KAJIAN TINDAKAN DALAM PENDIDIKAN (KPR4063)

NAMA AHLI KUMPULAN1.TENGKU ZAINI BINTI TENGKU ISMAIL

(L20111006495)2.NOR ZILANIZA BINTI ABDOLLAH ZAWAWI

(L20111006491)3.ROZIYATUL AFIZAH BINTI AHMAD

(L20111006566)4.ROSMAWATI ALADIN (L20111006523)

PENSYARAH PROF MADYA DR ABDUL LATIF BIN ABDUL

GAPOR

TARIKH :22 OGOS2011

ULASAN JURNAL

1. Podcasting in a High School Spanish Language Class To Improve the Speaking Skill : An Action Research By Maggie Brennan Juana & Deniz Palak Blind Brook High School and North Carolina Central University(2011)

1. Strategi Pembelajaran Bahasa Melayu Mengikut Jantina Di Luar Kelas Oleh Zamri Mahamod dan Mohamed Amin Embi (2005)

ULASAN JURNAL 1 : LUAR NEGARA

Podcasting in a High School Spanish Language Class To Improve the Speaking Skill : An Action Research By Maggie Brennan Juana & Deniz Palak Blind Brook High School and North Carolina Central University(2011)

ULASAN JURNAL ADALAH BERDASARKAN MODEL KAJIAN TINDAKAN SOMEKH

3 45

67

812MODEL SOMEKH

(1989)

Menganalisi data / hipotesis

Merancang pelan tindakan

Melaksanakan pelan tindakan

Mengumpul data untuk mengesahkan perubahan

Menganalis dan menilai

Putaran seterusnya

Mengenalpasti masalah / fokus

yang diminati

Mengumpul data

PENGENALAN RINGKAS

• Kajian dijalankan oleh Maggie Brennan Juana dengan penyeliaan Dr Deniz Palak.

• Maggie merupakan seorang guru Bahasa Sepanyol dengan pengalaman mengajar 9 tahun

• Beliau bukan berbangsa Sepanyol tetapi fasih berbahasa Sepanyol melalui pengalaman beliau semasa merantau di Eropah, Amerika dan Selatan Amerika.

• Di rumah beliau menggunakan Bahasa Sepanyol sebagai medium pertuturan. Suami beliau adalah orang Sepanyol

LATAR BELAKANG MAGGIE BRENNAN JUANA

PENGENALAN RINGKAS

• Kajian ini melibatkan 10 orang pelajar di kelas Advanced Placement Spanish.

• Pelajar-pelajar ini terlibat secara langsung dan kajian adalah melibatkan prestasi pencapaian dalam pertuturan mereka.

• Kajian ini dijalankan di Blind Brook High School.

• Sekolah ini merupakan sekolah untuk komuniti pertengahan dan terkenal dengan pencapaian cemerlang pelajar-pelajarnya.

BATASAN KAJIAN

LANGKAH 1 : MENGENALPASTI MASALAH DAN FOKUS YANG DIMINATI

PERSOALAN

1. Apakah faktor yang menyebabkan kemahiran atau kebolehan pelajar-pelajar dalam pertuturan Bahasa Sepanyol LEMAH berbanding kemahiran lain seperti membaca, menulis dan mendengar?

2. Apakah penggunaan teknologi baru yakni PODCASTING dapat mengatasi masalah ini?

LANGKAH 1 : MENGENALPASTI MASALAH DAN FOKUS YANG DIMINATI

Markah

Pelajar Renda

h

Peluang dan ruang

yang terhad untuk

mempraktikkan

pertuturan

Penggunaan kaedah

tradisional

Kurang keyakinan

diriKetiadaan

minat

Pelajar runsing

dan bimbang

dalam kelas

LANGKAH 2 : PENGUMPULAN DATA

Kaedah Pengumpulan Data

Pra-kajian dan Pos-kajian (Pre/Post-Research Student Survey)

Catatan Diari

2 format penilaian kemahiran bertutur

Perbincangan antara pelajar-pelajar dan pihak Universiti

Research Question Criteria Data Sources

What is the effect of podcasting to help improve student speaking abilities?

