CLICK HERE FOR BLOGGER TEMPLATES AND MYSPACE LAYOUTS »

Wednesday, May 27, 2009

Proposal Kajian Tindakan

Nama Pengkaji:

Mohammad Fairus Khazali Ismail

Jovinia Jowinis

Nurul Hafizah Che Mat

Elenser Uning

Aisyatulasyiqah Mohamed


Tajuk:

PENGGUBAHAN LAGU UNTUK MENINGKATKAN PENCAPAIAN SUBJEK SEJARAH


1. Refleksi Pengajaran dan Pembelajaran Lalu

Sepanjang saya mengajar mata pelajaran sejarah di Tingkatan 3 Wardah, saya mendapati pencapaian para pelajar dalam subjek ini adalah kurang memberangsangkan. Dalam kebanyakan kes, hasil daripada keputusan ujian-ujian penilaian lepas menunjukkan para pelajar keliru dalam menjawab soalan yang mempunyai kaitan di antara fakta dengan tarikh. Dalam ujian Penilaian 1, iaitu soalan-soalan yang meminta pelajar untuk membuat perkaitan antara peristiwa, fakta dan tarikh, saya dapati hanya 41% sahaja pelajar yang dapat menjawab dengan tepat. Manakala dalam ujian Penilaian 2, bagi jenis soalan-soalan yang sama, didapati hanya 38% pelajar sahaja yang dapat memberi jawapan yang tepat. Hasil daripada tinjauan yang saya buat, didapati para pelajar di kelas ini agak sukar dalam mengingati fakta-fakta serta tarikh-tarikh peristiwa penting. Apabila ditanya kepada para pelajar mengenai masalah utama dalam menjawab soalan sejarah, kebanyakan daripada mereka menyatakan bahawa terlalu banyak fakta yang perlu diingat. Maka, hal ini telah mendatangkan masalah kepada para pelajar.

Kenapa perkara ini boleh terjadi di kelas tersebut? Adakah kaedah menghafal tradisional tidak sesuai digunakan di kelas tersebut? Perlukah diadakan pendekatan yang berbeza dalam memastikan pelajar kelas tersebut mampu menyaingi kelas-kelas lain yang lebih tinggi pencapaiannya?

Pelbagai pendekatan telah saya gunakan dalam menangani masalah ini namun tidak memberikan hasil seperti yang diharapkan. Saya berpendapat lemahnya teknik menghafal di kalangan pelajar ialah disebabkan oleh pengabaian guru termasuklah saya terhadap kepentingan semangat patriotik di kalangan para pelajar. Sekiranya saya tidak membetulkan keadaan ini, saya pasti pelajar kelas ini tidak dapat menjawab dengan betul semua soalan yang mengaitkan fakta dengan tarikh yang akhirnya akan menyebabkan keemerosotan gred pencapaian sejarah di sekolah saya.


2. Fokus Kajian

Walaupun saya mengesan banyak masalah yang dihadapi oleh pelajar saya, saya hanya akan memfokuskan kajian ini kepada masalah-masalah untuk mengingat nama, peristiwa dan tarikh. Pelajar –pelajar saya didapati hanya mampu untuk mengingat dan mengaitkan fakta dan tarikh hanya pada tahap yang terhad sahaja. Namun, saya juga mendapati bahawa para pelajar boleh mengingat lirik-lirik lagu yang pada kebiasaannya kita dengar di radio. Maka, saya berpendapat bahawa penggunaan teknik lagu-lagu tersebut dalam proses pengajaran dan pembelajaran boleh diaplikasikan dalam usaha meningkatkan prestasi para pelajar dalam subjek ini.


3. Objektif Kajian

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

i. Objektif Umum

Meningkatkan markah pelajar dalam subjek Sejarah

ii. Objektif Khusus

· Membantu meningkatkan daya ingatan para pelajar dalam subjek Sejarah

· Meningkatkan minat pelajar dalam subjek Sejarah

· Meningkatkan peratus pelajar yang mendapat markah yang cemerlang bagi subjek Sejarah


4. Kumpulan sasaran

Kajian ini melibatkan 30 orang pelajar tingkatan 3 Wardah.


5. Tindakan yang dicadangkan

5.1 Tinjauan masalah

Sebelum intervensi untuk menyelesaikan masalah dijalankan, beberapa tinjauan terhadap masalah yang tersebut dijalankan untuk pemahaman yang menyeluruh. Tinjauan dilakukan dengan mengutip data seperti yang berikut.

