TSL 3133 Action Research

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SHAIFUL SHUARI @ SUARI
MIX CAPITAL AND SMALL LETTERS PR!LEM AMN" #EAR 1 PUPILS
$H% T SL&E IT'
Instit(te Pen)i)i*an "(r(
Ca+,(s "a-a
SA!AH. MALA#SIA
Shaiful Shuari
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Abstract
In hi/h 0e1e0 0earnin/ ,ractice. action research 2as one o3 the +etho) that a,,0ie)
4- hi/h instit(tions s(ch as (ni1ersit- or co00a/e5 E)(cation ,ractitioner a0so in1o01e
in action research to ens(re the e33ecti1eness o3 the c(rric(0(+5 This action ta*es
)one a- Instit(te Pen)i)i*an "(r(. Ca+,(s "a-a. 6ota 6ina4a0(. Sa4ah Ma0a-sia5
Action research (se Pro/ra+ Pensis2a7ahan "(r( $teacher )e/ree ,ro/ra+' 2ho
is Teachin/ En/0ish as a Secon) Lan/(a/e $TESL'5 There3ore the ,artici,ant o3 this
,ro/ra+ 2i00 en/a/e 2ith the +etho) or strate/ies that (se to so01e sa+e or si+i0ar
iss(e5 This 2i00 enhance ,artici,ant *no20e)/e an) /i1e o,,ort(nit- to ha1e +ore
so0(tion5
INTRODUCTION
Action research is a +etho) that ,o,(0arise 4- 6e++is an) McTa//art $189:;s'5 It
2as 2e00 esta40ishe) in Ma0a-sia e)(cation5 Action research is a form of collective
self-reflective enqutiriy undertaken by participant in social situation in order to
improve the rationality and justice of their own social or education practices, as well
as their understanding of these practice and the situations in which these practices
are carried out. Kemmis and McTaggart (1988,5)5 It a0so *no2n as C0assroo+
research 4- other ,eo,0e5 C0assroo+ research<5is /eare) to se03=i+,ro1e+ent
since it is )esi/ne). con)(cte). an) (se) 4- teachers the+se01es5 And classroom
research bridges the gap between research and practice because researches and
practitioners are in one: the researcher ask question that the the practitioner thinks
are important; the practitioner is eager to use the result of the research!lassroom
research is, by definition, situation-specific, and the findings of classroom research
are, therefore, relevant to a given teacher and can be used directly to improve
practice. Patricia Cross (1987,499)5 This +etho) 2i00 increase teacher;s *no20e)/e
in or)er to 4eco+e a 3ront 0ine o3 ,eo,0e 2ho 0ea) the ne>t /eneration to 3(00 3i00
nation ,(r,ose5 Ma0a-sian /o1ern+ent 2ants to +o1e 3ro+ )e1e0o,in/ co(ntr- into
)e1e0o,e) co(ntr- in ?:?:5 In or)er to reach the a+4ition. the e)(cation
,ractitioners sho(0) 2e00 *no20e)/e5 This is one o3 the reasons 2h- Ministr- o3
E)(cation ,ers(a)e teachers to contin(e their st()-5 It;s a0so chan/e the
en1iron+ent in Instit(te Pen)i)i*an "(r(5 The Teachers Trainin/ co00a/e (,/ra)e)
into Instit(te). a0so in1o01e) the ,ro/ra+ chan/e 3ro+ certi3icate into )e/ree5 Man-
Shaiful Shuari
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,ro/ra+ inc0()in/ PP" 2as con)(cte) in the Instit(te Pen)i)i*an "(r( 3or the ,ast
-ears5 A00 o3 this 2ith too increase) the s(+ o3 )e/ree teacher in ,ri+ar- schoo0 or in
secon)ar- schoo05 It is a0so one o3 the con)itions that o(r nation nee) to 3(00 3i00
4e3ore o(r nation 4eco+es a )e1e0o,e) co(ntr- in ?:?:5
Teachin/ in the rea0 c0assroo+ 2as a rea0 cha00en/e5 E1er- teacher 2i00 3ace
)i33erent iss(e e1er- ti+e 4(t -et those teachers 2i00 not /i1e (,5 E1er- cha00en/e 2i00
t(rns into an o,,ort(nit-. ne2 strate/ies an) techni@(e 2i00 3o(n)e) an) )e1e0o,e)5
A00 o3 it 2ith a ,(r,ose to ens(re the ,(,i0s 2i00 /et o,ti+(+ chance in 0earnin/
,rocesses5
REFLECTION OF MY PAST TEACHING AND LEARNING
I 2as ,oste) to S6 Me0i*ai in 1?
th
A(/(st 188A a3ter t2o +onth )e0a- 4eca(se BPN
+a*e so+e arran/e+ent5 I sti00 at S6 Me0i*ai (nti0 no2 an) that +ean I 2as in S6
Me0i*ai 3or 1A -ears5 A 0on/ Co(rne- to co+,0ete. an) 3(00 2ith o3 e>,erience5 There
2as a Co- +e+ories 4(t a0so a har) an) ro(/h e>,erience a0on/ the Co(rne-5
S6 Me0i*ai ha1e D c0assroo+ an) 1 ,re=schoo05 The ,o,(0ation o3 ,(,i0s in this
schoo0 aro(n) 1:: 1E:. 3or the ,ast 1A -ears I 2as here it 2as ne1er ,ass 1F:
,(,i0s inc0()in/ ,re=schoo05 There are 3 2oo)en 40oc*s 3or S6 Me0i*ai5 No 0a4orator-
roo+ 3or Science s(4Cect. no 2or*sho, 3or 6e+ahiran Hi)(, s(4Cect5 S6 Me0i*ai ha)
on0- 4asic e@(i,+ent 3or a nor+a0 schoo0 in r(ra0 area5 Eno(/h ta40es an) chairs.