Task Completion: Student fully completes the task Student refers to and integrates well outside

sources into the oral presentation Topic Development: Treatment of topic is relevant and thorough Response is very well organized and cohesive All or almost all information is accurate Comparison and contrast of information

significantly outweighs summary or mere quotations

Accurate social and/or cultural references included

Language Use Use and control of complex structures; very

few errors with no patterns Rich vocabulary used with precision High level of fluency Excellent pronunciation Register is highly appropriate

Two rubrics that assessed the speaking skill

Researcher’s diary

Pre and Post student survey

University collaborators

Student discussions

Jadual Triangular Matrix : Kriteria pengukuran dan pengumpulan data

Appendix C:Name: ________________________Pre-Research Study Student Survey Directions: Please answer the following questions to the best

of your ability, evaluating yourself on a scale of 1 – 10. Please remember that your participation in this survey is entirely

voluntary, and will only be used for the purposes of the Action Research Study.

On a scale of 1 – 10, with 1 being terrible, 5 being average and 10 being outstanding, how would you describe:

Your grammar in Spanish (either written or spoken)______

Your accent and pronunciation in Spanish ______

Your ability to comfortably express your ideas in Spanish ______

Your fluidity or rate of speech______

On a scale of 1 – 10, with 1 being not at all nervous, 5 being averagely nervous and 10 being extremely nervous, how

would you rate the following?1. How do you feel about speaking out loud in Spanish?

______2. How do you feel about recording your voice in Spanish?

______3. How do you feel about listening to your voice recording?

______3. How nervous do you think everyone else in the class is?

______How nervous are you to listen to other student’s recordings?

______

5. How nervous are you to do any type of public speaking, in either your native language or Spanish?

______If you had to give yourself an overall rating of your abilities, with 1 being very limited, 5 being average and 10 being

extremely t alented, what number would you assign the following general categories?Speaking ______Listening ______Writing ______Reading ______Please go onto next page.Have you had any experience speaking Spanish to a native

speaker? Yes________ *No ________* If yes, when did you have this experience and how long did it

last? Have you ever traveled to a Spanish speaking country? Yes ______ *No ______ * If yes, how much time did you spend there? Do you have any other foreign language experience, other than

Spanish? Please explain.Do you consider yourself a creative person in any way?Thank you for your participation.

LANGKAH 3 : ANALISIS DATA

• Ujian Pertuturan mencatatkan markah yang paling rendah berbanding ujian-ujian yang lain.

• Melalui Soal selidik Pre-Research, pelajar-pelajar telah memberi satu gambaran jujur tentang tahap pencapaian mereka.

• Antara kelemahan-kelemahan yang telah dikenalpasti:

a)Penggunaan teknologi ketinggalan zamanb)Penggunaan cakera padat hanya terhad

pada lokasi tertentu sahaja. c)Perisian Audacity yang digunakan tidak

efektif untuk rakaman suara pelajar. T

LANGKAH 4 : MERANCANG PELAN TINDAKAN

Bagi mengatasi masalah yang dihadapi, Maggie telah merancang untuk memperkenalkan penggunaan PODCASTING.

PODCASTING?

‘A podcast is a compressed digital multimedia file (audio or video) that is made available on the Internet for download and playback using computer or a mobile device such as an ipOD

LANGKAH 4 : MERANCANG PELAN TINDAKAN

• Penilaian tugasan pula akan disesuaikan mengikut kaedah PODCASTING.

• Penilaian adalah berdasarkan kepada 3 kriteria utama :

a)Task Completion : Kemampuan pelajar untuk menjawab setiap soalan dengan betul.

b)Topic Development : Kebolehan pelajar memperkembangkan idea topik dan bagaimana pelajar bertindak balas.

c)Language Use : Tahap penguasaan pelajar dari segi tatabahasa, pembendaharaan kata, sebutan dan kefasihan

LANGKAH 5 : MELAKSANAKAN PELAN TINDAKAN

Formal Presentation

Informal Presentation

Simulated Conversation

Tiga Tugasan Berbeza Untuk Setiap Minggu

LANGKAH 5 : MELAKSANA PELAN TINDAKAN

FORMAL PRESENTATION

• Pelajar diberi 2 artikel dan 1 rakaman audio dalam bahasa Sepanyol

• Pelajar perlu menyediakan rakaman mereka sendiri berdasarkan artikel dan rakaman yang diberi.