· Pemerhatian dibuat berdasarkan markah ujian bulanan sejarah bulan Januari dan Februari

· Borang kaji selidik bagi mengetahui masalah pembelajaran sejarah



5.2 Program ‘Irama Sejarah ’

Cara pelaksanaan;

i) Guru meminta pelajar untuk membuat pembacaan awal berkenaan tokoh-tokoh sejarah tanahair

ii) Pelajar dibahagikan kepada 6 kumpulan kecil

iii) Pelajar diminta untuk memilih satu lagu kegemaran dan mengubah lirik lagu tersebut yang menceritakan tentang tokoh dalam negeri-negeri yang terpilih

iv) Setiap kumpulan diminta untuk mempersembahkan lagu gubahan mereka pada akhir kelas dan memberikan lirik lagu kepada semua pelajar di dalam kelas tersebut

v) Semua pelajar diminta untuk menyanyikan lagu-lagu gubahan tersebut dengan bantuan lirik

vi) Pada kelas seterusnya, pelajar diminta menyanyi tanpa lirik bagi mengukuhkan ingatan mereka terhadap fakta-fakta tersebut.

vii) Selepas seminggu, satu ujian penilaian berkenaan topik tersebut dijalankan bagi menguji ingatan pelajar.


6. Jadual Pelaksanaan Kajian

Bil

Aktiviti

Tarikh Pelaksanaan

1

Mengenal pasti masalah dan pengumpulan data awal

Hari pertama – hari ke-14

2

Menulis kertas cadangan kajian

Hari ke-15 – hari ke-20

3

Merancang tindakan

Hari ke-21 – hari ke-25

4

Melaksanakan tindakan

Hari ke-26 – hari ke-40

5

Ujian penilaian untuk mengesan pencapaian murid

Hari ke- 47

6

Refleksi kajian

Hari ke- 49

7

Menulis laporan kajian

Hari ke-50 – hari ke-57

8

Pembentangan dapatan kajian

Hari ke-60



7. Kos Kajian

Bil

Jenis bahan

Kuantiti X harga seunit

Jumlah Kos

1

Kertas A4

3 x RM 10.00

RM 30.00

2

Kertas Mahjong

6 x RM 0.60

RM 3.60

3

Marker

6 x RM 2.50

RM 15.00

4

Printer catridge

2 x RM 55.00

RM 110.00

JUMLAH

RM 158.60

Kuliah Minggu Ke-6

Pada kuliah minggu ini oleh Hajah Halimah Harun, aktiviti yang telah kami lakukan adalah seperti di bawah.

Aktiviti 1

1. Sediakan kertas bersaiz A4.

2. Sila tuliskan butiran berikut dalam kertas tersebut:
  • nama
  • no. matriks
  • bidang pengajian (major dan minor)
  • kelulusan Sarjana Muda
  • alamat
  • status perkahwinan
3. Sila jawab soalan berikut.
  • Mengapa ingin menjadi guru?
  • Siapakah guru paling disukai (nama dan subjek yang diajar) dan nyatakan sebab.
  • Siapakah guru paling dibenci (nama dan subjek yang diajar) dan nyatakan sebab.
  • Perihalkan tugas seorang guru.
4. Di belakang kertas tersebut, sila lukiskan gambar sepohon pokok. Sertakan juga tandatangan
dan tarikh lahir.


Aktiviti 2

Pilih pasangan dan rumuskan salah satu daripada kertas kajian tindakan yang dibentangkan dalam Seminar Pendidikan Serantau pada minggu lepas.

Tajuk: Pemberian tugas membuat peta pekiran untuk meningkatkan prestasi belajar siswa pada poko bahasan Termokimia di kelas XI SMA Negeri 12 Pekanbaru.

Nama Pembentang: Abdullah

Aktiviti 3

Bagi aktiviti ini, kami perlu membentuk kumpulan dengan 5 orang ahli. Kemudian, dalam kumpulan, kami dikehendaki untuk menyediakan satu kertas cadangan (proposal) kajian tindakan yang boleh dilakukan dalam bilik darjah. Tajuk yang dipilih perlulah ditunjukkan kepada Hajah Halimah untuk memastikan kesesuaian tajuk dan untuk mengelak daripada melakukan kajian tindakan yang sama dengan kumpulan lain.

Ahli kumpulan:
  • Jovinia Jowinis
  • Elenser Uning
  • Aisyatulasyiqah Mohamed
  • Nurul Hafiza Che Mat
  • Mohammad Fairus Khazali Ismail
Tajuk yang dipilih:
Pengubahan Lagu untuk Meningkatkan Pencapaian Subjek Sejarah

Tarikh akhir hantar: 28 Mei 2009

Sunday, May 24, 2009

Second: Comparison of Articles

I am sure that all of you already gain some knowledge and explanation (in previous post) regarding the three articles that i will be analyzing and compare in this post. Yes, in this post, I will compare among the articles in term of why the researchers did the action research, the materials used, participants, data sources, data gathering and data analysis.