40ac*4oar) an) cha0*. te>t 4oo* an) e>ercise 4oo* ,ro1i)e 4- Ministr- o3 E)(cation5
E1er-thin/ here 2as C(st si+,0e eno(/h 3or the ,(,i0s to co+e 3or teachin/ an)
0earnin/ ,rocesses5
"nited #tate !ensus $%&&& census' define rural area as comprising open country
and settlement with fewer than %,(&& residents, areas designated as rural can have
population densities as high ))) per square mile or as low as * person per square
mile. Man- ,eo,0e ha1e )e3initions 3or ter+ r(ra0 4(t se0)o+ are these r(ra0
)e3initions in a/ree+ent5 So+e ,eo,0e sai) that r(ra0 area a0so an (r4an area5
+espite the increase in the number of rural education research, educator across the
globe have not come to an agreement as to the meaning of rural $Coladarci, 2007'.
Di33erent ,eo,0e ha1e a )i33erent inter,retation a4o(t the r(ra0 conce,t5 ,ural as an
area which is not $part of' a city $or non-metropolitan area' $Herog and Pitman,
1995'. The +eanin/ (s(a00- (se in the research is 4- Bohnson an) Stran/e5 ,ural
school is the school which is located in a place inside or outside the metropolitan
area and has the population of less %,(&& people $!o"nson and #trange, 2005'5
S6 Me0i*ai 2as in r(ra0 area. 4e0o2 enro0+ent schoo0<<
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P(,i0s co+es 3ro+ 3isher+an. 3ar+er or )o so+e 1i00a/e 2or* 3a+i0ies5 So+e o3 the
,arents ne1er entre the schoo0. 2hi0e so+e o3 the+ ha) a 0itt0e e)(cation (nti0
,ri+ar- schoo0 4(t none o3 the+ e1er ha) )i,0o+a or )e/ree5 At ho+e. En/0ish
0an/(a/e 4eco+e n(+4er 3 or E 0an/(a/e5 I ass(+e so+e o3 the+ ne1er 4ein/
e>,ose) to the En/0ish 0an/(a/e at ho+e5
M- o,tion in Teacher Trainin/ Co00a/e 2as 6e+ahiran Hi)(,. 2hen I 2as ,oste) in
S6 Me0i*ai. the hea)+aster as* +e to teach En/0ish 0an/(a/e e1en tho(/h I )i)n;t
ha1e stron/ 4asic in En/0ish 0an/(a/e5 I ha1e o4e-e) to +- hea)+aster or)er e1en
+- int(ition sa- )i33erent5 There on0- t2o teachers 2ho teach En/0ish in the schoo0
inc0()in/ +e an) a 3e2 -ears 0ater on0- +e 0e3t in the schoo0 2ho teach En/0ish5
It is har) 3or +e at the 4e/innin/ 4(t I +ana/e thro(/h it5 3 co(rse 2ith so+e
s(,,ort an) in ser1ice co(rse. I (se +- a4i0ities to )e0i1er the *no20e)/e to a00 +-
,(,i0s5 I atten)e) a t(ition c0ass )(rin/ schoo0 ho0i)a- in or)er to i+,ro1e +-se035 I
ha1e to i+,ro1e +-se03 4e3ore I can )e0i1er the *no20e)/e to +- ,(,i0s 4eca(se I )o
rea0ise that +- ,(,i0s 2i00 )e,en) on +e 1::G5
I 0earne) +an- ne2 strate/ies an) +etho) to a,,0- in the c0assroo+ in e1er-
,ro3icienc- co(rse that I atten)e)5 E1en a3ter 1A -ears e>,erience. I sti00 0earn ho2 to
)e0i1er a +eanin/3(0 0esson to +- ,(,i0s5 I ne1er re3(se to atten) an- ,ro3icienc-
co(rse that con)(cte) 4- an- instit(tion5 I a0so atten) a c(rric(0(+ co(rse to +a*e
s(re that I a0ert 2ith the s-00a4(s5
I 2as atten)e) a con1ersion that con)(cte) in PPD Me+4a*(t5 It 2as ha,,ene) in
?::15 That 2as a +assi1e i)ea to co1ert teachers 2ho ha) e>,erience in Science.
