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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

surat

Isi 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 dalam

dua 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 Amb 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 sedang

kaji.

5.3.1 Aktiviti-aktiviti yangdijalankan

Sebanyak empat aktiviti telah

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

AKTIVITI 1 ( Permainan DominoFakta Asas Darab )

1) Aktiviti ini merupakan aktivitiberkumpulan yangmelibatkan pendekatan duadalam satu iaitu belajar danbermain dalam satu masa.

2) Permainan ini dilaksanakanmengikut konsep permainandomino tetapi dalampermainan ini padananadalah kepada soalan faktaasas darab dengan hasildarabnya atau sebaliknya.

3) Selepas menjalankan aktivitiini, murid-murid diberiaktiviti berbentuk individu.

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

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

mengandungi 60 soalan.2) Soalan Cepat Kira Fakta Asas

Darab ini diuji sehingga 9 x9.

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

4) Tempoh masa mereka habismenjawab direkodkan.


1) Aktiviti ini sama sepertiaktiviti 2. Set soalan yangdiberi kepada murid-murid



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



1) Aktiviti ini sama sepertiaktiviti 2 dan 3.

2) Soalan-soalan yang samadiberikan kepada murid-

murid.3) Murid-murid dikehendaki

menjawab semua soalantersebut dalam masa 3 minit.


o Pelaksanaan TindakandanPemerhatian/ Penilaian

PelaksanaanAktiviti 1

Pelaksanaan

Aktiviti 2

5.5 Refleksi Kajian

Huraikan carapelaksanaannya

i. Pemerhatian Sediakan jadual pemerhatian

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

ii. Refleksi

Huraikan apa-apa yangdifikirkan guru dari segikeberkesanan aktiviti 1 atau

kegagalan 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 Pelajara ) Huraikan keberkesanan tindakananda dengan menggunakandata/maklumat yang telah anda

kumpulkan (seperti ujian pasca atau

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

Langkah-langkah hendaklah diterangkansecara terperinci



ujian-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 andaakan 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-aktiviti

lain 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-bahansokonganyang

digunakandimasukkandi dalamruangan ini.



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 toTask 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. 5

lessons 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 focusedin 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 structures

used 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 and

treatment 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 actionswere taken. The actions were as below:

c. Problem IdentificationIn collecting the data, I used 2 approaches:

ii. ObservationThe 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. Tests As it is only through tests that we are possible to see students’ real ability, two tests

were carried out. The first one was a speech presentation where the students were 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 exactly

as 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 represent



their 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. A

few exceeded the two minutes while the rest did not even touch the first minute.In their mock test, the students just tend to go straight to the main issue being stated

without dealing with the introduction and topic introduction. Instead of giving three reasons to justify their views or opinions, they just gave one and were satisfied with it. Their 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 wereoblivious 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. Genre

Analysis approach was used in assisting the students:

a. to be aware of the required structure,b. to understand the variety and correct usage of the transitional verbs.

The stages of the action research taken are as below:i. A pre-test was carried out in order to identify students’ initial level of competency and

ability in responding to Task A.

ii. Five lessons were carried out and they 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 Test



50end6

25summarise5

0explanation of

justification 34.3a

25 justification 34.3

12.5explanation of

justification 24.2a

62.5 justification 24.2

12.5explanation of

justification 14.1a


100state opinion4

25state role3

37.5state situation2

50greeting1

%HGFEDCBAStudents

Moves

50end6

25summarise5

0explanation of

justification 34.3a


12.5explanation of

justification 24.2a


12.5explanation of

justification 14.1a


100state opinion4

25state role3

37.5state situation2

50greeting1

%HGFEDCBAStudents

Moves

1. The students were put into 2 groups of fours. They were categorised into threedifferent 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 by

using 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 2nd 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, this

highlights 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 1This was the first stage of the lessons which was carried out with the subjects. This

was a crucial part as the subjects’ understanding of the structure of the target genre. Thiswas the stage where Riggenbach’s (1999) six steps were integrated and adapted,

1. I asked the students to brainstorm the structure of the response suitable for Task Ain a MUET Speaking Test and listed the structure on the board.

2. I distributed a copy of the task which response they were going to listen to.3. I played the recording of a sample answer for the task and asked the students to just

listen.

Table 2: The Moves covered by each student.

Moves

1

2

3

4

5

6

8

N u

m b e r o f S t u d e n t s

1 2 3 4 4 . 1 4 .1 a 4. 2 4 .2 a4. 3 5 64.3a

7

3

Moves

1

2

3

4

5

6

8

N u

m b e r o f S t u d e n t s

1 2 3 4 4 . 1 4 .1 a 4. 2 4 .2 a4. 3 5 64.3a

7

3

Table 1: The bands achieved by the students.

