Kuliah ke-8

Kuliah ke-8 (Pn Nor Sakinah Mohamad)

Analisis data
- Analisis data = proses menggunakan data utk memberi maklumat berguna untuk mencadangkan kesimpulan & menyokong keputusan yang akan dibuat seterusnya. [Pastikan ada sekurang-kurangnya 3 atau lebih jenis data unuk dianalisis]
- Data Kualitatif (teks, pemerhatian dengan makna-makna tersirat) & Data Kuantitatif (yang mempunyai angka) boleh dipersembahkan secara grafik (jadual, gambar) untuk membantu proses analisis
- Mencari pola & kategori, persamaan, terangkan trnd & pertanyaan, katalogkan pemerhatian, membilang & membandingkan serta membuat anggaran.

Langkah Analisis Data Kualitatif
1st Langkah:
- Tengok secara lalu maklumbalas
- Mengambil nota atas tema yang muncul, isu/factor yang kamu dengar
- Mencari item yang berulang/penting

2nd Langkah:
- Pilih 3 atau 4 tema/kategori yang muncul & membina matriks
- cuba buat carta bukti berkaitan dengan tema utama
- tempatkan tema kategori di atas & senaraikan pelajar di tepinya
- boleh gunakan warna kod utk setiap kategori yang berlainan

3rd Langkah:
- bincangkan tinjauan dengan pendidik lain
- baca tinjauan (soal selidik), highliht kata kunci yang berkaitan dengan tema/kategori yng telah dikenalpasti
- rekodkan dapatan (data) dalam kotak bersesuaian dalam carta matriks yang dibina

4th Langkah:
- Tanya diri sendiri (apa yang telah saya dapat)
- Rekodkan pemerhatian pola yang muncul semasa melihat matriks: Pola Konsep & Pola Sikap
- Tuli/rekod pemerhatian bawah matriks (bawah carta matriks)
- Cth: Siapa yang cakap lebih banyak antara 2 pelajar
- ’Takut” sentiasa disebut beberapa kali
- Sokongan bacaan jurnal (bandingkan dapatan diri dengan dapatan orang lain)

5th Langkah:
- Apa kesimpulan yang boleh dibuat
- Rekod kesimpulan samada bawah matriks/atas kertas yang berlainan

6th Langkah:
- Apa langkah yang seterusnya yang boleh dibuat?
i. Tinjauan (soal selidik lain)/temubual/penilaian
ii. Semak semula persoalan kajian
iii. Bina modul/akiviti
- Jangan lupa rekod apa yang dibuat dalam matriks
- Apakah maklumat yang masih diperlukan
i. Atas pelajar
ii. Atas kaedah
iii. Maklumat latar belakang untuk tajuk ini

Kegunaan Data Dalam Plan-Do-Study-Act Cycle
1. Plan (perancangan)
- nilai & ringkaskan semua data yang kita ada
- analisis & kenalpasti tema utama
- kenalpasti sumber data yang akan memberikan ukuran progress penambahbaikan

2. Do
- kumpul data
- buat kajian rintis untuk memastikan strategi pengukuran dipenuhi

3. Study
- analisis data yang telah dikumpulkan & membuat kesimpulan

4. Act
- kenalpasti soalan tambahan
- rancang untuk penambahbaikan berterusan dalam penyelidikan tindakan
- kita mungkin tak dapat keputusan yang dikehendaki
- dapatan kajian bertujuan untuk memberi panduan & memperbaiki pengajaran kita seterusnya

Ringkasan
1. Panduan untuk analisis data
- Rekabentuk pendekatan sistematik, simpan semua data
- cuba faham maklumat yang ingin disampaikan oleh data
- cari tema & pola
- susun data berdasarkan apa yang dipelajari daripada data
- masukkan semua data, termasuk data yang tidak menyokong apa yang kita cari
- baca & baca data >1 kali
- bina imej visual
- tulis nota ringkas untuk diri sendiri
- kongsi dapatan, perbincangan akan timbulkan soalan baru
- ‘let data speaks to you’