• Pelajar diberi 2 minit untuk merancang persembahan• Pelajar ditugaskan memberi ucapan 2 minit secara formal

dengan andaian sasaran penonton tertentu berdasarkan perancangan.

LANGKAH 5 : MELAKSANA PELAN TINDAKAN

INFORMAL PRESENTATION

• Tugasan secara pendek, spontan dan tidak formal• Pelajar akan berucap atau bercakap secara spontan

tentang pendapat dan peribadi mereka contoh pengalaman percutian mereka

STIMULATED CONVERSATION

• Pelajar dikehendaki mendengar dan merakam suara mereka.

• Suatu aktiviti dimana pelajar memberi tindakbalas secara individu pada rakaman yang didengari.

LANGKAH 6 : MENGUMPUL DATA DAN MENGESAHKAN PERUBAHAN

• Data-data rekod markah dalam AP TEST antara pelajar-pelajar yang menggunakan Podcasting dengan pelajar-pelajar yang tidak menggunakan Podcasting dibandingkan

• Peningkatan prestasi dikesan dengan ketara. Kenaikan 20% prestasi pelajar.

• Perbandingan antara data pertama (kaedah tradisional) dan kaedah baru (penggunaan Podcasting) dikenalpasti.

• POST-RESEARCH STUDY

KUMPULAN PODCASTING

KUMPULAN BUKAN PODCASTING

4.2 /5 3.6/5

Appendix D:Post Research StudyStudent Self Evaluation of Spanish Speaking SkillsDirections: Now that our research study is over, please take a few minutes to evaluate your speaking skills in Spanish. Please remember that your participation in this survey is entirely voluntary and will only be used for the purpose of our action research study.1. Do you feel your Spanish accent and pronunciation has

improved since Sept. of 2008? Yes NoIf yes, please indicate on a scale of 1 – 10 how much you think they have improved, with 1 being a very slight improvement, 5 being average or customary yearly improvement and 10 being extremely improved. Circle the appropriate number.1 2 3 4 5 6

7 8 9 102. Do you feel your Spanish grammar and vocabulary has

improved (within the speaking skill) since Sept. of 2008? Yes NoIf yes, please indicate on a scale of 1 – 10 how much you think they have improved, with 1 being a very slight improvement, 5 being average or customary yearly improvement and 10 being extremely improved. Circle the appropriate number.1 2 3 4 5 6

7 8 9 103. Do you feel your Spanish fluidity or rate of speech has

improved since Sept. of 2008? Yes No

If yes, please indicate on a scale of 1 – 10 how much you think they have improved, with 1 being a very slight improvement, 5 being average or customary yearly improvement and 10 being extremely improved. Circle the appropriate number.1 2 3 4 5 6

7 8 9 104. Do you feel your Spanish ability to express your ideas has

improved since Sept. of 2008? Yes NoIf yes, please indicate on a scale of 1 – 10 how much you think they have improved, with 1 being a very slight improvement, 5 being average or customary yearly improvement and 10 being extremely improved. Circle the appropriate number.1 2 3 4 5 6

7 8 9 105. Overall, do you feel your Spanish speaking abilities have improved since September of 2008? Yes NoIf yes, please indicate on a scale of 1 – 10 how much you think it has improved, with 1 being a very slight improvement, 5 being average or customary yearly improvement and 10 being extremely improved. Circle the appropriate number.1 2 3 4 5 6

7 8 9 106. Do you have any other comments?