Graph 1: The Moves covered by each student



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

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

3. I played a sample answer of the similar genre once.4. I asked the students to listen to the recording once again, and signal the

moves.5. I did the same way for two more recordings.6. I distributed the transcription of the recordings played.7. I asked the students to identify and label the text types for the four

transcripts given.

8. I discussed the labelling with the students.9. I asked them to refer to the transcript again and looked at how the opinions

were expressed.10. I asked the students to give other ways to state opinions and I wrote them

on the board.11. I distributed a handout on stating opinions. I went through the list of samples

on expressions used to state opinions with the students.12. I asked the students to practice giving opinions by using the phrases which

they had learnt earlier. They were asked to attempt the topics one by one. Ikept the time, just giving them 2 minutes to prepare their answers beforethey were asked to give their responses. I listed their responses on theboard. After each topic was discussed, I went through the responses andasked the students to correct the responses if there were any grammatical

errors. This allowed them to be aware of the errors that they had done intheir responses and at the same time, the students were able 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 to

see the sequence of the responses that they needed to follow when they had toproduce their responses later.

ii. Reflection

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 right

pronunciations, intonations and thus had a good source for practice. Having the

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

1

2

3

4

5

8

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9

1

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6

9



N u m b e r o f r e s p o n s e

1

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4

5

7

6

9

1 2 3 4 5 6 7 8Student

8


1

2

3

4

5

7

6

9

1 2 3 4 5 6 7 8Student

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

8


1

2

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1 2 3 4 5 6 7 8Student

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

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1

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

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

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printed 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 students

were 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



100end6

37.5

summarise5

0explanation of

justification 34.3a


12.5explanation of

justification 24.2a


37.5explanation of

justification 14.1a


100state opinion4

100state role3

100state situation2

100greeting1

%HGFEDCBAStudents

Moves

100end6

37.5

summarise5

0explanation of

justification 34.3a


12.5explanation of

justification 24.2a


37.5explanation of

justification 14.1a


100state opinion4

100state role3

100state situation2

100greeting1

%HGFEDCBAStudents

Moves

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

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

ii. Reflection

Moves

1

2

3

4

5

6

8

N u m b e r o f S t u d e n t s

1 2 3 4 4. 1 4.1a 4.2 4 .2a 4. 3 5 4.3a

7

Moves

1

2

3

4

5

6

8

N u m b e r o f S t u d e n t s

1 2 3 4 4. 1 4.1a 4.2 4 .2a 4. 3 5 4.3a

7

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



Naturally, the students were shy to be heard by their friends. However, withpersuasions and encouragements, many were able to present their responsesbetter.

g. Reflection on the Research

At first, the students found it difficult to come up with enough opinions and reasons within thetwo minutes given. However, with a lot of discussions and oral practices, the students found that theywere more confident in giving their answers. Even Group 2 would volunteered to give their answersfirst and this showed that they had gained their confidence not just in preparing the responses, butalso in presenting them aloud in class.

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

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

6. Suggestion for Future Research

This research only focused on the individual response to the speaking task. It is crucial especially for the weaker students in gaining the salient linguistic features. With that, I personally suggest that there shouldbe another research in helping these weak students in the second task in the MUET Speaking Test, that is

Task B. In this task, the students are required to be able to manage discussions. The research should focuson ways to highlight the essential features of managing discussions and the proper ways to carry them out,and help the weak students to understand and be able to carry out discussions properly.

Bibliography

Lim, J.C. (2002) Malaysian University English Test (MUET) – Coursebook . Selangor:Pustaka Sarjana SdnBhd.

Martin, J.K. (1984) ‘Language, register and genre.’ in ECT 418, Language Studies. Children Writing: Reader .Victoria: Deakin University.

Malaysian Examinations Syndicate. Access date: 9th January,2005 at:http://www2.moe.gov.my/~lp/spm_lpm.htm

Ng, K. S. et al. (2004) Study Skills for the Malaysian University English Test . Shah Alam: FederalPublications.

Riggenbach, H. (1999) Discourse Analysis in the Language Classroom. USA: University of Michigan Press.

Roberts, P. (1997) Genre Analysis: A way out of the CUL-DE-SAC . In: The International HouseJournal of Education and Development Issue 3 April 1997. Access date December 10, 2004 at: www.ihworld.com/ihjournal/genre_analysis_paul_roberts.doc

Smith, G. (1997) Learning to Speak and Speaking to Learn. Journal for College Teaching, Vol. 45.:49+. Access date January 1,2005 at: www.questia.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://www2.moe.gov.my/~lp/spm_lpm.htm


http://www.ihworld.com/ihjournal/genre_analysis_paul_roberts.doc

http://www.questia.com/



http://www.ihworld.com/ihjournal/genre_analysis_paul_roberts.doc


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