2. Proses analisis data
- analisis semua data & buat nota sepanjang masa
- cari tema & pola
- ringkaskan tema kepada 3-5 idea
- lihat kembali data & semak tema-tema yang telah dibuat
- bina subtema jika perlu
- simpan nota secara berterusan, malah dapatan kadangkala boleh mengejutkan
- semak maklumat untuk mencari idea baru yang kerap/dominan muncul
- kenalpasti poin utama
- cari maklumat untuk sokong dapatan kajian

Kuliah ke-7 (Hjh Halimah Harun)

Kuliah ke-7 (Hjh Halimah Harun)

This lecture was continued on with proposal presentation. A few groups were being selected for the presentation. Below are the main content of those proposals being presented today:

1. Meningkatkan ketepatan bacaan Al-Quran di kalangan pelajar tingkatan 2 Bijak dengan kaedah tutor sebaya (peer-teaching)
- melibatkan 30 orang pelajar
- 1 minggu 1 kali (2 jam) selepas waktu pembelajaran
- lokasi: surau
- guru yang menentukan tajuk yang akan diajar
- prosedur: memberi pre-test untuk mengenalpasti 15 pelajar dengan bacaan terbaik untuk menjadi ketua, melatih 15 pelajar berkenaan selama sebulan, memberi ujian khas kepada ketua-ketua, mengagihkan pelajar dalam kelas kepada pasangan dengan nisbah 1 ketua kepada 1 pelajar

2. Meningkatkan penguasaan domain bahasa Arab...
- 2 kitaran:
1. Pemerhatian (response murid semasa P&P, meneliti latihan murid, memberikan pre-test kepada murid)
2. Mengimplikasikan teknik lagu, menemubual pelajar, memberikan pasca-ujian kepada murid

Komen pensyarah:
- menggunakan domain untuk mencipta lirik lagu yang berkaitan kehidupan harian

3. Meningkatkan pembelajaran Geografi pelajar tingkatan 3 melalui kaedah Explore-geo
- melibakan pengumpulan hasil perbincangan guru-guru Geografi tentang kaedah dan instrumen yang sesuai untuk membangunkan CD_rom (PPT)
- PPT à mengandungi gambar-gambar keadaan sebenar kawasan Malaysia
à setiap checkpoint mengandungi soalan berkaitan iklim, bentuk muka bumi, hasil mineral dsb
à setiap soalan membawa markah untuk dikumpulkan oleh setiap kumpulan pelajar
- dijalankan selama 2 bulan di dalam bilik ayangan/bilik komputer, pelajar diagihkan kepada kumpulan kecil
- selepas 2 bulan, refleksi guru dan penilaian guru dilakukan
- pengumpulan data secara pemerhatian, soal selidik, temubual dengan pelajar (seluruh proses akan dirakamkan)

4. Meningkatkan penglibatan pelajar perempuan dalam Kadet Polis
- Pegawai Polis dari PDRM akan dijemput untuk me,beri ceramah, mengajar kawad kaki, cara pemasangan khemah sepanjang tempoh orientasi
- Pertandingan diadakan dan pengumpulan data dilakukan menggunakan borang penilaian dan borang pendaftaran

Komen pensyarah:
- Pengumpulan data survey ini bukan merupakan Kajian Tindakan kerana ia tidak mencadangkan indakan yang akan diambil unuk melakukan penambahbaikan

5. Peningkatan penguasaan topik Sains dalam tingkatan 2 melalui kaedah permainan tubular
- melibatkan 20 pelajar, 2 kitaran, 3 perjumpaan selama 2 minggu
- 1st perjumpaan: guru menerangkan topik secara kuliah
- 2nd perjumpaan: guru menerangkan aktiviti kepada pelajar
- 3rd perjumpaan: mengadakan aktiviti
- guru menggunakan nota lapangan untuk mencatat hasi aktiviti, rakaman video dilakukan sepanjang aktiviti)

6. Meningkatkan pencapaian pelajar tingkatan 5 dalam petikan melayu klasik melalui kaedah Think-Pair-Share
- dijalankan selama 6 bulan, melibatkan bentuk kolaboratif (sesama guru BM) & ko-operatif
- melibatkan 5 kelas dengan 30 pelajar setiap kelas, 3 guru
- memberikan pre-test kepada pelajar, mengimplikasikan kaedah Think-Pair-Share, memberikan kuiz (untuk pengumpulan data)

