Saturday 7 November 2009

TUGASAN 3 : PEMBENTANGAN KOLOKIUM KAJIAN TINDAKAN

PEMBENTANGAN PERTAMA

An Application Of Cooperative Learning By Using Internet Resources To Increase Student’s Participation And Interest In Learning English For Science And Technology (EST) Subject.
By; Tiun Siew Mond and Tan Sin Yee


Purpose
This technique has been chosen to change students attitude toward EST subject.

Objective
1. Increase students participation through cooperative learning incorporate with internet
resources.
2. Increase students’ interest in learning EST

The problems of the study
1. Will cooperative learning increase students’ participation in EST teaching and learning
process?
2. Will students’ interest increase by conducting cooperative learning?

Methodology
Sampling or the targeted participants consisted of 28 Form 4H students and 32 Form 4N students in ST. JOHN Institution (SJI). Model of this action research used is Gerald Susman Model. This model including diagnosing, action planning, taking action, reflection, amended plan, take second action stage. Procedure in this research start with forming of groups and than different task topic given. After that, student by group doing their work with searching information through internet and will transfer information from linear text to non-linear text. Last procedure student doing presentation by using all information that they found. Base on data collected, it was found that the used of this technique produced positive results in terms of students participation in the lesson and their ability to present their findings outcome orally and share their information with the class. The data of the research was collected by using classroom observation, interview students finding and questionnaire. The data was analyzed quantitatively and qualitatively.
Data Collected
a) Interview
The interview was conducted informally by using four questions relation to what the students thought of EST subject before the use of this technique in teaching English for science and technology lesson. The questions used in the interview focus to know about their ideas on group learning activities and also their preferences teaching way of the teacher.

Interviews were conducted to gain information regarding the response of students in the first and second cycle due to the collaborative learning which we implied in our teaching and learning process. There are five students were randomly selected to be interviewed individually in the classroom after finished the lesson in each cycle in our research.

There were four questions were asked during the interview session. The intention of these questions was to discover the students’ perceptions towards this technique whether the students like or dislike the cooperative learning activity. The interview session is crucial to our research due to the fact that specific opinions are needed in details to improve our study.

b) Questionnaires
There are two types of questionnaire were carried out, namely open-ended questions and close-ended questions. The questionnaires is used to get know the students’ feelings and attitudes about before and after the technique we implied in our research. The open-ended questionnaires were given pre-implementation of the technique, while the close-ended questionnaires were given after the implementing the technique.

The first set of questionnaire contained five close-ended questions where the students need to give their responses about the using of internet resources in the cooperative learning. The second set of the questionnaire contained 10 close-ended questions were used to get the students’ responses about cooperative learning. The students need to answer the questions whether they strongly agree, agree, disagree, and strongly disagree to the technique we implied in this research. From the result, we can indicate the preferences of the students toward this technique.

c) Classrooms’ Observation
Classrooms’ observation is crucial to our research due to the objective of our action research is to increase the participation and interest in their learning process. Hence, observation on students’ response, participation (interaction in the group discussion, solving problem and transfer linear text into non-linear, presentation and answering quiz), and interaction was done throughout the teaching and learning process. From observation, students’ reaction and expression toward the learning process can be used to define whether they enjoyed the learning process. Hence, observation is crucial to obtain students’ responses toward this technique used in the learning process.

Data analysis
In this research, data were analysed from students’ perception toward the applied of cooperative learning technique by using internet resources in teaching and learning process. The data were analysed qualitatively and quantitatively. Qualitative data includes interview and classrooms’ observation, while quantitative data was collected by using questionnaires. The content analysis was done in order to know the suitability of cooperative learning by using internet resources in teaching EST subject. In order to know about the students’ acceptance and perception toward this technique, the data which obtained from the questionnaires were summarized by using bar Figure. From the bar Figure, the percentage of the students’ preferences toward the techniques can be compared and see directly.

Finding
The finding in this research showed the increase in students participation and their interest. Moreover, the targeted classrooms atmosphere becomes more positive. They looked excited to search information through internet and able to finish their work on time.

Input From Presentation
Student more interested learning by group and cooperative learning actually give advantage for student to help each other in learning process. Using internet resources also will attract student’s participation and interest in learning English For Science And Technology (EST) subject.


PEMBENTANGAN KEDUA

Mempertingkatkan Pencapaian Pelajar Tingkatan Empat Terhadap Mata Pelajaran Pendidikan Islam Dengan Menggunakan Kaedah Pembelajaran Koperatif
Oleh; Siti Zubaidah Bt Ingsa dan Suryatee Bt Abd Rashid


Tujuan Kajian
Tujuan kajian ini adalah untuk mempertingkatkan pencapaian pelajar tinkatan empat trhadap mata pelajaran Pendidikan Islam dengan menggunakan kaedah pembelajaran koperatif.

Objektif dan Persoalan Kajian
Dalam kajian yang dilakukan ini, terdapat tiga objektif yang ingin dicapai. Antara objektifnya ialah;
1. Mengenalpasti pengalaman dan pandangan pelajar terhadap pembelajaran berpusatkan guru (teachers centred).
2. Menilai dan mengetahui pencapaian pelajar dalam matapelajaran Pendidikan Islam sebelum pembelajaran koperatif diperkenalkan.
3. Menilai pencapaian pelajar dalam matapelajaran Pendidikan Islam selepas pembelajaran koperatif diperkenalkan.