SCORE DESCRIPTION TASK COMPLETION TOPIC DEVELOPMENT LANGUAGE USE

5

HIGHA speech sample that demonstrates excellence in Interpersonal Speaking accomplishes the following:

● Fully addresses and completes the task

● Responds fully and appropriately to all or almost all of the parts/prompts of the conversation

● Relevant, thorough treatment of all/almost all elements of the thread of the conversation

● Very well-organized and cohesive responses

● Accurate social and/or cultural references included

● Use and control of complex structures, very few errors

● Rich vocabulary used with precision

● High level of fluency● Excellent pronunciation● Register is highly

appropriate

4

MID-HIGHA speech sample that demonstrates command in Interpersonal Speaking accomplishes the following:

● Appropriately addresses and completes the task

● Responds appropriately to all or almost all of the parts/prompts of the conversation

● Relevant, well-developed treatment of the elements of the thread of the conversation

● Well-organized and generally cohesive responses

● Generally accurate social and/or cultural references included

● Use of complex structures, but may contain more than a few errors

● Very good vocabulary● Very good fluency● Very good pronunciation● Register is appropriate

3

MIDA speech sample that demonstrates competence in Interpersonal Speaking accomplishes the following:

● Addresses and completes the task

● Responds adequately to most parts/prompts of the conversation

. ● Relevant treatment of the elements of the thread of the conversation

● Organized responses with adequate cohesiveness

● Generally appropriate social and/or cultural references included

● Control of simple structures, with few errors

● Good range of vocabulary, but may have interference from another language

● Good fluency with occasional hesitance

● Good pronunciation● Register is generally

appropriate

Appendix A:AP RUBRIC FOR INTERPERSONAL ORAL RECORDINGS*

2

MID-LOWA speech sample that suggests lack of competence in Interpersonal Speaking can be described as the following:

● Partially addressees and/or completes the task

● Responds inappropriately to some parts/prompts of the conversation

. ● May have irrelevant treatment of the elements of the thread of the conversation

● Responses may have inadequate organization

● Inaccurate social and/or cultural references may be included

● Limited control of simple structures, with errors

● Narrow range of vocabulary

● Labored expression, minimal fluency

● Fair pronunciation which may affect comprehension

● Register inappropriate

1

LOWA speech sample that demonstrates lack of competence in Interpersonal Speaking can be described as the following:

● Does not complete the task.

● Responds inappropriately to most parts/prompts of the conversations

● Irrelevant treatment of the elements of the thread of the conversation

● Responses may be disorganized

● Inaccurate social and/or cultural references included

● Frequent errors in use of structures

● Few vocabulary resources

● Little to no fluency

● Poor pronunciation impedes comprehension

● Minimal to no attention to register

0A speech sample that receives this score may be blank, off-task, completely irrelevant to the topic, spoken in a language other than Spanish or a mere verbatim restatement of what the interlocutor has said.

SCORE DESCRIPTION TASK COMPLETION TOPIC DEVELOPMENT LANGUAGE USE

5

HIGHA speech sample that demonstrates excellence in Presentational Speaking accomplishes the following:

● Fully addresses and completes the task

● Refers to and integrates well both sources into the oral presentation.

● Treatment of topic is relevant and thorough

● Response is very well organized and cohesive

● All or almost all information is accurate

● Comparison and contrast of information significantly outweighs summary or mere quotations

● Accurate social and/or cultural references included

● Use and control of complex structures; very few errors with no patterns

● Rich vocabulary used with precision

● High level of fluency● Excellent pronunciation● Register is highly appropriate

4

MID-HIGHA speech sample that demonstrates command in Presentational Speaking accomplishes the following:

● Appropriately addresses and completes the task

● Refers to and integrates both sources into the oral presentation.

● Treatment of topic is relevant and well developed

● Response is well organized and generally cohesive

● Information is generally accurate

● Comparison and contrast of information outweighs summary or mere quotations

● Use of complex structures; but may contain more than a few errors

● Very good vocabulary ● Very good fluency● Very good pronunciation● Register is appropriate

3

MIDA speech sample that demonstrates competence in Presentational Speaking accomplishes the following:

● Addresses and completes the task

● Integrates one of the sources into the oral presentation, with some or little reference to the other source.