Komen pensyarah:
- prosedur salah kerana dalam Kajian Tindakan, tiada pre-test dan post-test

7. Meningkatkan perbendaharaan kata dan sebutan Bahasa Inggeris melalui kaedah simulasi watak
- melibatkan 30 orang pelajar tingkatan 1
- melibatkan 2 kitaran:
1. mengagihkan kumpulan (3 orang sekumpulan), setiap kumpulan mengambil kad berwatak, membincang sesama ahli kumpulan, melakonkan waak berkenaan
2. kumpulan melakukan watak kumpulan lain
- pengumpulan data: pemerhatian (video tape), penilaian prestasi pelajar, mengadakan ujian lisan sebelum dan selepas aktiviti

After the proposal presentation session, the lecturer started to teach on the ways for preparing proposal. There are all together 7 chapters need to be included into a formal action research proposal, which shown as below:

Bab 1:
- latar belakang kajian -> apa yang telah orang lain buat
- tujuan -> untuk apa kajian ini dibuat
- rasional -> mengapa kajian dibuat (...... maka saya cadangkan supaya kajian tindakan ini dibuat untuk menigkatkan penguasaan BI melalui nyanyian)
- objektif
- persoalan kajian (research question) -> wajib ada (contoh: Adakah kaedah role-play dapat menarik minat pelajar? Adakah ia dapat meningka prestasi pelajar?)

Bab 2:
- Literature -> tak boleh membuat anggapan, mesti ada rujukan untuk menyokong

Bab 3:
- Prosedur kajian -> mesti terperinci, tentang aktiviti yang akan dijalankan (rancangan harian mengajar, contoh ABM, langkah-langkah kajian yang dijalankan)

Bab 4:
- Pengumpulan data -> tidak patut ada pre-test dan post-test, harus menggunakan baseline data sebagai cerapan data awal (survey, temu bual yang mendalam dsb)
- Pemerhatian -> wajib bagi pengumpulan data kualitatif
- Student journal ->Student review selepas suatu jangka masa kajian tindakan dijalankan
- Pembentangan data melalui gambar, hasil pelajar (student output), video tape (kaedah pengumpulan data yang paling berkesan)
- Soal selidik tidak sesuai jika n<30
- Mesti ada checklist

Bab 5:
- Dapatan kajian -> analisis data (selalu berdasarkan persoalan kajian)

Bab 6:
- Perbincangan


Besides proposals presentation and lecture on ways to prepare proposal, we have had a Quiz before the end of this lecture. The quiz is as below:

1. Nyatakan perbezaan antara kajian tindakan dengan kaedah eksperimen.
- Kajian tindakan merupakan suatu penyelidikan yang dijalankan oleh seseorang penyelidik ke atas sesuatu yang berlaku atas dirinya. Kaedah eksperimen ialah penyelidikan terhadap sesuatu perkara yang berlaku atas diri orang lain.
- Kajian tindakan tiada hipotesis. Kaedah eksprimen mempunyai hipotesis.
- Kajian tindakan wajib ada persoalan kajian. Kaedah eksperimen tidak menitikberatkan persoalan kajian.
- Kajian tindakan tidak menggunakan pre-test dan post-test dalam pengumpulan data, tetapi menggunakan baseline data. Kaedah eksperimen menggunakan pre-test dan post-test sebagai instrumen pengumpulan data.
- Kajian tindakan bertujuan untuk menambahbaikan aktiviti P&P. Kaedah eksperimen bertujuan untuk membuktikan samada sesuatu hipotesis ditolak atau diterima.

2. Apa itu baseline data?
- Data awal yang dicerap sebelum sesuatu tindakan penambahbaikan diimplimentasikan.

3. Nyatakna persoalan kajian bagi kajian tindakan yang akan anda lakukan.
- Adakah kaedah nyanyian dapat meningkatkan penguasaan tajuk ini di kalangan pelajar tingkatan 3 Anggerik?