Metodologi Kajian
Prosedur yang digunakan dalam kajian ini terbahagi kepada empat, iaitu mengenalpasti masalah, merancang, tindakan dan refleksi. Dalam kajian ini juga, kaedah yang digunakan untuk mendapatkan hasil dapatan ialah dengan menggunakan kaedah;

1. Pemerhatian
Kaedah pemerhatian dibuat melalui refleksi guru, penilaian guru matapelajaran Pendidikan Islam serta penilaian daripada penyelia.

2. Soalan ujian pre-test dan post-test
Kaedah ini digunakan untuk mengukur tahap pencapaian pelajar serta senarai semak untuk mengetahui respon daripada pelajar mengenai pembelajaran yang telah berlangsung.

3. Borang soal selidik
Boring soal selidik terbahagi kepada dua iaitu soal selidik pembelajaran berpusatkan pelajar dan soal selidik pembelajaran berpusatkan guru. Responden untuk kajian ini terdiri daripada para pelajar dari tingkatan 4DK1/2 dan 4DK3/4 dari Sekolah Menengah Danau Kota, Kuala Lumpur.
4.Senarai semak

Selepas mengenalpasti masalah dan merancang kaedah pembelajaran koperatif, tindakan dilakukan dengan mengaplikasikan kaedah yang dirancang di dalam kelas Pendidikan Islam. Kemudian, penambahbaikan dilakukan selepas membuat sesi refleksi melalui pemerhatian dan soalan-soalan ujian pre-test, post-test dan borang soal selidik.
Penganalisisan Data
1) Data kualitatif
Data yang diperolehi adalah hasil pemerhatian daripada refleksi guru, penilaian guru pembimbing, penilaian penyelia dan komen pelajar dianalisis dengan mengasingkan dapatan-dapatan tersebut kepada kategori-kategori tertentu. Bagi data daripada senarai semak yang telah dicatat oleh para pelajar dianalisis satu persatu dan hasilnya dibandingkan untuk mencari persamaan dan perbezaan yang mungkin terdapat dalam catatan mereka.
2) Data kualitatif
Data yang diperolehi daripada soalan ujian pre-test dan post-test yang dilakukan dan dianalisis pemarkahannya mengikut peratusan. Di samping itu juga, data ini juga diperolehi melalui senarai semak yang diedarkan oleh guru 10 minit setelah sesi pengajaran dan pembelajaran dijalankan untuk melihat tahap keberkesanan dan kefahaman dikalangan pelajar. Selain itu, soal selidik juga diedarkan untuk mengetahui sejauh mana berkesannya pembelajaran koperatif ini dikalangan pelajar tingkatan 4 bagi matapelajaran Pendidikan Islam.

Hasil Dapatan
Hasil dapatan daripada kajian ini dapat ditunjukkan dalam dua bentuk iaitu data kualitatif dan data kuantitatif. Data kualitatif berkaitan dengan perubahan sikap pelajar-pelajar yang boleh dilihat melalui pemerhatian. Manakala, data kuantitatif dapat dilihat melalui pencapaian markah mereka dalam matapelajaran Pendidikan Islam.
Dapatan hasil kajian menunjukkan bahawa pengajaran guru berkesan dan dapat meningkatkan pencapaian pelajar dengan menggunakan pemebelajaran secara koperatif melalui teknik ”numbered head together” dan ”thinks-pair-share”. Walau bagaimanapun, dapatan kajian juga mendapati bahawa terdapat hanya sedikit sahaja penurunan peratusan pencapaian yang disebabkan oleh ketidakhadiran pelajar semasa ujian berlangsung. Oleh itu, diharapkan kajian ini dapat memberi input yang berguna kepada para pentadbir dan pelajar amnya dan para guru Pendidikan Islam khususnya untuk mengaplikasikannya di dalam proses pengajaran dan pembelajaran.

Input Daripada Pembentangan
Daripada pembentangan ini saya dapat membezakan antara penilaian bersama yang dilakukan secara tradisional lebih berbentuk penilaian yang hanya dibuat oleh satu pihak sahaja iaitu guru. Manakala penilaian dalam pembelajaran koperatif dilakukan bersama oleh semua pihak iaitu guru serta ahli kumpulan. Keadaan ini akan memudahkan guru membuat keputusan penilaian dengan lebih adil serta dapat diterima oleh setiap pelajar dalam kumpulan secara terbuka. Selain itu, pembelajaran secara bekerjasama mampu meningkatkan kualiti hasilan pembelajaran.
CADANGAN/ULASAN KEDUA-DUA PEMBENTANGAN
Dari segi pemilihan tajuk, kedua-dua tajuk yang dibentangkan ini dilihat menepati kehendak untuk dijadikan sesuatu tajuk dalam kajian tindakan. Namun, kedua-dua tajuk tersebut agak panjang dan sebenarnya ia boleh diringkaskan lagi.

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