En/0ish an) Mathe+atics s(4Cect 4(t none o,tions to 4eco+e an o,tions teacher5 1E
2ee*s co(rse to i+,ro1e the 0e1e0 o3 ,ro3icienc- o3 the teachers an) in the sa+e
ti+e e>,ose 2ith the strate/ies an) +etho) that can a,,0- in the c0assroo+5
A3ter the con1ersion co(rse. there 2ere se1era0 in ser1ice co(rse5 There are a 3e2
co(rses that con)(cte) 4- IP" "a-a in 6(a0a Pen-( )istrict that I atten)e)5 The
content o3 the co(rses e>,ose +e to the +(0ti,0e strate/ies that I can (se in the
c0assroo+5 I a+ /0a) that there are contin(o(s co(rses that con)(cte) to i+,ro1e
non o,tions teacher 0i*e +e5 I *no2 that there are +an- o3 +- 3rien)s in 6(a0a
Pen-( )istrict 2ho str(//0e as 0i*e +e at the ear0- a/e o3 teachin/5 Tr- har) to
)e0i1er the *no20e)/e 4- hoo* or 4- croo* to the ,(,i0s 2ho )e,en)s on the teacher
an) schoo0 to /ain the *no20e)/e
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The ,(,i0s<their 3ace +an- ,ro40e+ in their 0earnin/ ,rocesses5 I tr- +- o2n 4est to
he0, the+ in the sa+e ti+e I 0earn their 0earnin/ st-0e an) 4eha1io(r5
Malhoit (2005) in his research entit0e) HPro1i)in/ r(ra0 st()ents 2ith a hi/h @(a0it-
e)(cationI. hi/h0i/ht so+e strate/ies that can 4e ,(t in ,0ace in or)er to +a*e a r(ra0
schoo0 4eco+e a @(a0it- schoo05 First0-. a r(ra0 schoo0 sho(0) on0- e+,0o- hi/h
@(a0it- teacher5 Secon)0-. teachers 2or*in/ in this schoo0 +(st 4e ,ro1i)e) 2ith
a)e@(ate ,a- or sa0ar-5 Thir)0-. a r(ra0 schoo0 sho(0) 4e 0e) 4- e33ecti1e schoo0
0ea)ers5 So+e researcher sai) this is the cr(cia0 3actor5 Fo(rth0-. r(ra0 schoo0 sho(0)
ha1e @(a0it- schoo0 3aci0ities inc0()in/ techno0o/-5 Arol! (200") a))e) another
i+,ortant ,oint. r(ra0 schoo0 sho(0) consi)er ha1in/ on0- s+a00 c0asses $in ter+ o3
n(+4er o3 st()ent in each c0ass'5
I a/ree 2ith Ma0hoit ,oint 4(t I )o rea0i7e that not a00 schoo0 ha) eno(/h ite+s to 4e a
hi/h @(a0it- schoo05 Es,ecia00-. in Ma0a-sia con)ition. there are not eno(/h o,tion
teacher to ,(t in the schoo0. not a00 r(ra0 schoo0 ha) e33ecti1e 0ea)er. an) (s(a00- r(ra0
schoo0 ha) on0- 4asic e@(i,+ent5 For Arno0) ,oint. I a0so a/ree 4(t 2e sti00 str(//0e
to )ecrease the n(+4er o3 ,(,i0s 3or one teacher5
There are 0i+ite) researches a4o(t r(ra0 schoo0 e)(cation )one in Ma0a-sia5 A00 o3 it
to )isco1er 2hat is the cha00en/e 3ace 4- r(ra0 schoo0 in Ma0a-sia5 Ratna2ati an)
Is+ai0 con)(cte) a ,ro/ra+ ca00e) "ER $"(i)e) E>tensi1e Rea)in/'5 #tudent can
developed positive attitudes towards reading in -nglish as the term progressed,
although they were initially reluctance reader (Rata#ati $ I%&ail' 200()5 Pa0+ers
an) Ati*ah )one an inter1ention ,ro/ra+ an) the- re,ort. were less shy, better
prepared and given more opportunities, through cooperative learning and increasing
questioning, to use -nglish $Pal&)r% a! Ati*ah' 200+)5 These t2o research sho2
that. r(ra0 schoo0 $,(,i0s' can ,er3or+ hi/h @(a0it- 0e1e0 4(t 2ith correct treat+ent5
.f teachers can develop student/s awareness of language of language learning
strategies and style and actively engage then in activities which focus on these
strategies, then learners from rural school performance/s in -nglish can be improve
(Thi,a-ara.ah'200()5
Those are state+ent 3ro+ ,ast st()ies that carrie) o(t 4- 3e2 ,eo,0e5 A00 o3 the+
s(//est that those r(ra0 schoo0 ,(,i0s can ,er3or+ 4etter an) achie1e hi/h @(a0it- i3
there cr(cia0 con)ition 2as ,ro1i)e)5 In +- con)ition. there are 4i/ @(estion a,,ear
in +- hea). can I 3(03i0 the cr(cia0 con)ition in or)er to 0i3e (, +- ,(,i0s achie1e+ent5
Honest0-. I a+ not in that @(a0it- 0e1e0 4(t 2aitin/ so+eone 2ho in that 0e1e0 is not an
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o,tion5 So. I ha1e to i+,ro1e +-se03. 0an/(a/e ,ro3icienc- an) techni@(e an)
strate/ies that I can (se in the c0assroo+5
In r(ra0 area s(ch as S6 Me0i*ai. 2here the 1i00a/es $,arents' s,ea* 2ith their +other
ton/(e. En/0ish 4eco+e n(+4er 3 or E 0an/(a/e5 I a+ not s(r,rise i3 the ,arents
a)+itte) that ,(,i0s )i)n;t e>,ose to the En/0ish 0an/(a/e e1en one 2or) 3or one
sin/0e )a-5 .n order to master the -nglish language, learner have to adequately
e0posed to all of the four basic skills namely listening, speaking, reading and writing
/ro# (2000)5 I *no2 +- ,(,i0s are 2ea* in a00 s*i00 that the- +(st +aster in or)er to
4e 30(ent 2ith En/0ish5
Fro+ the e>,erience that I ha) 4een thro(/h. I note) that +- ,(,i0s 3ace a 3e2
,ro40e+s5 Lac* o3 +oti1ation is the 4i//est a+on/ a00 o3 those ,ro40e+s it is 4eca(se
0ac* o3 +oti1ation 2i00 +a*e ,(,i0s r(n a2a- 3ro+ the 0earnin/ ,rocesses5 P(,i0s 2i00
sa2 on0- the har) thin/ a4o(t 0earnin/ En/0ish rather than enCo- 0earnin/ it5 P(,i0s
reCect to 0earn En/0ish e1en their ha1e to sta- in the c0assroo+ )(rin/ the En/0ish
,erio)5 I3 the ,(,i0s ha1e the ri/ht to choose the s(4Cect that their 0i*e to 0earn.