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A special way of conducting her part of lectures...we were only taught about the ways of writing a proper action research proposal during the 3rd lecture, which is also the last lecture by this lecturer. It seems that her part is solely covering proposal writing. Well, to me, as long as the objectives of her part of lectures have being achieved, she has done her part. I too, as long as I get what the lecturer intend to teach, I have benefited from the lectures.

Kuliah ke-6 (Hjh Halimah Harun)

Kuliah ke-6 (Hjh Halimah Harun)

This lecture seemed to be a sharing section for the proposals we hand in last Thursday. Some of the groups were called up by the lecturer to present their proposal regarding action research. Below are some details about the 5 proposals being selected for presentation:

(i) Peningkatan Penghayatan pelajar dalam mata pelajaran Sejarah melalui kaedah komik
- mengalakkan pelajar mencipta komik berdasarkan peristiwa-peristiwa sejarah
- tiada instrument yang tetap unuk mengumpul dan menganalisis data
- contohnya komik mengenai Tun Mahathir

Cadangan/komen pensyarah:
- tajuk proposal seharusnya ditukar kepada Peningkatan Minat pelajar dalam mata pelajaran Sejarah melalui kaedah komik
- boleh menggunakan komik LAT, Aku Budak Minang, Gila-Gila dsb dalam P&P

(ii) Peningkatan Prestasi pelajar dalam Kesusasteraan Melayu melalui kaedah Pertandingan Puisi
- seting kajian: 4 checkpoint (aktiviti luar bilik darjah, setiap checkpoint 40 min)
- penilaian secara penggunaan rubrik (penghayatan, terjemahan puisi, kreativiti, kostum dsb) untuk mengukur minat pelajar

Cadangan/komen pensyarah:
- tempoh setiap kajian tindakan (checkpoint) harus dipanjangkan
- persembahan pada akhir penilaian dibuat secara besar-besaran di dalam sekolah
- merakam persembahan bagi analisis data

(iii) Peningkatan Penggunaan Kata Kunci dalam Penulisan Esei mata pelajaran Biologi menggunakan kaedah reka cipta lagu bagi pelajar Tingkatan 4
- pelajar mencipta lagu menggunakan kata kunci yang dipelajari
- pengukuran menggunakan pre-test dan post-test

(iv) Peningkatan Kemahiran Menyangga Bola dalam aktiviti Bola Tampar
- fokus kepada pelajar Tingkatan 2 (2 kelas dengan jumlah pelajar seramai 60 orang)
- menggunakan masa sebanyak 3 kali pertemuan
- kaedah: demo, pemerhatian dan ujian
- guru akan menunjukkan kaedah menyangga, setiap pelajar bergilir untuk melakukannya
- penilaian secara pemerhatian

Cadangan/komen pensyarah:
- ini bukan merupakan satu kajian tindakan sebab teknik menyangga bola boleh dilaih melalui latih tubi yang kerap
- kajian tindakan patut diubah menjadi Penglibatan Guru dalam aktiviti Sukan bagi Meningkatkan Prestasi Sukan Pelajar

(v) Peningkatan Penguasaan Cara Sebutan (Diction Pronounciation) Bahasa Inggeris di kalangan Pelajar tahun 2
- procedure perlaksaan: Smart Reader, ujian, nyanyian, peer teaching
- kumpul data secara temubual, ujian dan pemerhatian
- penilaian: mengadakan minggu bahasa, pertandingan dsb

Cadangan/komen pensyarah:
- sebelum program dilaksanakan, guru perlu menarik minat pelajar terlebih dahulu dan memberi keyakinan
- boleh membuat rakaman semasa pengumpulan data
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Before dismiss, we were required to write an essay to express our feeling towards these few week’s lectures regarding action research, as our assignment.

In my essay, I have included my points of view regarding the lectures being conducted this few weeks. I have expressed my feelings and thoughts honestly, and if there do have marks applicable on our essays….sincerely hope that the lecturer wont penalize me for writing too frankly.

Till then, that’s all about this lecture.

Proposal Kajian TIndakan (Hjh Halimah Harun)

KERTAS CADANGAN (PROPOSAL) KAJIAN TINDAKAN

Nama dan Alamat Sekolah:
SMK Khai Mun, 28700 Bentong, Pahang.