Why the researchers do action research?
Article 1 (by Cohen & Byrnes, 2007) and Article 2 (by Keaton, Palmer, Nicholas & Late, 2007) described about action researches which were done to improve current practice in the classroom whereas in Article 3 (by Bintz & Dillard, 2007) the action research was done to see the role of teachers as reflective practitioners. Due to the difference, we will see the different approach in the action researches.

Research Questions
Article 1:
Does direct instruction teaching in letter-sound associations, blending sounds and segmenting sounds in words, followed by playful extensions assists students in identifying letter-sounds, developing a sight vocabulary, and in increasing the number of correct spelling approximations in writing?

Article 2:
What is the best method of teaching vocabulary to third grade students?

Article 3:
- Who decides the curriculum?
- Who selects what themes and topics to be studied?
- Who decides how learning is conducted?
- Who decides what questions get asked and answered?
- How is learning evaluated and assessed?

The research question is the central focus of the investigation. As we can see here, Article 1 and Article 2 have only one research question whereby Article 3 has five research questions. Well, if we refresh back to the previous post of the overview of the articles, we might realize that Article 1 and Article 2 discussed about action research that only involved a short period of time (Article 1 - 4 weeks, Article 2 - 12 weeks) and action research described in Article 3 took a long period of time (3 years). The research questions of the article suit the time frame of the action research as more questions might need more time for data gathering sessions and data interpretation (Macintyre, 2000). The researchers must ask themselves how to answer the questions and what kind of evidence need to be collected to show the improvement that has occurred.

Setting
Article 1:
Conducted in a kindergarden classroom.

Article 2:
Conducted in a 3rd grade classroom.

Article 3:
Conducted in a 4th grade classroom.

As seen above, all the studies were conducted in the classroom and there is only slight different of the students' grade.

Participants
Article 1:
Kindergarden students which were made up of 13 regular education students and 2 Exceptional Student Education (ESE) students.

Article 2:
The participants were 16 third grade students, 6 girls and 10 boys which were equally distributed into 2 groups: story with instruction group and traditional group.

Article 3:
Two in-school teachers (a literacy coach and a 4th grade teacher) and a university professor (as a researcher)

Two studies were participated by the students and only the one study was using educators as the participants. By this, we would realize that the approach of the studies would be different as the participants were from different group of people: the students and the educators. The two studies that involved students were more on taking some actions to the students and examine the effects of the actions, whereby, for the study with educators as the main participants, the educators were reflecting their own teaching and day by day discussing and planning to make teaching better and suit students.

Methodology
Article 1:
a) Materials
Peer Assisted Learning Strategies for First Grade Readers (PALS) were used together with the playful extensions: an alphabet manipulative game, dry erase marker boards, overhead alphabet tiles and blackboard blending games. Apart from that, Big Books, language experience charts and independent reading were used to enhance the direct instruction lessons.

b) Data collection
Students were assessed in skills of alphabet recognition, letter-sound associations, sight word recognition and specific stages of writing development. Writing samples were evaluated according to the Five Stages of Writing Development to determine the specific stages of writing for each students. This was done pre-test, before the implementation of the project and also for post-test, after implementation.

c) Data interpretation
The pre-test helped in dividing the students into 3 groups, high, average and low performing groups. After 12 weeks, the post-test was done.

d) Procedure
Teacher directed lesson were conducted for group A, B, and C three times a week for 15-20 minutes per lesson for 12 weeks. Five activities presented during the lessons; Letter-Sound Practice, Phonological Segmentation and Blending, More Letter-Sound Practice, Sounding Out and Reading Words Fast. Along with these activities, playful extensions followed each lessons. Post-test were carried after the end of the project.


Article 2:
a) Materials
Six books were selected and these books had not been read to the children during the academic year. Six tier two vocabulary words were taken from each books and taught to both groups of students .

b) Data sources
Audio-tape of pre-tests and post-tests as well as students conversations during lessons. Writing samples were also being used.

c) Data analysis
- From the audio-tape, the mean scores for both groups were calculated for accurate usage of the 6 weekly targeted vocabulary words and the number of words used in a sentence to describe the 6 weekly targeted words.
- Writing samples were scored for correct word usage in a sentence each Friday and rated numerically, with a value 0f 6 (used all the weekly words accurately) and 0 (did not use any of the word meaning correctly). Means scores were calculated.
- Graphs were used to report the means scores.

d) Procedures:
- The instructional approaches between the two groups differed.
- The story with instruction group was read a book throughout the week, given time for discussion and three days of direct word learning strategies each week. The students were taught targeted words in context by having discussions about the words that were encountered in the story.
- The traditional group did not participate in the read aloud and was given daily worksheets to complete four days each week. The vocabulary instruction only involved direct, explicit instruction of the worksheet task as the they worked with packets and teachers taught and assigned tasks.
- Pre-test was orally administered to both groups each Monday and post-test on Friday after the intervention. This went on for four weeks.