certain0- the- 2i00 choose another s(4Cect 4(t not En/0ish5 %hat I )i) to 3ace) this
,ro40e+5 I tr- to +oti1ate +- ,(,i0s. /i1e the+ a ,ict(re that En/0ish 2as not har) to
0earn5 The i+,ortant is ,(,i0s )are to (se the En/0ish 0an/(a/e )(rin/ the c0assroo+
4- their o2n nee)s5 S0o20- I ,ers(a)e ,(,i0s to (se En/0ish )(rin/ the 0esson. /ro(,
acti1it-. an) in)i1i)(a0 acti1it-. @(i7 an) etc5 I tr- to /i1e the+ o,,ort(nit- o3 (sin/
En/0ish as +(ch as I can 4eca(se I *no2 the- not ha1e that at ho+e5
Lac* o3 e>,os(re a0so a co++on ,ro40e+ 3or the ,(,i0s in the r(ra0 area.
s(rro(n)in/ 2ith the ,eo,0e 2ho ,ractice +other ton/(e. ,(,i0s 2i00 ha1e no chance
to e>,ose 2ith En/0ish 0an/(a/e5 Ma/a7ine an) ne2s,a,er is 1er- rare in the r(ra0
area5 The on0- e>,os(re that I can thin* is thro(/h te0e1ision. es,ecia00- cartoon
channe05 I ha1e as*e) +- ,(,i0s a4o(t the cartoon channe0 that the- ha) 2atche).
the- 2atche) cartoon. an) (n3ort(nate0- the- chan/e the 0an/(a/e to !ahasa
Me0a-(5 I3 the cartoon )i)n;t ha1e )(a0 a()io. the- 2i00 not 2atch it5 In or)er to
e>,ose the+ to the 0an/(a/e. I a+ a0so ,ers(a)in/ the+ to 2atch cartoon 4(t 2ith
one con)ition. )on;t chan/e the 0an/(a/e5 A/ain I /(ess I a+ not 0(c*-5 Not a00 o3 the
,(,i0s 3o00o2 the r(0es5
!(t. I sti00 can ,ro() 3or 2hat S6 Me0i*ai achie1es no25 I can sa- that S6 Me0i*ai
a0rea)- i+,ro1e 3ro+ the )a- that I ca+e 1A -ears a/o5 UPSR achie1e+ent 3or S6
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Me0i*ai 2as ,ast F:G A -ears on the ro25 !e3ore that UPSR achie1e+ent 2as C(st
?F 3:G. +eanin/ to sa- 2e ha1e so+e i+,ro1e+ent5 Not on0- 3or the @(antit- 4(t
a0so @(a0it- 4eca(se 3or the ,ast 3 -ears. 2e ha1e ,(,i0s 2ho ,ass UPSR 2ith ! on
En/0ish ,a,er5 It )oesn;t +ean that +ission has acco+,0ishe) 4eca(se the n(+4er
o3 ,(,i0s (se En/0ish 0an/(a/e is sti00 s+a005
0HAT IS MT RESEARCH ISSUE1
M- research iss(e is ,(nct(ation. a +echanic ,ro40e+ that 3aces 4- +- #ear 1
,(,i0s5 I 3o(n) that +- ,(,i0s in #ear 1 2i00 +i> the ca,ita0 0etter 2ith s+a00 0etter 2hen
their 2rite 2or)s5 The ,ro40e+ 2i00 contin(o(s0- in the #ear ? ,(,i0s. I note) it
4eca(se so+e o3 +- #ear ? ,(,i0s
%hen the Ministr- o3 E)(cation chan/e the c(rric(0(+ 3ro+ 6!SR to 6SSR there
are se1era0 chan/es in it5 In 6SSR the s*i00 )i1i)e into E cate/ories 2hich are
0istenin/ an) s,ea*in/. rea)in/. 2ritin/ an) 0an/(a/e art5 It is )i33erent 3ro+ 6!SR
2hich is content 2ith 0istenin/. s,ea*in/. rea)in/ an) 2ritin/5 The n(+4ers o3 s*i00
are sti00 sa+e 4(t the content is )i33erent5
In 6SSR c(rric(0(+. 2ritin/ s*i00 3or #ear 1 3oc(s on ,en+en shi,5 M- ,(,i0s )i)n;t
ha1e +an- ,ro40e+s to sha,e the 0etter5 B(st ? or 3 o3 the+ )i)n;t 3o00o2 the r(0es o3
(sin/ 0ine in their ,ractice 4oo* 4(t the ,(,i0s a02a-s +i> (, s+a00 0etter an) ca,ita0
0etters5 The- a0so 3or/et to (se 3(00 sto, at the en) o3 e1er- sentences that the-
2rote5 I a+ a02a-s /(i)e) the+ 2hi0e the- )o the e>ercise 4(t sti00 a3ter a 3e2
session 2hen I 0et the+ )o it a0one. the +ista*e sti00 there5
%h- it is i+,ortant 3or the ,(,i0s to correct the- ,(nct(ationJ It is 4eca(se in UPSR
,a,er ?. @(estion 2 $in3or+ation trans3er' the acc(rate 3or+s o3 0etter sha,e are
co(nte)5 I3 the ,(,i0s ,ro1i)e the correct in3or+ation 4(t the 0etter is not 2e00 sha,e.