Nama Pengkaji:
Mohd. Sarhan b. Ismail P48693
Siti Sarah binti Udzir P48586
Nor Zira bt. Shafie P48688
Assarah bt. Ahmad Suki P48590
Wong Wan Heng P48627

Tajuk Kajian:
Meningkatkan penguasaan pelajar Tingkatan 3 Anggerik terhadap tajuk Sistem Peredaran Darah Manusia melalui kaedah nyanyian.

Pengenalan:
Berdasarkan analisis keputusan ujian bulanan tahun lepas, didapati hanya 30 peratus pelajar mendapat gred A dan B (65 peratus hingga 100 peratus) untuk Bab 2 Sistem Peredaran Darah. Penguasaan tajuk ini adalah penting kerana peratusan soalan bagi tajuk ini dalam PMR adalah tinggi. Tajuk ini juga akan diajar dengan lebih mendalam semasa peringkat menengah atas dalam mata pelajaran Biologi dan Sains Tambahan. Persoalan berikut sering bermian difikiran: Adakah tajuk ini membosankan? Adakah bahan bantu mengajar tidak berkesan? Bagaimana cara untuk meningkatkan pemahaman pelajar terhadap topik ini?

Selain itu didapati juga faktor penguasaan bahasa Inggeris di kalangan pelajar juga mempengaruhi pemahaman mereka dalam mata pelajaran Sains. Secara tidak langsung pelajar menjadi kurang bermotivasi dan memandang negatif terhadap mata pelajaran Sains, terutamanya tajuk-tajuk yang mengandungi banyak istilah baru seperti yang terkandung dalam tajuk ini (contoh: pulmonary, capillary, vein)

Fokus Kajian:
Walaupun kami mengesan beberapa masalah yang dihadapi oleh pelajar, kesilapan yang sering dilakukan oleh pelajar ialah:
i) Keliru antara istilah dan fungsi dalam sistem peredaran darah (cth.: fungsi arteri dan vena)
ii) Tidak dapat membezakan ciri-ciri khusus saluran darah
iii) Tidak dapat memahami jenis peredaran pulmonari dan sistemik


Objektif Kajian:
Selepas kajian ini selesai dijalankan, pelajar diharap akan mencapai objektif berikut:

I) Objektif umum
Meningkatkan peratusan pelajar yang mendapat gred B ke atas sebanyak 50 peratus.

II) Objektif khusus
1· Meningkatkan bilangan pelajar yang dapat memadankan istilah dan fungsinya dengan betul.
2. Meningkatkan pemahaman pelajar terhadap perkaitan antara ciri dan fungsi setiap saluran darah dan jenis peredaran.

Kumpulan Sasaran:
Kajian ini melibatkan 30 orang pelajar Tingkatan 3 Anggerik.

Tindakan yang dicadangkan
1. Mengajar tajuk ini menggunakan kaedah konvensional (kuliah).
2. Memberi pra-ujian (pre-test) kepada pelajar.
3. Mengumpul dan menganalisis data awal.
4. Menggunakan kaedah nyanyian:
i) Membahagikan pelajar kepada 6 kumpulan yang terdiri daripada 5 orang pelajar dalam satu kumpulan.
ii) Memberikan lirik seperti di dalam Lampiran 1 kepada setiap kumpulam
iii) Meminta setiap kumpulan memasukkan lirik tersebut ke dalam lagu pilihan mereka.
iv) Memberi masa kepada pelajar untuk membuat persiapan dan mempersembahkan semasa kelas berikutnya.
5. Memberi pasca-ujian (post-test) kepada pelajar.
6. Mengumpul dan menganalisis data akhir.
7. Membuat analisis dan perbandingan antara data awal dan data akhir.