Article 3:
a) Data Sources
Recording of ongoing classroom observations, ongoing reflective conversations and journal consisted of notes recorded and shared during the debriefing sessions about the teachers collaborative teaching based on classroom observations and reflective conversations.

b) Data Collection
Recorded classroom observations, reflective conversations, debriefing sessions journal. These data were collected for three years which in these three years, both of the teachers planned, implemented and assessed a variety of classroom projects as well as conducting debriefing sessions to reflect and plan.

c) Data Analysis
Grounded in principles of naturalistics and using methodology of grounded theory to analyze the data. The teachers used two questions to guide the data analysis: a) what are we learning about ourselves as teachers? and b) what are we learning about curriculum and curriculum development by implementing an integrated literacy and social studies curriculum? One of the teacher wrote the result of the analysis for each year in narrative form.

d) Procedure
- For 3 years, the teachers had planned, implemented and assessed a variety of classroom projects in their teaching. The teachers collected a variety of informal assessment data including classroom observations, teacher notes, anecdotal records and short vignettes based on their informal observations of and interactions with students. They evaluated, discussed and reflected on these data to see what worked and what did not in order to reevaluate past lessons and plan future ones.
- To answer the research questions, the researchers analyze and discuss the data collected by the teachers using the principles of naturalistic inquiry and grounded theory. The researchers discussed five areas: curriculum control, curriculum source, curriculum choice, curriculum content and curriculum evaluation. Each of this area was based on the research questions.

Discussion regarding the methodology:
In Article 1 and Article 2, both of the action researches used administration of intervention to improve the current problems detected by the researchers. Before giving intervention, the researchers administered pre-test to the participants and then after some time, the researchers administered post-test to compare the result and to see any improvement. Apart from the results of the tests, other data were also analyzed. Action research is cyclical in nature (Taylor, Wilkie & Baser, 2006), however, as we realized, the researchers only did the interventions for one cycle. It is not stated in both the articles that the interventions were modified and administer again in the second cycle. The reason for this, might be due to the results of the intervention which showed positive changes.
Different from action research that was done in Article 3, the teachers were continously reflecting, planning, taking action, observing and evaluating the effects of the actions done in their class for three years in order to see the changes of their practice and beliefs about curriculum and curriculum development. Everytime they undergo debriefing, they record their reflections in a journal. This is a correct practice as teachers able to make connections as they write about their project, keeping balance of retrospection (looking back) and introspection (looking within oneself) in order to participate in the learning exprience (Taylor, Wilkie & Baser, 2006). As less point might be left out, journal can be used as data as it contains the information that might help in an investigation, such as in this action research.
In term of data analysis, Article 1 and Article 2 were quantitative studies as both used simple statistics to analyze the data and present the data. But, in Article 3, the action research was a qualitative study. For the first part when the teachers analyzed and wrote their observations of the student achievement, no formal evaluation instruments were used. All were based on their own informal achievement and interactions with students. Then when this findings were discussed by the researchers, they were guided by the naturalistic inquiry and grounded theory. In the end of the study, the researchers produced a hypothesis; teachers as reflective practitioners continually try to understand what they currently believe about learning, articulate to themselves and others why they believe what they do and use teaching as a powerful tool to enhance student learning and promote their growth.

References:
Macintrye, C. 2000. The Art of Action Research in the Classroom. London: David Fulton Publishers.
Taylor, C., Wilkie, M. & Baser, J. 2006. Doing Action Research. A Guide for School Support Staff. London: Paul Chapman Publishing.

First: Review of Articles

Article 1:
Cohen, L. & Byrnes, K. 2007. Engaging Children with Useful Words: Vocabulary Instruction in 3rd Grade Classroom. Reading Horizons Journals 47 (4): 271-293. http://proquest.com [12 May 2009].