the ans2er is co(nt as 2ron/ ans2er5 To +a*e it 2orst. @(estion 2 $in3or+ation
trans3er' is the easiest ,art 3or the ,(,i0s to /ain +ar*s5 I+a/ine i3 the ,(,i0s /i1e 1:
correct ans2ers 4(t +i> (, the ca,ita0 0etters an) the s+a00 0etters. the- 2i00 /et :
+ar*s e1en the- s(,,ose to /ain 1: +ar*s5 That is a 0oots o3 +ar* to 4e 0ose5 I
2orrie) a4o(t it 4eca(se I note) so+e o3 the ,(,i0s in #ear D sti00 )i) the sa+e
+ista*e )(rin/ their 4i=+onth0- test or re/(0ar e>ercise5
That is the reason 2h- I )o +- research on this iss(e5 M- o4Cecti1e I can 1anish the
iss(e )(rin/ #ear 1 4eca(se in +- o2n o,inion this iss(e sho(0) 4e a ,ro40e+ 3or
the ,(,i0s5 This *in) o3 iss(e sho(0) not arise in #ear ? an-+ore5 I )o rea0ise that the
,(,i0s 2ho ha1e the iss(es are s0o2 0earner 4(t I a+ o,ti+istic I can )ea0 2ith it5 I
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2i00 see* a strate/ies that i+,0e+ent 4- other teacher 4e3ore an) +a*e so+e
i+,ro1ise to s(it 2ith +- ,(,i0s a4i0it-5
E1i)ence o3 the iss(e are in a,,en)i> 1 an) a,,en)i> ?5
0HAT HA3E I LEARN A/OUT MY RESEARCH
There are 0i+ite) Co(rna0s or ,ast st()- a4o(t +i> ca,ita0 an) s+a00 0etters a+on/
,(,i0s es,ecia00- ,ri+ar- schoo05 I rea) +an- Co(rna0 an) ,ast st()- 4(t C(st a 3e2 o3
the+ are re0ate) to the +ain iss(e5 Lots o3 the Co(rna0 or ,ast st()ies 3oc(s on
)i33ic(0ties o3 2ritin/5 As an a0ternati1e. I 0oo*e) on Co(rna0 an) ,ast st()- in !ahasa
Me0a-( 4eca(se I *no2 the iss(e a0so raise in that 0an/(a/e5 L(c*- 3or +e 4eca(se
there are a 3e2 research or ,ast st()- )isc(ss a4o(t the iss(e5 Ho,e3(00- I ha1e
eno(/h +ateria0s to )isc(ss the iss(e5
D(rin/ +- 0esson in the c0assroo+. I /(i)e +- tar/et ,(,i0s to )o the tas* in the
correct 2a-5 Un3ort(nate0-. I can;t /(i)e the+ at a00 ti+e 4eca(se there are other
,(,i0s that I nee) to +onitor5 I note) that the ,(,i0s 2or* 2ith +- /(i)ance an)
2itho(t +- /(i)ance is )i33erent5 Their 2or* (n3inishe). not ti)-. +i> the ca,ita0
0etters 2ith s+a00 0etters5 #tudent with writing problems frequently are unmotivated
because they do not possess adequate writing skill and strategies, have repeatedly
failed at writing task, and thus lack the confidence and will to e0pend effort to write
(/a!4ra 56+78 Elli%' L)9 $ Sa2ori)' 56+:8 Pari% $ 0io-ra!' 56608 0o-'
566"); !ase) on that state+ent I thin* +- ,(,i0s are (n+oti1ate)5 Ma-4e the- are
str(//0e to +a*e it as /oo) as I 2ant as a teacher 4(t in the sa+e ti+e +a*e a
correction an) )o the sa+e thin/ o1er an) o1er a/ain 2i00 4ore) the+5 As a res(0t.