LAMPIRAN 1

The Circulatory System Song

Arteries carry the blood away

Veins come back to the heart all day60,000 miles it goes

Around and through the heart it flows
In the veins the blood is blue

Deoxygenated, yes that’s true

But in the arteries it’s red

To carry oxygen throughout, it’s said
The white blood cells are important ones

The spleen, lymph nodes, and tonsils make some

To fight off germs and kill disease

Producing antibodies when it needs
Hemoglobin’s in the red blood cell

Iron’s found in there as well

Without all that, anemic we’d be

With orange-looking blood, you’d tire easily
Three blood vessels do the job for you

Arteries, veins, and capillaries, too

Arteries are large, and capillaries, small

So nutrients can pass right through their walls
The veins contain the valves that shut

So blood only flows one way for us

In the heart four chambers you’ll find

Atrium and ventricle- left and right
Two types of circulation I know

Pulmonary and systemic both flow

The first to the lungs, the second all around

Circulation is a never-ending sound

Kuliah 5 (Hjh Halimah Harun)

Kuliah 5 (Hjh Halimah Harun)

This is to be the most ‘special’ lecture ever since I was in DPLI. The lecturer came in without introducing herself, no briefing, nothing. We were required to answer some questions regarding reasons becoming a teacher, teacher’s duties, the teachers we like the most and dislike the most without reasons etc, on a piece of paper. At the end of the last question, we were required to draw a tree and state our name with birthday there. We passed up the answers paper to the lecturer and some of us were being selected to voice out our opinion on the activity. It seemed that the tree we drew represent our personal characteristics. But exactly how it explains my personality? I wonder, as no explanation was given towards the end of this activity.

Some of my answers for some questions (activity 1):
1. Mengapa ingin menjadi seorang guru?
- suka berkongsi ilmu
- berminat terhadap psikologi kanak-kanak/pemuda-pemudi Malaysia
2. Tugas seorang guru?
- mencungkil bakat pelajar
- menyampai ilmu pengetahuan secara hikmah
- memberi peluang belajar yang samarata terhadap semua pelajar
- menyempurnakan tugas pentadbiran yang diamanahkan
3. Guru yang paling disukai? Sebab?
- Seorang guru darjah yang mengajar bahasa Cina dari darjah 4-6.
Guru berkenaan cekap mencungkil bakat setiap pelajar dalam kelas yang mengandungi 50 orang pelajar. Guru berkenaan rajin menyediakan bahan P&P yang relevan levelnya bagi kelas saya. Guru berkenaan sentiasa mempunyai idea yang resional untuk dijadikan hukuman dan peneguhan bagi kelas saya.
- Seorang guru yang mengajar Biologi dari tingkatan 3-6.
Guru berkenaan mempunyai sikap yang sabar terhadap sebarang pertanyaan kami. Guru berkenaan mempunyai pengetahuan yang dalam tentang subjek yang diajar. Guru berkenaan seorang peramah dan selalu mengikuti jejak tren kegemaran pelajar pada sesuatu ketika.
4. Guru yang paling tidak disukai? Sebab?
- Seorang guru yang mengajar Kimia dari tingkatan 4-5.
Guru berkenaan tidak menguasai subjek yang diajar dengan baik, isi kandungan yang disampaikan oleh guru berkenaan tidak dapat diterima dengan baik di kalangan pelajar. Apabila terdapat sebarang pertanyaan, guru berkenaan selalunya tidak dapat memberi penjelasan yang memuaskan kami. Ini menyebabkan pelajar mesti mengambil tuisyen di luar waktu sekolah untuk subjek ini.

Activity 2: We were asked to group ourselves in pairs, discussing about one presentation during Seminar Pedidikan serantau Ke-4, that was related to action research. Some of the groups were being selected to present their discussion. From there, the lecturer pointed out some characteristics on that particular presentation which categorized it under non-action research.
It seems that experimental research is the kind of research with all the research steps unchanged from the beginning till the end of research. Survey is also not a kind of action research. Whereas if we were to do research on some one’s thinking, our research is to be called as ‘Ideology research’.
As for my group discussion, my partner and I thought that the topic we were talking about is an example of action research, but later after listening to our lecturer’s explanation, we found that the topic we were discussing about is to be categorized under experimental research rather action research.

The topic we selected for discussion was ‘Penggunaan Pendekatan Konstruktivisme Di Kalangan Pelajar Sains Biologi SMPN PekanBaru’. The research was conducted to see the influence of using constructivism approach in students’ learning result and the method used was quasi experiment. The instruments used were pre test and post test design measuring skill process in both experimental and controlled class. As per the lecturer, research with control class is considered as experimental research rather than action research.