● Treatment of topic is relevant

● Response is organized with adequate cohesiveness

● Information is generally accurate, although there may be some inaccuracy or lack of precision

● Summary or mere quotations of information may outweigh comparison and contrast.

● Generally appropriate social and/or cultural references included

● Control of simple structures with few errors; may use complex structures with little or no control

● Good range of vocabulary, but may have occasional interference from another language

● Good fluency with occasional hesitance; some successful self-correction

● Good pronunciation● Register is generally

appropriate

Appendix B:AP RUBRIC FOR PRESENTATIONAL ORAL RECORDINGS

2

MID-LOWA speech sample that suggests lack of competence in Presentational Speaking can be described as the following:

● Partially addressees and/or completes the task

● May refer to only one of the sources into the oral presentation

● Treatment of topic may be irrelevant

● Response may be inadequately organized

● Information may be limited or inaccurate

● There is little comparison and contrast of the information.

● Inaccurate social and/or cultural references may be included

● Limited control of simple structures, with errors

● Narrow range of vocabulary; frequent interference from another language may occur

● Labored expression; minimal fluency

● Fair pronunciation, may affect comprehension

● Register may be appropriate

1

LOWA speech sample that demonstrates lack of competence in Presentational Speaking can be described as the following:

● Does not complete the task.

● Refers poorly to only one of the sources into the oral presentation.

● Treatment of topic is irrelevant

● Response is disorganized

● Information is very limited and mainly inaccurate

● There may be no comparison and contrast of the information.

● Inaccurate social and/or cultural references included

● Frequent errors in use of structures

● Few vocabulary resources; constant interference from another language

● Little to no fluency

● Poor pronunciation impedes comprehension

● Minimal to no attention to register

0A speech sample that receives this score may be blank, off-task, completely

irrelevant to the topic, spoken in a language other than Spanish or a mere verbatim restatement of what the interlocutor has said.

LANGKAH 7 : MENGANALISIS DAN MENILAI

• Penggunaan Podcasting dalam pembelajaran Bahasa Sepanyol khususnya dalam aspek pertuturan berjaya mengatasi masalah-masalah yang dihadapi oleh pelajar-pelajar dan guru.

• Podcasting telah berjaya mengubah kaedah pengajaran dan pembelajaran yang membosankan kepada satu kaedah yang lebih praktikal dan mudah.

• Ini membuktikan bahawa guru perlu berubah dan melakukan tranformasi dalam P & P seriring dengan perubahan zaman

LANGKAH 8 : PUTARAN SETERUSNYA

• Maggie Brennan Juana akan memperkenalkan penggunaan kaedah Podcasting untuk digunakan dalam P & P subjek bahasa asing.

• Beliau juga dalam proses menambahbaikkan kaedah Podcasting .

KESIMPULAN

Kajian tindakan yang dijalankan oleh Maggie Brennan Juana ini telah berjaya mengatasi kebimbangan dan tekanan yang dihadapi oleh pelajar-pelajar semasa bertutur dalam Bahasa Sepanyol. Pelajar-pelajar juga semakin berminat dan yakin untuk bertutur dalam proses mempratikkan pembelajaran mereka. Ternyata pengenalan kepada penggunaan PODCASTING telah berjaya mengatasi kelemahan-kelemahan serta masalah-masalah yang dihadapi sebelum ini sekaligus menaikkan prestasi pelajar ke tahap yang memberangsangkan. Kajian tindakan ini telah berjaya dengan cemerlangnya!

Tajuk Artikel : Strategi Pembelajaran Bahasa Melayu Mengikut Jantina

Di Luar Kelas oleh Zamri Mahamod dan Mohamed Amin Embi

(2005)

ULASASAN ARTIKEL 2 : DALAM NEGARA

PENDAHULUA

N

Jurnal Pendidikan yang bertajuk “Strategi Pembelajaran Bahasa

Melayu Mengikut Jantina Di Luar Kelas”

Dikaji oleh Zamri Mahamod dan Mohamed Amin

Embi.