This article discussed on an action research regarding emergent literacy development of kindergarden children which the researchers wanted to explore the effectiveness of direct instruction with playful extensions which was integrated into Peer Assisted Learning Strategies for First Grade Readers (PALS) in developing emergent literacy in a kindergarden classroom. This study was done to create an effective literacy programme for kindergarden students and in indirectl will help facilitate teacher in planning lessons aligned with the students' academic needs. As mentioned, the researchers followed PALS with playful extensions of PALS lessons which were integrated throughout the study to maintain the children's interest and motivation. The playful extensions included: an alphabet manipulative game, dry erase marker boards, overhead alphabet tiles and blackboard blending games. In this study, kindergarden students, 13 regular education students and 2 Exceptional Student Education (ESE) students were assessed in skills of alphabet recognition, letter-sound associations, sight word recognition and specific stages of writing development. According to this assessment they were divided into 3 groups, high, average and low performing groups. For 12 weeks, teacher-directed lessons along with playful extension were conducted for the 3 groups. Data analysis was done and the results shows that the students of low performance in the pre-test made the greatest gains in identifying letter-sounds and in applying letter-sound knowledge to making spelling approximations in writing. The high performance students made the greatest gains in sight word recognition.


Article 2:
Keaton, J.M., Palmer, B.C., Nicholas, K.R. & Lake, V.E. 2007. Direct Instruction with Playful Skill Extensions: Action Research in Emergent Literacy Development. Reading Horizons Journals 47(3): 229-250. http://proquest.com [12 May 2009].

The action research study discussed in this article was conducted by a classroom teacher and a university professor to answer a question: What is the best method of teaching vocabulary to 3rd grade students. Following this questions, they guided by questions: which instructional procedures for vocabulary acquisition support children's use of literacy? Do instructional strategies for teaching vocabulary differ in supporting 3rd grade children in using vocabulary in oral and written communication. For this, 16 third grade students, 6 girls and 10 boys were involved in the study. The children also made up of 12 bilingual children and 4 monolingual children who were equally distributed into 2 groups: story with instruction group and traditional group. The materials used were 6 selected books, from which 6 tier two vocabulary words were taken from each books and taught to both groups of students. (Tier two word according to Beck, McKeown & Kucan (2002) are words children use in everyday conversations and are rarely taught through direct instruction.) Then, in ten week study, the instructional approaches between the two groups differed. The story with instruction group was read a book throughout the week, given time for discussion and three days of direct word learning strategies each week. The traditional group did not participate in the read aloud and was given daily worksheets to complete four days each week. Apart from that, both groups were given different direct word learning strategies everyday. For story with instruction group, the instructional approach was more student-centred and involved discussions. However for traditional group, the vocabulary instruction only involved direct, explicit instruction of the worksheet task. Every week, the analysis were done by administering pre- (on Monday) and post-test(on Friday). The tests were to calculate accurate usage of the 6 weekly targeted vocabulary words and the number of words used in a sentence to describe the 6 weekly targeted words. Then, mean scores were calculated four weeks later. Overall, findings of this study suggested that children used more targeted words in oral and written communications when provided literature and word learning strategies.


Article 3:
Bintz, W.P. & Dillard, J. 2007. Teachers as Reflective Practitioners: Examining Teacher Stories of Curricular Change in a 4th Grade Classroom. Reading Horizons Journals 47 (3): 203-227. http://proquest.com [12 May 2009].

This article describes the study and findings from a classroom-based action research project conducted by two in-school teachers who implementing a new integrated literacy and social studies curriculum and the changes they made in curricular practices and beliefs. There were 3 educators participated: two school teacher who were the reflective practitioners and a university professor as the researcher assisting with data analysis, describing findings and implications. The two school teachers provided the data sources by recording ongoing classroom observations, conducting ongoing reflective conversations and sharing a journal that consisted of notes recorded and shared during the debriefing sessions about their collaborative teaching based on classroom observations and reflective conversations among them. These data were collected for three years which in these three years, both of the teachers planned, implemented and assessed a variety of classroom projects as well as conducting debriefing sessions to reflect and plan. The date then analysed using principles of naturalistic inquiry and driven by the methodology of grounded theory. For this purpose, the teachers used two questions to guide the data analysis: a) what are we learning about ourselves as teachers? and b) what are we learning about curriculum and curriculum development by implementing an integrated literacy and social studies curriculum? The results of the analysis for each year were written in narrative form to describe their personal and collaborative stories of curricular change. Then, based on this, a group of researcher discussed the findings. By this a hypothesis was produced and the researchers believe that teachers must see themselves and their students as creators of curriculum,as reflective practitioners, and as collaborative inquirers. Overall findings suggested that curriculum and curriculum development need more broadly and deeply thinking.

Tugasan 1: Ulasan BUKU - sambungan

Sebelum saya meneruskan dengan ulasan buku, ingin saya nyatakan bahawa post kali ini adalah sebenarnya lanjutan kepada post Tugasan 1: Ulasan Buku pada 24 April.

Konsep Kajian Tindakan
Kajian tindakan ialah proses di mana penyelidik merefleks tentang amalan pengajaran dan pembelajaran yang sedia ada serta penyelidik akan mula tampil dengan masalah yang perlu diselesaikan.

