried out to identify the effectiveness of the activities carried out inhelping 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 varioustopics.

d. Activity 3 – Power Point presentation of a sample dialogue.A list of transitional signals and a task sheet for categorising thesignals 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 Observation

i. Implementation of Pre Test1. 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 thepresence of the other group. This was to prevent the other group from preparingtheir 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 2minutes to prepare their responses.

4. Each student was given two minutes to present their responses. I took the placeas one of the assessors. I recorded their responses and evaluated them byusing the six-band assessment criteria set by the Malaysian ExaminationsCouncil .

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 werealso recorded and evaluated.

i. ObservationThe students’ evaluation can be seen in the table below:

Student A B C D E F G H

PT 1 2 1 1 1 1 1 1

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

.

ii. ReflectionFrom 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, thishighlights that the students did not have the skills to present their responses for thetask well. They did not justify their reasons and those skills need to be highlighted tothem. The matter became worse as they were also showing problems inconstructing sentences and some were groping for words.

ii. Implementation of Activity 1

Table 2 : The Moves covered by each student .

88

Table 1 : The bands achieved by the students.

Graph 1 : The Moves covered by each student



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

1. I asked the students to recall and list the text types for thegenre of stating and justifying points of view. I listed their answers on theboard.2. I asked them to check if all the moves they had mentionedwere 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 athow the opinions were expressed.10. I asked the students to give other ways to state opinionsand I wrote them on the board.11. I distributed a handout on stating opinions. I went throughthe list of samples on expressions used to state opinions with the students.12. I asked the students to practice giving opinions by using thephrases which they had learnt earlier. They were asked to attempt the topicsone 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 theresponses and asked the students to correct the responses if there wereany grammatical errors. This allowed them to be aware of the errors thatthey had done in their responses and at the same time, the students wereable to share their responses.

i. ObservationGraph 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 toidentify most of the text types in the genre. Exposing them to the recorded responsesalso made them realised that they needed to work on their speed and pronunciationtoo.

When they were given the transcript of the recorded responses, they managedto label the text types. Seeing the responses in written form helped them to see thedistinction of the text types better. The labelling of the text type also helped them tosee the sequence of the responses that they needed to follow when they had toproduce their responses later.

ii. Reflection

1 2 3 4 5 6 7 81 2 3 4 5 6 7 8

12

3

4

5

8

7

6

9

12

3

4

5

8

7

6

9



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

Exposing the students to a native-like recording is essential as they didnot have enough contacts with good samples of authentic answers by the nativespeakers. As the result, the students also benefited as they learnt the rightpronunciations, intonations and thus had a good source for practice. Having theprinted transcript also helped the students to be aware of the salient linguisticfeatures for the production of the genre.

iv. Implementation of Activity 3

After practicing the expressions for stating opinions, the third stage moved to thelesson 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 thetransitional 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 thetransitional signals that they had discussed earlier to present their reasonswhich they had done in the previous activity.

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

i. Observation

At this stage the students were exposed to various ways of using transitionalsignals in expressing opinions and reasons to justify the points of view. The studentswere more aware of the choices that they had. They said that they always had thetendency 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 theexercises helped them to be more confident in using other expressions too.

ii. Reflection

As the saying goes, practice makes perfect, the students being average andweak ones really gained more confidence after umpteen practice of usingtransitional signal for various situations. This also helped them to be aware of thedifferent 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 expressingopinions and reasons to justify the points of view. The students were more aware of thechoices that they had. Now the students need to put their knowledge into practice within thetime 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. ObservationGraph 6 : The number of responses made by

each student in Activity 4



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

ii. Reflection

More practices would be a great help to the students. Though they were uneasyand felt disturbed for having to produce their responses within 2 minutes, it would bea 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 MUETSpeaking Test.

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

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

3. Then, members of the group took turn to present their responses. I recordedand timed each member’s response.

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

5. After the discussion, it was the second group’s turn. I gave them their taskand 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

t u d e n

t s

t u d e n

t s

Graph 7 : The Moves covered by the studentsTable 2 : The Moves covered by the students



Access date January 1,2005 at: www.questia.com

Swales, J.M. (1990) Genre Analysis – English in Academic and Research Settings. Cambridge: CambridgeUniversity Press.

Vale, A., Tan, A., and Ali, M. (2004) Text MUET, A Complete Guide . Selangor : Pearson Malaysia Sdn. Bhd.

http://www.questia.com/



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