There was Tugasan given as usual. What we need to do this time is to form a group of 5, prepare a proposal on action research to be hand in after 3 days.

And that was the end of the 3 hours lesson. I personally think that the lecturer should have at least shared us the ways on preparing an action research proposal. But it seems, I am wrong. Because we were left in the lecture hall, having no any idea on exactly how is a proposal of action research should be, how should be the proper format of proposal looks like.

Well, maybe we were thought to be more-than-degree students and thus we were expected to learn by ourselves without depending on the lecturer for spoon feeding. But as for me, I prefer a lecturer to attend to a lecture with well preparation, with at least some guidelines for the students for reference, so that the students know their position where they should be and understand about the scoop of that particular lecture, thereafter able to look for further information regarding that lecture if necessary.

Not containing any mean of prejudicing, just to share my point of view.

Seminar Pendidikan Serantau Ke-4

Title : The Effectiveness of Multimedia in Education Package to Motivate Literacy (MEL) amongst Preschool Children
Author : Munir
Session : 1B3 (11.10am-11.30am)
Room : Merbau

Main ideas:
- Aim: study the effectiveness of MEL in comparison with conventional literacy programme. - Methods: quasi experimental design & ethnographic approach
- Samples: 40 pre-school children (20 taught using MEL package, 20 using conventional package (BAWAL))
BAWAL = traditional reading materials; MEL: reading material presented through computer
- Data analysis: qualitative & quatitative with Wilcoxon & Mann Whitney test
- Conclusion: Children were motivated to learn literacy more impressively through utilization of MEL package

Tugasan 2 Journal Review (Final episode)

The comparison in terms of samples, settings, procedures of action research, data gathering and analysis has been done on the three journals regarding action research:
1. Pupils as action researchers: improving something important in our lives (Branko Bognar and Marica Zovko, 2008)
2. Using Observational Data to Provide Performance Feedback to Teachers: A High School Case Study (Geoff Colvin et al., 2009)
3. Love and critique in guiding student teachers (Sigrid Gjotterud, 2009).

Sample:
As comparison, samples being used in Branko and Marica’s action research are a group of 10-year-old students who manage to carry out their own action research with close monitor by Marica. Samples in Geoff’s research are a male teacher who is having problem to gain classroom attention during his Science period and that particular classroom. Whereas for Sigrid’s research, 3 students and in fact, Sigrid himself, have been taken as samples.

Setting:
In Branko and Marica’s action research, it has no particular settings being implied. In fact, the student action researchers, as participants, are free to choose the setting all by themselves. By the guidance of Marica, the student action researchers plan their own interested field to be improved, making the action research an interesting activity to them, as they can choose to involve their classmates or even family members into their action research. The setting is all depending on the place and targeted group they have selected and their targeted activities to be improved.

The same goes to Sigrid’s action research, where no proper setting of action research has been clearly mentioned. This action research has been carried out through online meeting and/or face-to-face interview to determine the notion of love and criticism in guiding student teachers, thereafter to make improvement on guiding actions of teacher educators.

As for Geoff’s action research, the entire classroom setting of action research has been clearly explained. It involved a science teacher with one of his classroom as participants. All the variables being measured, measuring scheme and recording sheet have been well displayed in the journal. As such, it can measure all the interested variables with high validity and reliability.

Action Research Procedures:
In Branko and Marica’s action research, the procedures involved are:
1. familiarized student action researchers with the process of data-gathering
2. defining own values and shared values (things/fields/actions that need improvement)
3. conducting activities planned
4. meeting and findings sharing
5. selecting better suggestions of improvement by others for implementing
6. self-evaluation and reflection
7. making report and presenting their project to others for validation

In Geoff’s action research, the procedures involved are:
First round of observation:
1. identifying problem
2. gathering data
3. reviewing and analyzing data
4. developing action strategies by modifying instructional practices

Second round of observation:
5. implying strategies
6. gathering data
7. conducting feedback
8. modifying instruction practices

Third round of observation:
9. implying improved strategies
10. gathering data
11. examining and discussing data

Whereas in Sigrid’s action research, the procedures are:
1. identifying problem
2. planning action
3. applying action
4. conducting reflection
5. documenting outcomes/findings

All the three action research procedures share a same characteristic, which is, the procedures are to be repeated in sequence forming a complete cycle, till the satisfactory outcomes are being obtained, there and then only, will the process being aborted.