Mengapa guru perlu membuat kajian tindakan?
  1. Guru boleh membuat perubahan praktikal yang membawa kepada penambahbaikan proses pengajaran dan pembelajaran (p&p) dalam bilik darjah.
  2. Sekiranya ramai guru membuat kajian tindakan, maka pelbagai strategi p&p yang berkesan boleh dikumpulkan. Ini adalah sesuatu tindakan yang baik kerana guru-guru boleh berkongsi strategi dan memilih strategi yang terbaik dan bersesuaian dengan konteks pelajarnya.
  3. Guru-guru mempunyai bukti bahawa mereka adalah inovatif, reflektif dan mengikuti perkembangan semasa serta bersedia mencuba kaedah-kaedah baru yang diperkenalkan.
  4. Penemuan yang berdasarkan kepada bukti penting bukan sahaja pada peringkat bilik darjah tetapi ia boleh mempengaruhi pembuat polisi membuat keputusan yang boleh memberi faedah kepada pelajar.

Reka Bentuk Kajian Tindakan

  • Model - model yang diketengahkan dalam buku ini adalah seperti gambar di bawah. Walaupun gambar di bawah kurang jelas tapi kita masih dapat melihat model ini mengambarkan kajian tindakan seperti putaran roda. Ia bukanlah satu bentuk kajian yang dijalankan dalam satu pusingan sahaja malah ia boleh diperbaiki dan diulang sehingga mencapai tahap perubahan yang diinginkan. Model ini juga merupai model-model lain dalam kajian tindakan, contohnya model oleh Lewin (1946, dalam Cohen et al. , 2000) yang menyatakan kajian tindakan ialah satu siri langkah yang berulang yang meliputi perancangan, tindakan, pemerhatian dan penilaian tentang kesan tindakan (Taylor, Wilkie & Baser, 2006). Penerangan lanjut berkenaan model ini akan diterangkan dalam prosedur kajian tindakan di bawah.
  • Sampel/ Peserta kajian - sampel ialah para pelajar
  • Setting Kajian - seperti yang telah dinyatakan sebelum ini, buku ini ditujukan untuk guru novis yang baru sahaja berjinak-jinak dengan kajian tindakan, maka setting kajian yang dibincangkan adalah pada skala kecil iaitu dalam bilik darjah
Prosedur Kajian Tindakan
Menurut buku ini, langkah-langkah dalam kajian tindakan adalah seperti berikut:
  1. Refleksi dan analisis amalan pada masa sekarang. Mendapat idea umum tentang tajuk dan konteks kajian.
  2. Meninjau literatur dan berbincang dengan rakan sekerja berkenaan tajuk.
  3. Menyediakan tentatif pelan tindakan dan mengambil kira pelbagai strategi kajian.
  4. Mengambil tindakan. Memantau kesan tindakan - penilaian tentang strategi dan persoalan kajian.
  5. Membuat kesimpulan, penerangan dan cadangan untuk kajian pada masa hadapan.
  6. Sekiranya proses di atas tidak boleh menjurus kepada penyelesaian, maka penilaian tentang keseluruhan dilakukan.
  7. Tajuk dihalusi semula - pemilihan teks kunci, formulasi persoalan kajian, pelan tindakan yang dihalusi semula
  8. Pelan tindakan dirancang semula.
Pengumpulan dan Penganalisaan Data

.: Instrumen Kajian dan Teknik Pengumpulan Data

a) Nota Lapangan
- Merupakan cara yang cepat dan mudah untuk merakam aspek tingkah laku. Ia merupakan nota tentang pemerhatian cepat berkaitan dengan sesuatu yang sedang berlaku sekarang.
- Perakaman tentang nota rakaman boleh merupakan sesuatu yang kebetulan atau dirancang terlebih dahulu iaitu contohnya jika penyelidik ingin melihat tentang sesuatu yang spesifik (contoh tingkah laku pelajar)

- Kebaikan:
i) Rekod yang tulus
ii) Berguna untuk pemerhatian spesifik yang boleh menunjukkan banyak butiran
iii) Perbandingan berkaitan dengan masa mudah untuk dilakukan
iv) Bagus digunakan untuk mengutip data untuk kajian kes
- Keburukan:
i) Boleh menyebabkan rekod yang terlampau banyak dan melarikan fokus kajian
ii) Subjektif
iii) Tidak boleh digunakan untuk perbualan
iv) Mesti dianalisa secepat mungkin untuk memudahkan proses mengingat semula butiran

b) Rakaman pita audio dan video
- Oleh kerana nota lapangan tidak dapat merekod perbualan, maka pita audio dan video boleh digunakan untuk merakam interaksi, kesenyapan, kelajuan percakapan, intonasi suara serta perkataan sebenar yang diucapkan.
- Boleh mengurangkan bias kerana maksud sebenar dalam interaksi adalah jelas.
- Rakaman video boleh menganalisa postur tubuh dan ekspresi muka yang boleh menunjukkan reaksi dan aksi terhadap sesuatu tindakan, tetapi ia juga boleh disalahanggap. Maka, ia perlu disertakan sekali dengan bukti lain yang didapati daripada trangulasi data.