their 2or*s are )i33erent 2hen I 2as not aro(n) 4eca(se the- 4ore) to )o the
correction5
I ha1e an e>,erience 2hen I as* the ,(,i0s to )o the correction i3 I sa2 an- +ista*e
in their 2ritin/. I sa2 I hea1- c0o() on their 3ace5 It is 4eca(se the- ha1e to )o it
a/ain. so+ethin/ that the- )on;t 0i*e to )o it5 So. 0ac* o3 +oti1ation is one +aCor
3actor 2h- this iss(e co+es o1er an) o1er a/ain e1en tho(/h 0ots o3 correction 2as
)one5 Its ha,,en e1en to +- chi0)ren. the- sho2 the sa+e 3ace5
ne o3 the research )one 4- $Ma%iah M4lo*' 2052) s(//est that Antara gaya
penulisan yang sering didapati dikalangan pelajar-pelajar ialah cara memegang
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pensil yang tidak betul, kedudukan tangan dan buku yang tidak betul dan cara
duduk yang tidak betul. 1leh yang demikian, pelajar-pelajar akan membentuk tulisan
yang tidak betul seperti sai2 antar perkataan yang tidak konsisten, ruang antara
perkataan yang tidak sesuai, tidak dapat menulis perkataan dengan betul dan tidak
meletakkan huruf besar dan tanda baca dengan betul. This state+ent sho2s (s that
,(,i0s ,ost(re )(rin/ the 2ritin/ session e33ect their han)2ritin/ 4a)0-5 F(rther
research sho(0) 3oc(s on this iss(e5
Another research in !ahasa Me0a-( )one 4- (A&irah <hair4i%a' 2052) s(//est
thatK hal tersebut bergantung sama ada murid itu mempunyai masalah kekeliruan
atau kecuaian dalam penggunaan huruf besar dan kecil. She +entions that +i>
ca,ita0 an) s+a00 0etters a+on/ ,(,i0s in ,ri+ar- schoo0 4eca(se o3 con3(sion an)
care0ess5 P(,i0s con3(se to 2here to (se the ca,ita0 an) s+a00 0etter 4(t so+e o3
the+ care0ess5 I a/ree 2ith this 4eca(se I sa2 it in +- ,(,i0s attit()e5 So+e o3 +-
,(,i0s consi)er con3(se 4eca(se e1en 2hen the- co,ie) the correct sentences. the-
sti00 +i> the ca,ita0 an) s+a00 0etters5 In other ,art. so+e o3 +- ,(,i0s are care0ess5
The- 2ant to )one the tas* 2ith short o3 ti+e an) start chats a+on/ the+ 2hi0e
2aitin/ the correct ti+e to s(4+it the tas*5 The- )on;t care i3 the- )o it correct0- or
not5 %hen the ti+e is co+e. the- 2i00 s(4+it it an) s+i0e5
I a0so note) that one or t2o o3 +- ,(,i0;s 0ac* o3 interest to )o their Co45 In +-
o,inion. the ,(,i0s 0ac* o3 interna0 interest5 I ha,,en a+on/ +- +a0e ,(,i0s5 The-
0i*e to e>,en) +ore ti+e in ,0a-in/ 2ith their 3rien)s5 This 3actor 2i00 )istri4(te on the
0ac* o3 interest to the ,(,i0s5
Des,ite o3 +an- e0e+ents that can )istri4(te to the iss(e. there are 1ario(s
reco++en)e) so0(tion that can 4e i+,0e+ent in the c0assroo+5 %ith a ho,e that the
so0(tion 2i00 so01e the ,ro40e+ an) +- ,(,i0s 2i00 not )o the si+,0e +ista*e 0i*e +i>
ca,ita0 an) s+a00 0etters5
I start 2ith +- o2n tho(/ht 4ase) on +- o2n e>,erience teachin/ #ear 1 3or F
-ears5 In +- o,inion. contin(o(s /(i)ance to the ,(,i0s sho(0) he0, the ,(,i0s to
e0i+inate the iss(e5 M- ,0an is to )i1i)e the ,(,i0s into a s+a00 /ro(, an) tac*0e the
iss(e /ro(, 4- /ro(,5 M- a)1anta/es are the n(+4er o3 ,(,i0s ha) that ,ro40e+ is
not too 4i/. so +- ,0an is to )i1i)e the+ into t2o /ro(,s. critica0 /ro(, an) cr(cia0
/ro(,5 Critica0 /ro(, 2i00 3i00 2ith ,(,i0s 2ho ha1e the iss(e 4a)0- 4(t the cr(cia0
/ro(, 2i00 3i00 2ith the ,(,i0s 2ho +a*e +ista*e in a s+a00 n(+4er5
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First sta/e o3 +- so0(tion is to +a*e s(re the cr(cia0 /ro(, i+,ro1e their +ista*e in
certain ,erio)5 In this case. I thin* 3 2ee*s sho(0) 4e eno(/h to see the
i+,ro1e+ent5 I 2i00 ,(t the +e+4er o3 cr(cia0 /ro(, in one /ro(, 2hen +- 0esson
ta*es ,0ace5 This 2i00 +a*e +e eas- to +onitor the+ 2or* an) ,ro/ress5 I 2i00 /i1e
the+ e>tra 2or* C(st to tac*0e the iss(e5 %hi0e +- 3oc(s on the cr(cia0 /ro(,. I 2i00
+onitor the ,ro/ress on critica0 /ro(, 4(t +- 3oc(s 2i00 4e on the+ a3ter the cr(cia0