Data gathering and analyzing:
In the action research of Branko Bognar and Marica Zovko, data gathering is done by qualitative method, which involved collecting peers’ or family members’ opinions, depend on the topic of action research being carried out by the student action researchers. No particular data analyzing method shown in this journal. This is probably caused by the small amount of data is being gathered therefore no complicated or particular data analyzing method is needed. Student action researchers modify and improve their action by referring to each opinion gathered.

The same goes to Sigrid’s action research as well. Qualitative data gathering method is used, no specific data analyzing method is shown. Data is gathered by interviewing samples and the changes in samples’ attitude through modified guiding actions are being observed at the later stage.

As for Geoff’s action research, all data is being gathered through quantitative method. A detailed cover sheet with all the variables to be measured is designed for the usage of marking done during each observation. The data is being analyzed using descriptive statistics, where the percentage of each tested variable is being calculated and graph is being generated.

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Overall:
To compare these 3 journals as a whole, I personally feel that the action research done by Geoff is a good reference for juniors like me. That is because the whole process of action research done by Geoff has included all the basic important topics that should be covered in a complete set of action research. His journals clearly stated the participants of this action research, the classroom setting, the procedures and the outcomes of result generated through data gathered. All these are similar to the content in Participatory Action Research for Educational Leadership (which I read through for my Tugasan 1), where the main process of action research is all about Diagnose, Act, Measure and Reflect.

On the other hand, I can’t deny that action research done by Branko and Marica is indeed an interesting one. As it involves the students themselves in the entire process of action research. The students have full freedom to select whatever field/thing/action to be improved, in order to make better lifestyle. By implying such kind of student-centered activities in classroom teaching and learning process, the classroom environment would be an interesting learning centre to the students. As the students are fully engaged in the research, they have the opportunities to learn about the whole process of action research in early age. As such, if this effort can be carried on to future, the students can have sufficient time and opportunities to improve themselves in action research, and therefore, able to build up professional action researchers. To build up interest on action research in our students is indeed a tough task, but not impossible, as seen in Branko and Marica’s research. The importance of building up interest on action research in our students should be seen from the perspective of life. Because learning is a life-long process, and action research is all about life itself (Branko B. and Marica Z., 2008). We seek improvement in our daily life experience, our relationship with others, our basic needs and so on. Thus these improvements for better living can be done efficiently if we were well equipped with action research knowledge. Anyway, if I were to give suggestion for the improvement of this journal, I feel that it would be better if the ways data being gathered and being analyzed can be monitored well and being presented in this journal.

The action research done by Sigrid is another interesting topic which involved the notion of love and criticism in guiding student teachers. But each person has different kind of characteristic and behavior. So, I doubt if the outcomes of this research can be applied to all our students. Perhaps the responsibilities on guiding students by either love or criticism fall on he students’ teacher. In this case, teacher plays the most important role to explore the characteristic of each student, thereafter to decide on whether the notion of love or criticism should be used in guiding, and that subjected to case by case basis as well. Again, in his research, I feel that the ways data being gathered and analyzed are insufficient to provide me clear picture on exactly how that were done. Perhaps more samples should be taken so that the data gathered are as a norm and thus increase the reliability.

That are all my points of view after reading through the three journals mentioned. Anyone has different opinion, feel free to comment here. There is always room for discussion.

References:
Branko, B. and Marica, Z. 2008. Pupils as action researchers: improving something important in our lives. Educational Journal of Living Theories 1(1): 1-49.

Geoff, C., George, S., James, M. & K. Brigid, F. 2009. Using observational data to provide performance feedback to teachers: A high school case study. Preventing School Failure 53(2): 95-104.

Sigrid, G. 2009. Love and critique in guiding student teachers. Educational Journal of Living Theories 2(1): 68-95.

Alan, B., E. Alana, J. & Margaret, T. M. (2008). Participatory action research for educational leadership. California, United States of America: Sage Publications.