- Kebaikan:
i) Membuat rekod tepat dan boleh dimainkan berulang kali
ii) Memberi lebih banyak butiran berbanding rekod lain
iii) Tiada bias personal
iv) Boleh ditranskripsikan pada waktu lain
- Keburukan:
i) Bias prosedur (kehadiran peralatan/ pergerakan kanak-kanak)
ii) Bunyi/pergerakan latar belakang boleh mengganggu
iii) Video memerlukan tukang rakam
iv) Memerlukan masa untuk transkripsi

c) Jadual Pemerhatian Berstruktur
- Sesuai digunakan untuk mengumpul data objektif dan ia boleh digunakan sama ada semasa aspek pengajaran atau pembelajaran.
- Untuk membangunkan instrumen ini, 3 kata kunci yang penting iaitu kesesuaian, kejelasan dan ketangkasan melakukan pemerhatian
- Aspek yang perlu diambil kira: pemilihan bilik darjah yang dijadikan subjek, reka bentuk jadual, pemerhatian dan pentafsiran tingkah laku

- Kebaikan:
i) Merekod tingkah laku yang penting untuk analisis data
ii) Maklumat spesifik boleh dikumpul secukupnya
iii) Impak visual boleh diperhatikan - masalah boleh dikenalpasti
- Keburukan:
i) Boleh menjadi sukar untuk merekod sesetengah pergerakan
ii) Banyak maklumat hilang seperti maklumat non-verbal
iii) Bias prosedural kerana pemerhati yang membuat nota pemerhatian

d) Borang Soal Selidik
- Ia merupakan satu tinjauan tentang pelbagai pendapat daripada sejumlah orang yang banyak yang memberi maklum balas secara tanpa dikenali.
- Soalan yang ditanya adalah standard dari segi jenis dan jumlah soalan
- Oleh kerana jawapan diberi tanpa dikenali sumbernya, maka ia boleh mendapatkan pendapat yang jujur

- Kebaikan:
i) Cepat untuk diadministrasikan
ii) Jawapan tanpa dikenali sumber
iii) Banyak respons
iv) Tiada interaksi muka
v) Soalan adalah standard
- Keburukan:
i) Memerlukan masa yang panjang untuk direka
ii) Jawapan adalah tanpa penerangan lanjut
iii) Maklumat hanya pada peringkat permukaan sahaja
iv) Sukar untuk mengikuti respons yang menarik

e) Temubual
- Merupakan interaksi muka ke muka yang membenarkan penemubual untuk bertanya tentang soalan-soalan yang telah tersedia
- Perlu mengambil kira pelbagai aspek; setting, organisasi temubual, pengurusan masa, bias, fokus temubual, bilangan soalan, jenis soalan, penyataan, bilangan temubual, analisis data kualitatif dan jadual temubual

- Kebaikan:
i) Penyelidik bertemu dengan orang yang ditemubual - perkongsian personal membantu
dalam interpretasi makna
ii) Jawapan yang menarik boleh diikuti tanpa penangguhan
iii) Pita rakaman (dengan kebenaran) boleh digunakan untuk merekod butiran
iv) Maklum balas personal boleh diperolehi
- Keburukan:
i) Mengambil masa menyebabkan kurang respons
ii) Prosedural dan personal bias
iii) Penyelidik boleh mendorong orang yang ditemubual kepada jawapan - bias berlaku
iv) Sukar untuk difokuskan kepada isu
v) Memerlukan masa untuk saling percaya antara penemubual dan orang yang ditemubual


.: Teknik Penganalisaan
Setiap data mentah yang diperolehi perlulah diproses dan diberi makna. Untuk membuat penerangan tentang data mentah yang diperolehi kata kunci seperti tema, insidens, corak dan trend boleh digunakan. Memandangkan kajian yang dilakukan dalam bilik darjah tidak melibatkan jumlah murid yang ramai, maka analisa statistikal yang kompleks tidak diperlukan, cukuplah menggunakan diagram, jadual dan graf untuk menunjukkan hasil penemuan. Apa yang paling utama ialah pemilihan cara untuk melapor dan mempamer data mestilah bersesuaian dan logik dengan jumlah data yang diuruskan. Buku ini data dilaporkan dan dipamerkan mengikut sumber data diperolehi:

a) Data daripada kajian kes:
Sekiranya hanya sebilangan kecil pelajar dikaji, maka data boleh dilaporkan secara kajian kes individu. Penyelidik juga perlu mengumpul bukti kumulatif agar ia boleh mengenalpasti data yang menunjukkan adakah penambahbaikan telah tercapai untuk sesetengah individu atau memerlukan lebih latihan.