Seramai 8 orang pelajar di

sebuah sekolah di daerah Selangor

Kepelbagaian Strategi kemahiran

bahasa iaitu mendengar, bertutur,

membaca dan menulis.

Perbezaan Teknik yang digunakan

Pelajar Cemerlang

Lelaki

Pelajar Lemah Lelaki

Pelajar Cemerlang Perempuan

Pelajar Lemah

Perempuan

Penyataan Masalah

Umum

Khusus

Objektif kajian

Mengenalpasti strategi pembelajaran bahasa berdasarkan jantina.

Mengenalpasti strategi pembelajaran berdasarkan kemahiran bahasa

Mengenalpasti strategi pembelajaran bahasa mengikut jantina berdasarkan kemahiran bahasa

Apakah strategi pembelajaran bahasa yang

digunakan oleh peserta kajian ketika

mempelajari BM DLK (Di

Luar Kelas)

berdasarkan

jantina?

Apakah strategi pembelajaran bahasa yang

digunakan oleh peserta kajian untuk

menulis mempelajari BM dalam

kemahiran

mendengar,

bertutur, membaca, dan menulis DLK?

SOALAN KAJIAN

Kepentingan Kajian

Guru-guru

Penyelidik dan

Pendidik Bahasa

Pelajar

METADOLOGI mengikut Model Kajian Stringer (2004)

1. MEREKA BENTUK

2. MENGUMPUL

DATA

3. MENGANALIS

IS DATA

4.MENYAMPAI

HASIL

5. MENGAMBIL TINDAKAN

1. Mereka Bentuk

Pelajar yang dipilih

Berdasarkan keputusan

PMR

Dijalankan di sebuah

sekolah di Selangor

2. Mengumpul Data

Contoh Sampel Temubual“Saya dapat mendengar dengan teliti dan boleh

berbincang dengan rakan apa yang terjadi”.“Saya banyak menggunakan teknik-teknik untuk

meningkatkan KT saya. Saya mewujudkan kumpulan perbincangan BM dan melihat guru BM saya ketika bertutur dengan teliti dan yakin kepada diri sendiri dalam menyuarakan pendapat yang bernas”.

“Saya banyak membaca buku-buku cerita, majalah dan novel”.

“Saya juga berlatih menulis karangan dan membuat latihan di rumah”.

Mencari Tema @

Pola

Mengkod- Perisian

NUD*IST

Diadaptasi Secara Manual

Menggunakan Analisis

Cohen Kappa

3. Menganalisis Data

4. Menyampaikan Hasil

Jadual Digunaka

n

Wujudnya beberapa

teknik

Jadual 1- SBP Pelajar Cemerlang Lelaki dan Pelajar Lemah Lelaki DLK

Bil Kod Definisi Koding PCL-1 PCL-2 PLL-1 PLL-2

1 DTKR Dengar Teliti Kata Rakan

/ / / /

2 GABT Guna Alat Bantuan Pertuturan

/ / / /

3 PMTT Peruntuk Masa Tingkatkan Pertuturan

/ / /

4 GABD Guna Alat Bantuan Pendengaran

/ /

5 DPF Dengar Perkara Berfaedah

/

Jadual 2- SBP Pelajar Cemerlang Perempuan dan Pelajar Lemah Perempuan DLK

Bil Kod Definisi Koding PCP-1 PCP-2 PLP-1 PLP-2

1 TDK Tutur Dengan Keluarga / / / /

2 BPBB Baca Pelbagai Bahan Bacaan

/ / / /

3 GTTTs Guna Teknik Tingkatkan Penulisan

/ / /

4 GABT Guna Alat Bantuan Pertuturan

/ /

5 MKBB Minta Keluarga Baiki Bacaan

/

Kemahiran Mendengar

Kemahiran Bertutur

Kemahiran Menulis

Kemahiran Membaca

5. Mengambil Tindakan

Kesimpulan

Terdapat pelbagai

strategi boleh digunakan

Memberi kesan positif kepada pelajar apabila berkomunikasi

Guru akan dapat memantau

pelajar dalam penggunaan BM

di kelas.

SEKIAN TERIMA KASIH