/ro(,5
Secon) sta/e o3 +- so0(tion is to 3oc(s on critica0 /ro(,5 This /ro(, 2i00 3i00 ? or 3
+e+4er on0-5 I 2i00 ,(t the+ into a /ro(, )(rin/ +- 0esson 4eca(se it 2i00 4e eas- 3or
+e to /(i)e the+5 This /ro(, not C(st nee) he0, 4(t a0so /(i)ance at a00 ti+e
nee)e)5 I 2i00 /i1e the+ a si+,0e tas* at the 4e/innin/ an) +a*e it to(/h 4ase) on
their ,ro/ress5 I ho,e 4e3ore the- co+es into #ear ?. this iss(e 2i00 4e so01e)5
M- secon) so0(tion is For+ati1e Teachin/ Metho) (G)o== P)tt, >a 200" )5 These
*in)s o3 strate/ies ha1e F a,,roaches5 There are Peer Assess+ent Pair. Peer
Assess+ent in "ro(,s. Peer E>,0ainin/. Peer Assess+ent o3 De0i4erate Errors an)
Se03 Assess+ent5
Peer Assess+ent in ,airs is a ,rocesses 3or the tar/et ,(,i0s to the 2or*sheet. 2hen
the- 3inishe) it the- s(4+it it to the teacher5 A3ter that the teacher 2i00 s2a, the
2or*sheet a+on/ the+5 Teacher as*s the ,(,i0s to chec* their 3rien)s 2or* an) the
teacher 2i00 s(,er1ise it5 %ith ho,e this 2i00 increase ,(,i0 a2areness 2ith the- o2n
2or*5 Peer Assess+ent in /ro(, a0+ost sa+e 2ith ,eer assess+ent in ,air. the
)i33erent is this a,,roach 2i00 4e )one in 3 or E +e+4er in a /ro(,5 The- )o the sa+e
2or*sheet then )isc(ss it a+on/ the+ to 3in) the 4est ans2er5 Teacher 2i00 +onitor
the ,rocesses o3 the )isc(ssion5 Peer e>,0ainin/ is ,(,i0s )isc(ss each other to 3in)
the 4est ans2er5 P(,i0s 2i00 ,(t in ,air. not necessari0- 2ith hisLher 3rien)s then
teacher /i1e 2or*sheet an) the ,airs 2i00 )isc(ss to )o it5 Peer assess+ent o3
)e0i4erate errors is a )isc(ssion in ,air to 0oo* 3or the +ista*e5 P(,i0s 2i00 ,(t in ,air
an) /i1en a set o3 te>t5 The ,air 2i00 e>a+ine the te>t an) 0oo* 3or the +ista*e5 Last
one is Se03 assess+ent5 Teacher 2i00 contin(o(s0- re+ain 2hat is the /oa0 or
o4Cecti1e o3 e1er- a,,roach that the- 4een thro(/h5
In +- o,inion For+ati1e teachin/ Metho) can 4e a,,0- in +- c0assroo+ 4(t o3
co(rse 2ith a 0itt0e i+,ro1ise to s(it 2ith +- ,(,i0s sit(ation5 I 0i*e to /i1e an
o,,ort(nit- to this +etho) an) +onitor the e33ecti1eness on +- ,(,i0s5
Another so0(tion that I ,(t in +- consi)eration is in A&irah <har4i%a /t >aa=ar
(25052) research5 E1en tho(/h the research is in !ahasa Me0a-( 4(t ho2 she
)esi/n a so0(tion is i+,ortant5 She ,0ans to (se &is(a0 I+a/e to he0, the tar/et
,(,i0s5 The a,,roach is 4ase) M(0ti,0e Inte00i/ence Theor- (Gar!)r 56+(). &is(a0
S,atia0 Inte00i/ence5 Car&)l,a Lo,ato /roi) is a research 2ho ha) an
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e>,erience to (se &is(a0 I+a/e to he0, her ,(,i0s5 The &is(a0 I+a/e a,,roach is
s(ita40e 3or the ,ri+ar- schoo0 4(t accor)in/ Ha?i-h4r%t (5652) i Saha24!i
Ha%hi&' Mahai Ra9ali a! Ra&lah ata (200(). this a,,roache is not s(ita40e to
the secon)ar- schoo05
Moha&a! Na%ir I2rahi& a! I2rahi& Ha%%a (200() kita dapat menggambarkan
proses, membuat hubung kait, dan membayangkan prinsip-prinsip teori yang
dipertimbangkan ataupun dialami sebelum ini5 This state+ent sho2s (s that 1is(a0
can )e1e0o, h(+an co/niti1e an) he0, ,(,i0s in re+e+4er ,rocesses5
At the 3irst sta/e. tar/et ,(,i0s 2i00 /i1e a 2or*sheet 2ith a ,ict(re5 The tar/et ,(,i0s
2i00 ,ractice (sin/ the 2or*sheet 2ith a ,ict(re (nti0 the- )i)n;t )o the +ista*e5
Secon) sta/e is the ,ict(re ,ro1i)e in the 2or*sheet 2i00 )ecrease5 Then. at the 3ina0
sta/e the ,ict(re 2i00 not ,ro1i)e in the 2or*sheet that )istri4(te to the ,(,i0s5 !- this
1ario(s sta/e. teacher can +onitor the ,ro/ress o3 tar/et ,(,i0s5
The 1ario(s reco++en)e) so0(tion to so01e the +i> ca,ita0 an) s+a00 iss(e 4- the
,(,i0s in +- c0assroo+5 P(t +- ,(,i0s a4i0it-. their ,ro3icienc- 0e1e0. c0assroo+
sit(ation. I choose to (se For+ati1e Teachin/ Metho) 4(t 2ith so+e i+,ro1ise to