b) Data daripada pemerhatian berjadual:
Oleh kerana pemerhatian dilakukan secara berjadual, rekod pemerhatian ini seharusnya sudah boleh menunjukkan corak dan trend tingkah laku. Ia juga boleh digunakan untuk perbandingan dengan mengkaji pemerhatian pada peringkat awal dan peringkat akhir.

c) Data daripada soal selidik
Soalan jenis tertutup
d) Data daripada rakaman audio dan temubual
Untuk rakaman audio, transkripsi dianalisa. Ekstrak ringkas daripada rakaman audio dan temubual boleh diletakkan dalam teks tesis atau laporan kerana ia membantu pemahaman pembaca tetapi perbualan penuh perlu disertakan dalam appendiks.

e) Data daripada rakaman video
Penerangan penuh verbal perlu dibuat dalam laporan tesis kerana pembaca mungkin tidak akan melihat sendiri pita video tersebut atau tidak mempunyai masa atau kemahiran untuk membuat pemerhatian. Gambar juga perlu diambil daripada video untuk memberi penerangan yang lebih kritikal.


Etika Kajian Tindakan
Buku ini membincangkan beberapa isu etika. Antaranya: protokol pemerhatian, kesulitan, anonim (tidak dikenali), kajian kanak-kanak, bias, kesahan dan kebolehpercayaan.

a) Kesahan
Menurut buku ini, kajian bilik darjah yang melibatkan skala kecil tidak memerlukan analisis statistikal untuk membuktikan kesahan kajian. Namun begitu, beberapa persoalan perlu dijawab untuk memberi kesahan pada kajian iaitu:
  • Adakah soalan dibentuk secara jelas supaya jawapan akan memberi data untuk menjawab persoalan kajian
  • Adakah prosedur adalah jelas dalam semua peringkat?
  • Adakah langkah telah diambil untuk mengurangkan bias dan meningkatkan kebolehpercayaan?
  • Adakah tuntutan yang dibuat berdasarkan kepada persoalan kajian, pelan tindakan dan bukti-bukti yang telah dikumpulkan?
b) Kebolehpercayaan
Mengurangkan bias adalah satu cara untuk menjadikan kajian memiliki kebolehpercayaan. Dalam bilik darjah, banyak perkara boleh dilakukan untuk meningkatkan kebolehpercayaan, contohnya jangan terburu-buru mengumpul data, sebaliknya perlu dirancang sebaik mungkin.

Seminar Pendidikan Serantau Ke-4

Seminar Pendidikan Serantau Ke-4
dan
Pertandingan Penyelidikan Pendidikan Nusantara 2009
"Ke Arah Keunggulan Universiti Penyelidikan"


Tarikh:
18-21 Mei 2009

Tempat:
Klana Resort Seremban

Anjuran:
Fakulti Pendidikan, UKM
Fakulti Keguruan dan Ilmu Pendidikan, UNRI

Tugasan 2: Ulasan dan Analisis Artikel Jurnal Kajian Tindakan

Arahan Tugasan:
  • Dapatkan 3 artikel jurnal luar negara yang memerihalkan kajian tindakan yang telah dilakukan dalam pendidikan.
  • Lakukan perbandingan (persamaan dan perbezaan) dari segi prosedur kajian tindakan yang dilakukan dan laporkan dalam blog individu.
  • Uploadkan semua artikel dalam yahoogroups.
Tarikh akhir hantar: 26 Mei 2009
Peratus Kerja Khusus: 10%

Tajuk artikel jurnal yang telah dipilih ialah:
  1. Cohen, L. & Byrnes, K. 2007. Engaging Children with Useful Words: Vocabulary Instruction in 3rd Grade Classroom. Reading Horizons Journals 47 (4): 271-293. http://proquest.com [12 May 2009].
  2. Keaton, J.M., Palmer, B.C., Nicholas, K.R. & Lake, V.E. 2007. Direct Instruction with Playful Skill Extensions: Action Research in Emergent Literacy Development. Reading Horizons Journals 47(3): 229-250. http://proquest.com [12 May 2009].
  3. Bintz, W.P. & Dillard, J. 2007. Teachers as Reflective Practitioners: Examining Teacher Stories of Curricular Change in a 4th Grade Classroom. Reading Horizons Journals 47 (3): 203-227. http://proquest.com [12 May 2009].