s(it 2ith +- ,(,i0s5 The rationa0 2h- I choose the +etho) is in +- o,inion this
+etho) can 4e carrie) o(t in +- c0assroo+5 This Metho) a0so has 1ario(s sta/es. so
the ,(,i0s 2i00 not easi0- 4ore to )o it5 I a0so 2ant to a)) an e0e+ent 3ro+ 1is(a0
i+a/e to the 2or*sheet that I 2i00 )istri4(te to the ,(,i0s5
In Peer Assess+ent in ,airs. I 2i00 (se the 2or*sheet 2ith a ,ict(re5 I ho,e the
,ict(re 2i00 he0, +- ,(,i0s a 0ot5 I 2i00 3oc(s on the (se o3 ca,ita0 0etters at the
4e/innin/ o3 the sentences 4e3ore I 4rin/ it to the hi/h 0e1e05 Ne>t ste, is I 2i00 3oc(s
on (sin/ ca,ita0 0etters on ,ro,er no(n s(ch as ,eo,0e na+e5 I 2i00 +i> Peer
Assess+ent in /ro(, an) Peer E>,0ainin/ in or)er to a1oi) 4orin/ a+on/ ,(,i0s5 In
+- e>,erience the ,(,i0s 0o1e to )o so+e +o1e+ent5 I ,0an to (se an acti1it- that
in1o01es so+e +o1e+ent5 The 4i//est concern in +- +in) is ,(,i0s 2i00 0ose their
interest i3 the- C(st sit an) )o the tas*5
I 2i00 a02a-s +onitor ,(,i0s ,ro/ress 2hi0e the- )oin/ the tas*5 I ho,e )(rin/ 1
+onth. I can see a 4i/ ,ro/ress on +- ,(,i0s5
0HAT ARE THE RESEARCH O/>ECTI3E
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M- research o4Cecti1e is to i+,ro1e ,(,i0s (n)erstan)in/ in (sin/ the ca,ita0 0etters
an) in the sa+e ti+e a1oi) ,(,i0s con3(sin/5 Us(a00- ,(,i0s con3(se 2hen the- (se
the 0etter that ha1e sa+e sha,e 3or ca,ita0 an) s+a00 0etter s(ch as +. s. o an) ect5
0HO 0ILL /E MY RESEARCH RESPONDENT
M- research res,on)ent is a 3e2 ,(,i0s in #ear 1 2ho ha1e a ,ro40e+ (sin/ the
ca,ita0 0etters5 The- na+e are Ma0ai. N(ra72ina. Fae7ah. Sai3(00ah. an) Hi)a-ah5 A00
o3 the+ are in #ear 1 an) the- a0so ha1e 0o2 ,ro3icienc- 0e1e0 in En/0ish 0an/(a/e5
The- sti00 )i)n;t +aster +an- s*i00s in the 0an/(a/e5 The res,on)ent atten)ances to
schoo0 are /oo) so this /i1e +e an a)1anta/e to )o +- research5 So+e o3 the+ are
nee) on0- 0itt0e /(i)ance 4(t the other nee) +ore attention5 I 2i00 stic* to )i1i)e the+
into ? /ro(,s so that I can +onitor the+ easi0-5
HO0 0ILL I COLLECT MY DATA
Since +- a,,roach is to /(i)e the ,(,i0s contin(o(s0- I 2i00 set a ti+e to /(i)e an)
certain ti+e to +a*e a test to +eas(re their i+,ro1e+ent5
M- 3irst )ata 2i00 co00ect a3ter e1er- 0esson in that c0assroo+5 I 2i00 +onitor the tar/et
,(,i0s an) ,(t +- concern in the re30ection o3 +- )ai0- 0esson ,0an5 M- re30ection is
one o3 the 2a- ho2 I co00ect +- )ata5 I 2i00 contin(o(s0- +onitor the ,ro/ress o3 the
res,on)ent (nti0 the- reach the o4Cecti1e5
P(,i0;s 2or*sheet 2i00 4e +- secon) )ata5 I 2i00 co00ect ,(,i0;s 2or*sheet 3ro+
Mon)a- to Th(rs)a- an) ,(t it in the 3i0e5 I 2i00 +a*e a ,artition 3or the test sheet on
Fri)a-5
Thir) )ata co+es 3ro+ the ta40e5 !e0o2 is a sa+,0e o3 the that I 2i00 (se to co00ect the
)ataK
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No Na+e 1: ct 1A ct ?E ct 31 ct
:15 Ma0ai
:?5 N(ra72ina
:35 Sai3(00ah
:E5 Hi)a-ah
I 2i00 ,(t tic* i3 the ,(,i0s sho2s an i+,ro1e+ent an) as I 2i00 *ee, ,(,i0s 2or* in a
3i0e as a re3erences in the 3(t(re5
I set (, a 2or*sheet 3or the ,(,i0s to )o )(rin/ +- 0esson5 The 2or*sheet 2i00 4e a
,ractise 3or the+ 3ro+ Mon)a- to Th(rs)a-5 D(rin/ those 3o(r )a-s. I 2i00 /(i)e the+
an) ,re,are the+ 3or the test on Fri)a-5
n Fri)a-. I 2i00 )istri4(te the test 2or*sheet to the ,(,i0s an) at this sta/e. I 2i00 not
/(i)e the+5 The ,(,i0s ha1e to )o the tas* 4- their o2n se035 I C(st +onitor the
,rocesses an) +a*e s(re the other ,(,i0s 2i00 not )ist(r4 the+5 I3 the ,(,i0s sho2s
an i+,ro1e+ent I 2i00 ,(t correct s-+4o0 in the sche)(0e5
The on0- concern is +- o2n ti+e5 I ho,e there are no acti1ities that )ist(r4 the 2ho0e
,rocesses o3 the research5
0HAT IS MY RECOMMENDED INTER3ANSION1
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DAIL# LESSN PLAN
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